Mengapa dan Bagaimana PAI Diajarkan di Perguruan Tinggi

Summary

This video discusses the importance of teaching Islamic Education in higher education institutions in Indonesia, tracing its historical development and the debates surrounding its necessity. The subject was initially optional but became mandatory after 1966, with varying credit requirements over time. Two opposing views are presented: one supporting its inclusion to maintain religious diversity, and the other arguing religion should remain a private matter. The video explores psychological, cultural, philosophical, and legal justifications for Islamic Education, as well as different teaching methods focused on substance and process.

Takeaways

• 😀 Islamic Religious Education (IRE) was not a compulsory subject in Indonesian universities until 1966, and it became mandatory in higher education following the fall of the Old Order regime.
• 😀 In 1983, the credit hours for IRE in universities were limited to 2 SKS for D3 and S1 programs, though universities could expand this with the approval of the rector.
• 😀 Law No. 12/2012 established IRE as a mandatory general subject at all Indonesian universities, reinforcing its role in higher education.
• 😀 There are two contrasting views on whether IRE should be taught in universities: one supporting its role in fostering religious diversity and awareness, and another opposing it, viewing religion as a private matter.
• 😀 Psychological studies highlight that individuals are naturally inclined to seek religion, with IRE potentially influencing students to return to or explore their faith.
• 😀 Social and cultural influences shape the need for IRE, especially in maintaining traditional practices amidst the influence of Westernization.
• 😀 IRE is seen as essential for preserving Indonesia's religious and cultural traditions, especially in the face of modernity and globalization.
• 😀 The philosophical basis for IRE is rooted in Pancasila, particularly the first principle, 'Belief in One God,' which underpins its importance in higher education.
• 😀 There are two main approaches to teaching IRE in universities: a substance-based approach (focusing on deep religious knowledge) and a process-based approach (emphasizing practical skills and self-study).
• 😀 The shift in religious practices among Indonesian youth, with more students transitioning from being 'ordinary Muslims' to 'santri' (devout Muslims), has further fueled the demand for improved IRE in universities.
• 😀 The teaching of IRE helps students navigate their spiritual lives and contributes to their religious, social, and emotional well-being, providing balance in a rapidly changing world.

Q & A

Why was Islamic education not initially a mandatory subject in Indonesian higher education?

Before 1966, Islamic education was not mandatory in Indonesian higher education because it was only offered as an elective for interested students, and the education system did not consider it essential at that time.

What led to the change in the curriculum, making Islamic education mandatory in higher education in Indonesia?

In 1966, after the fall of the Old Order regime, a decree was issued which made religious education compulsory in all schools, including universities, to help foster national unity and preserve the diversity of the student population.

What is the significance of the 1983 policy regarding Islamic education in universities?

The 1983 policy set a 2-credit-hour requirement for Islamic education in both D3 and S1 programs, while allowing university rectors to increase the credit hours based on institutional needs, further formalizing the role of religious education in academic curricula.

What are the two opposing views on whether Islamic education should be taught in universities?

One view supports teaching Islamic education in universities to promote religious diversity and awareness among students. The opposing view argues that religion is a personal matter and should be taught outside state institutions, such as in mosques, pesantren (Islamic schools), or families.

How does Islamic education in higher education contribute to students' psychological and spiritual development?

Islamic education helps students reconnect with their faith, guiding them spiritually and providing clear, accurate religious knowledge. It also plays a role in religious conversion, helping students understand their beliefs and maintain their relationship with God.

What role does Islamic education play in preserving Indonesian cultural traditions?

Islamic education is vital for preserving cultural traditions in Indonesia, particularly those linked to religious practices such as tahlilan, pengajian, and selamatan. These traditions are important for maintaining the cultural identity and emotional ties within communities.

What is the impact of Westernization on Islamic cultural practices in Indonesia?

Westernization is weakening Islamic cultural ties in Indonesia by promoting individualism and exclusivity, which erodes traditional community bonds. Islamic education helps counteract this trend by fostering stronger cultural and religious values.

How do Indonesian educational systems, such as pesantren and secular schools, relate to one another historically?

Pesantren represents an indigenous educational model rooted in Islamic tradition, while secular schools, influenced by the Dutch colonial system, represent Western education. Both systems merged in post-independence Indonesia, with Islamic education being integrated into formal schooling to preserve religious values.

What is the philosophical and legal foundation for including Islamic education in universities in Indonesia?

Islamic education is anchored in Indonesia's national philosophy, Pancasila, particularly the first principle, which emphasizes belief in God. Legally, the inclusion of Islamic education in universities is supported by national laws and regulations that promote religious diversity and education.

What are the key teaching methods employed in Islamic education in universities?

Two main teaching approaches are used: one focuses on delivering deep, substantive content about Islamic teachings, while the other emphasizes self-directed learning, encouraging students to explore the material independently. Both approaches aim to equip students with both knowledge and practical skills for applying their religious beliefs.