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The approach to religious education had been shaped by historical, cultural, social, and political reasons, however, both the inherited secular education system and traditional religious education system, as standalone, can never bring development to the society. Hence, the religious education must be combined with secular education and the innovative approaches in education evolve continuously to uphold the pedagogy, learning approaches and facilities even in the current context to sustain, endure to be relevant and culturally resilient with the contemporary scientific and advanced technology. The process of education evolved in many countries, radically changed from traditional madrasah to localized vernacular schools, and then on to European education. The educational curriculum should kindle the learning process by systematic observation, quantitative reasoning and scientific expressions. The learning tools should engage students with the creation through observation, pictorial and descriptive records, exploration, articulation, and communication with fellow students. This paper analysis a combination of both structural and cultural orientations on identified needs leading to facilitations in learning environment, implementing knowledge to practice, and finally evaluated for the fulfillment or gap identification, for furthering the learning or development inputs towards constructive utilization and growth. ; Pendekatan pendidikan agama terbentuk karena dipengaruhi oleh faktor sejarah, budaya, sosial, dan politik. Namun, baik sistem pendidikan sekuler maupun sistem pendidikan agama tradisional, tidak mampu membawa perkembangan yang maju dalam masyarakat. Oleh karena itu, pendidikan agama harus berevolusi dan mengkombinasikan dengan pendidikan sekuler, dan pendekatan inovatif dalam pembelajaran serta fasilitas yang relevan dengan perkembang teknolongi untuk mendukung pendidikan. Proses pendidikan berkembang di banyak negara berubah secara radikal, dari madrasah tradisional ke sekolah lokal, dan kemudian ke menjadi pendidikan sistem Eropa. Kurikulum pendidikan harus mendorong terciptanya proses belajar dengan pengamatan sistematis, penalaran kuantitatif dan ekspresi ilmiah. Alat pembelajaran harus melibatkan siswa dengan penciptaan melalui observasi, gambar dan catatan deskriptif, eksplorasi, artikulasi, dan komunikasi dengan sesama siswa. Makalah ini menganalisis kombinasi dari kedua orientasi struktural dan budaya pada kebutuhan yang diidentifikasi mengarah ke fasilitasi di lingkungan belajar, menerapkan pengetahuan untuk berlatih, dan akhirnya dievaluasi untuk pemenuhan atau identifikasi gap, demi memajukan pembelajaran atau pengembangan terhadap pemanfaatan dan pertumbuhan yang konstruktif.

The history of education has actually lasted through the history and social development of human culture. Likewise, the history of Islamic education does not in fact be separated from Islam and its people. In the course of long history, Islamic education has been through various times and various regions, meaning that Islamic education continues to experience changes and developments since the early days of Islam was developed by the Prophet., until the Times Science and technology today. In the period of development that passed through several periods, Islamic education has spawned a variety of ideas from among Islamic education figures emerging from the characters and Muslims, from time to time changing and developing, will But in general the thought relates to the things that talk about the principle principles and the objectives of educators, students, media materials (curriculum), methods, Islamic educational institutions and the background of socio-economic, political environment And physically affecting the Islamic education process.

Purpose of Study: Islamic education in Indonesia until the 21st Century has shown its existence. However, Islamic education also faces many challenges that dan eroded the values of Islam that so far have been maintained. On the other hand, globalization opens up new opportunities for the advancement of Islamic education. Methodology: This research used a descriptive qualitative approach, with data collection techniques: documentation, and data analysis techniques: data collection, data display, data reduction, data analysis and data conclusion. Main Findings: Islamic education has a challenge in the globalization era: the challenges of globalization in the field of culture, the challenge of low levels of social capital, and structural, cultural and human resource challenges. Meanwhile, the contribution of Islamic education in Indonesia can be mapped into two major categories: character building contribution in the form of forming good man character, spiritual character, and character militancy. And the perennial system contribution in the form of traditional learning. Application of This Study: These opportunities actually have been utilized properly by stakeholders. So, Islamic education cannot only maintain its existence, over it, Islamic education contributes significantly to the progress of education in Indonesia. This article examines the challenges, opportunities, and contributions of Islamic education in the globalization era Novelty/Originality of This Study: strategies that need to be taken Islamic Education in the globalization era: Prioritizing the model of education planning (participatory), encouraging the government to act as a catalyst, facilitator and community empowerment, Strengthening the focus of education, utilizing external resources (outsourcing), Strengthening collaboration and partnership networks with various parties, Creating a soft image for the community who likes to learn and the use of information technology.

Every human being should be a leader both for himself and his family. In reality, not all of human can become leader who are leading the people they lead. This swriting is going to describe the situational leaders who have a leadership style in accordance with the prevailing circumstances of the current rapid social change in the context of islamic education. To explain the situational leadership in islamic education, this paper reviewed various islamic literatures both national and internation cotext. Therefore, the findings of this resaerch were the leadership in islamic intitution is not able to adjust the situation with the current changes. Morever, the Islamic educational institution a leader leads will not be able to compete with the general and Islamic educational institutions that have modernized using the curriculum desired by the government and outside community

The purpose of Islamic education is essentially a form of learners in order to grow as a generation "khoiru ummah" (the faithful, and devoted, mature in attitude, mentality, intellect and spirit of independent living, creative, dynamic and morals karimah) the main problem is how menggembangkan agencies -lembaga Islamic education so that they can become "fertile ground" persemian a new generation of powerful and loaded by the target formations and educational values ​​of the Qur'an.The system of Islamic education at the time of Rasulullah SAW, has the goal of forming a personal protégé of individual Muslim to become good in life so getting welfare and tranquility of life derived from the Qur'an and the Sunnah of Rasulullah SAW.In the learning system at the time of Rasulullah SAW there are some pereode the mecca and educational material madinah. Pembinaan Islam in Mecca emphasized on Aqidah guidance in order to inculcate the values ​​of monotheism to their souls monotheism rays radiated and reflected in the actions and behavior in the everyday life, while the issue of Islamic education in the medina is essentially continuing education of education monotheism in Mecca that is coaching in the field of religious, especially kaitanya in worship, education ahlak, health education, and educational relation with the community, including in the field of social education, and politics so imbued with the teachings of monotheism, so that the social and political behavior is a reflection and the reflection of monotheism.

The purpose of Islamic education is essentially a form of learners in order to grow as a generation "khoiru ummah" (the faithful, and devoted, mature in attitude, mentality, intellect and spirit of independent living, creative, dynamic and morals karimah) the main problem is how menggembangkan agencies -lembaga Islamic education so that they can become "fertile ground" persemian a new generation of powerful and loaded by the target formations and educational values of the Qur'an.The system of Islamic education at the time of Rasulullah SAW, has the goal of forming a personal protégé of individual Muslim to become good in life so getting welfare and tranquility of life derived from the Qur'an and the Sunnah of Rasulullah SAW.In the learning system at the time of Rasulullah SAW there are some pereode the mecca and educational material madinah. Pembinaan Islam in Mecca emphasized on Aqidah guidance in order to inculcate the values of monotheism to their souls monotheism rays radiated and reflected in the actions and behavior in the everyday life, while the issue of Islamic education in the medina is essentially continuing education of education monotheism in Mecca that is coaching in the field of religious, especially kaitanya in worship, education ahlak, health education, and educational relation with the community, including in the field of social education, and politics so imbued with the teachings of monotheism, so that the social and political behavior is a reflection and the reflection of monotheism.

Tujuan awal dibangunnya sebuah masjid adalah bukan semata-mata untuk tempat beribadah saja akan tetapi sebagai pusat lembaga pendidikan. Sejarah Islam menyebutkan bahwa Rasulullah SAW menjadikan masjid sebagai lembaga pendidikan utama sebagaimana yang dilakukan di masjid Nabawi. Rasulullah membina umat bermula dari masjid, berbagai kegiatan maupun problematika umat yang menyangkut bidang agama, ilmu pengetahuan, politik kemasyarakatan dan social budaya dibahas dan dipecahkan di masjid. Metode penelitian yang digunakan adalah studi deskriptif dengan pendekatan kualitatif. Penelitian ini ingin mengkaji kegiatan-kegiatan yang dilakukan di masjid Jokokariyan Jogyakarta melalui wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa kegiatan-kegiatan yang dilakukan di masjid Jokokariyan Jogyakarta bertujuan untuk memberikan pendidikan kepada para jamaahnya agar selalu mementingkan pendidikan untuk menciptakan insan-insan yang cerdas cendekia dan dapat bermanfaat bagi sesama. Tujuan dari berbagai kegiatan yang dilakukan di masjid Jokokariyan adalah untuk mengembalikan peran dan fungsi masjid yaitu sebagai pusat aktivitas berbagai dimensi kehidupan sebagaimana yang telah dilakukan oleh Rasulullah SAW.

Talking about Islamic education or education in general, from the aspect of the path there are several educational institution terms, namely informal, formal and non-formal education. These three education pathways are complementary in their implementation to the achievement of general goals set in national education goals. Therefore, the level of government attention in terms of policy must still be able to accommodate the interests of the three education channels. This is consistent with what has been mandated in the juridical foundation of the national education system. In connection with this policy, the author will outline a general description of the definition and characteristics of non-formal Islamic education in Indonesia, and the development of the system of providing nonformal Islamic education going forward. The aim is to increase vertical mobility for students and the community that has become the focus of non-formal education planners for nation building. By using the liberty research approach, with various sources of literature, about non-formal Islamic education, which has provided an illustration that non-formal Islamic education is equivalent to formal education. The aim of non-formal Islamic education is to provide educational services to all members of the community, both men and women so that they have the ability to develop their potential by emphasizing mastery of vocational knowledge and skills, and developing professional attitudes and personalities, so that non-formal Islamic education can also function as a substitute, supplementary or complementary formal education in order to support lifelong education.

Madrasas are Islamic Educational Institutions recognized by the Government and their policies are regulated by law. Even so, in reality there are still many problems related to the politicization of teachers and discrimination due to the dichotomy of Madrasah institutions. This research is useful in knowing the political role of the government in developing Islamic education policies and knowingIslamic education policies in Madrasas according to Choirul Mahfud's perspective, so that solutions can be found regarding problems in Madrasas. This research method is a qualitative study of literature (Library Research) from a book by Choirul Mahfud entitled Politics of Islamic Education and at the same time becomes the main reference source. The author also takes from other sources such as journals, theses, books, internet, or other sources. The data analysis technique used descriptive analysis and documentation methods. The results of this study are the Government's role in developing Islamic education policies can be seen from the formation of regulations, such as: BPKNIP Session 28 December 1945, Three Ministerial Decrees, National Education System Law no. 20 of 2003, and PP No. 55 of 2007. The concept of community-based education is an alternative solution to solving various educational problems by establishing the Board of Trustees, BP3, and the Education Foundation. In addition, Minister of Education and Culture Mr. Nadiem Makarim said that, the opening of the selection for the PPPK program is an effort by the government to provide justice to honorary teachers, so that honorary teachers are expected to receive proper welfare.

Funding for education in Islam basically focuses on distributing education costs and burdens that must be borne by the community. Things that need to be considered in education financing are the amount of money that must be spent and where the source of the money is obtained. Thus, based on the source, the cost of education is obtained from the cost of education that comes from the government, the community, and the Baitul Mal. The main obstacle in financing Islamic education is due to limited sources of funds, low support for the community. In this case the thought about the source of education costs, at least the education providers must have planned it in detail because if the implementation process only depends on certain parties, in this case, the education providers are not serious in developing it. All these aspects are the concern of Pesantren in providing education to students, thus the educational aspect becomes part of the aspect of assessment that is very important in learning. The right attitude to respond to today's developments is expressed by the values of moral education developed through management functions to improve the quality of Islamic education in Islamic boarding schools. By implementing it in formal education, Pesantren education, informal education, and non-formal education, it will produce spiritual values, ethical honesty values, and tolerance values. Based on this view, the program implemented felt by all Pesantren residents through a good financial system.

This article aims to discuss the implementation of multicultural education through religious education in schools, especially in the digital era. To reach this research, the relevant literature has been carried out. As a result, Islamic Education is a forum to provide a religious understanding that is inclusive of the community which is ultimately expected to contribute to the formation of a multicultural society with a harmonious life. Multicultural education involves at least three things, namely: a) ideas and awareness of the importance of cultural diversity, b) educational reform movement, and c) process. The learning system of Islamic Education that has multicultural insight should be done by integrating multicultural insights with existing Islamic Education material. The involvement of principals and the government is also needed in providing debriefing or training and the like. The method used must also be packaged in such a way as to condition students to interact with each other in harmony. Likewise, the evaluation process carried out must be based on the principle of fairness objectively rather than subjective certain groups.

This article aimed at describing Islamic Education strategies and functions in liberating humankind from feudalism. Islam Believes that everybody's status is equal, one thing that makes him different is his piety. There are Three harmonious relationships can be identified; those are the relationship between human being and God "Allah SWT" (Habblun min Allah, theological aspect), between human being and other human being (Hablun min al-nas, athropo-sociological aspect), and between human being and the natural environment (Hablun min al-'alam, cosmological aspect). These harmonious relationships are the manifestation of perfect faithfulness of a Muslim to Allah SWT.In the religious dimension, the main purpose of Islam is to develop awareness and understanding about the meaning and of human's life in relation to God. Meanwhile, in terms of social dimension, the purpose of Islamic Education is to develop understanding of harmonious relationship, either between human beings or between human being with the environment. In this context, human beings hold the responsibility for restraining a society from obstinacy, inanity, and anarchism. In this respect, the concept of liberalism in Islamic Education is to place teachers and students in a harmonious relationship. This relationship is to create learning atmosphere which is based on the principle of democratic and two-way relationship.

Islamic Education Leadership Gender Perspective. Nowadays, there are many women who become leaders. In this case, many women have succeeded in reaching positions from low to high positions in an institution or state. In fact, history has recorded that several women are successful on the political and become a minister, vice president, president or prime minister. Many women even became chairman of the courts, at the district level, at the provincial and even central levels. This fact has caused polemics among Muslims, especially Ulama and Islamic organizations related to the Islamic view of the existence of women in strategic positions in the public sector. This polemic comes from the view of differences in the biological structure of men and women which have implications for their roles in society. The Islamic Leadership has major position to be considered and carried out as well as possible. The Islamic view of leadership must be held by people who are capable and can place themselves as carriers of truth by giving good role models, because leaders are uswatun hasanah (good role models). There are opinions that allow women to lead the state, there are also opinions that do not allow it. Each opinions is strengthened by the arguments that come from the Qur'an and hadith. The hadith that is a reference to the prohibition of becoming the leader of state for women is a hadith narrated by Abu Bakrah which means "It will not be happy for a people to give their affairs to women". In general, Islam does not prohibit women becoming leaders of government. This is because men and women are fellow servants of Allah who have the same position and will receive the same reward for their deeds, as in QS. Adh-Dzariyaat 56, QS. Al-Hujurat 13, and QS. An-Nahl 97.

Discussing today's Islamic education in Indonesia can be seen from an optic of politics of curriculum and policy in the politics of education. As we know that the reality of replacing the minister is always followed by replacing policy. Here, indeed, many people do not mean allergy or anti-change as long as the changes are still in the context of continuity and toward the better or the best. So, maybe no worries for all. In this paper, the focus of discussion is focused on important and interesting questions about how is the portrait of Islamic education in Indonesia? How the goals and the Quo Vadis of curriculum policy of Islamic education in Indonesia? How idealism education policy widely in Indonesia? How are the challenges and solutions for Islamic education problems in Indonesia? The paper is written by using qualitative data which is based on references and books literature, newsletters, journals and opinions in the mass media and other sources that are relevant in the study of Islamic education in Indonesia, particularly related to curriculum and education policy. The results showed that: first, a portrait of Islamic education in Indonesia from pre-independence to the independence of Indonesia continues to date indicating a paradox, besides the significant development and progress. Second, the goals of the policy of the Islamic education curriculum in Indonesia are always influenced by government policies at the same general education policy. How idealism education policy widely in Indonesia is the mainstreaming of education as a commander (education is king). Moreover, education policy is not merely to discuss the practice of education and learning, more than that is also concerned with the development of education in the competition at the same time the international synergies. Fourth, the challenges and solutions of Islamic education problems in Indonesia can be seen in terms of internal and external context. The solutions are about the culture of competitiveness balanced with the cooperation with all stakeholders need to be done for the goodness and the nation's welfare.Keywords: Islamic Education, Politics of Curriculum and Policy in Educational PoliticsAbstrakMembahas pendidikan Islam saat ini di Indonesia dapat dilihat dari optik politik kurikulum dan kebijakan dalam politik pendidikan. Seperti kita ketahui bahwa realitas penggantian menteri selalu diikuti dengan penggantian kebijakan. Di sini, memang, banyak orang tidak bermaksud alergi atau anti-perubahan asalkan perubahan masih dalam konteks kontinuitas dan menuju yang lebih baik atau yang terbaik. Dalam tulisan ini, fokus diskusi difokuskan pada pertanyaan-pertanyaan penting dan menarik tentang bagaimana potret paradoks pendidikan Islam di Indonesia? Bagaimana tujuan dan Quo Vadis tentang kebijakan kurikulum pendidikan Islam di Indonesia? Bagaimana idealisme kebijakan pendidikan secara luas di Indonesia? Bagaimana tantangan dan solusi untuk masalah pendidikan Islam di Indonesia? Makalah ini ditulis dengan menggunakan data kualitatif yang didasarkan pada referensi dan buku literatur, buletin, jurnal dan opini di media massa dan sumber-sumber lain yang relevan dalam studi pendidikan Islam di Indonesia, terutama yang berkaitan dengan paradoks pendidikan Islam. Hasil penelitian menunjukkan bahwa: pertama, potret pendidikan Islam di Indonesia dari pra-kemerdekaan hingga kemerdekaan Indonesia hingga saat ini menunjukkan paradoks, di samping perkembangan dan kemajuan yang signifikan. Kedua, tujuan kebijakan kurikulum pendidikan Islam di Indonesia selalu dipengaruhi oleh kebijakan pemerintah pada kebijakan pendidikan umum yang sama. Bagaimana idealisme kebijakan pendidikan secara luas di Indonesia adalah pengarusutamaan pendidikan sebagai panglima. Selain itu, kebijakan pendidikan tidak hanya membahas praktik pendidikan dan pembelajaran, lebih dari itu juga berkaitan dengan perkembangan pendidikan dalam kompetisi sekaligus sinergi internasional. Keempat, tantangan dan solusi masalah pendidikan Islam di Indonesia dapat dilihat dari segi konteks internal dan eksternal. Solusinya adalah tentang budaya daya saing yang seimbang dengan kerja sama dengan semua pemangku kepentingan yang perlu dilakukan untuk kebaikan dan kesejahteraan bangsa.Kata kunci: Pendidikan Islam, Politik Kurikulum dan Kebijakan dalam Politik Pendidikan

There have been five characteristics of a qualified school such as focusing on the customer, total engagement, measurement, commitment, and continuous improvement. Every educational institution including Islamic boarding school (IBS) is required to provide the best services to its customers. In this way, IBS need to be supported by a good management system; the existence of a regular mindset (administrative thinking), the implementation of regular activities (administrative behavior), attitude to the task activities well (administrative attitude), and so forth. To answer the various problems that exist in the educational environment the management should have an Integrated or Total Quality Management (TQM). One of its goals is to transform a school institution into a sincere team, without conflict and internal competition to achieve a single goal of satisfying all customers. TQM will provide educators professional solutions to meet today's challenges and the future. It is because TQM can be used to build alliance between education, business and government. TQM can also shape the community responsive to the changing demands of society in this era of globalization. Besides, TQM form a responsive school and is able to respond to changes that occur in the field of education in order to give satisfaction to stakeholder.