EDUCATION INDONESIA : Problems and solution

1. Introduction
The quality of education in Indonesia is very worrying. This is evidenced, among others, with the UNESCO data (2000)
Human Development Index ranking (Human Development Index), which is the composition of the ranking achievement
education, health, and income per head which showed that the human development index
Indonesian decline. Among the 174 countries around the world, Indonesia ranks number-102 (1996), 99th (1997), the
105 (1998), and to-109 (1999).

According to the survey of Political and Economic Risk Consultants (PERC) the quality of education in Indonesia is on the to-
12 of 12 countries in Asia. Indonesia's position is under the Vietnamese. Data reported by the World Economic Forum
Sweden (2000), Indonesia has a low competitiveness, which ranked only 37th of 57 countries
surveyed in the world. And still according to a survey by the same institution in Indonesia only as a follower predicate
not as technology leaders from 53 countries worldwide.
Low quality of Indonesian education was also shown Balitbang data (2003) that out of 146 052 elementary schools in
Indonesia turned out to be only eight schools that received world recognition in the category of The Primary Years
Programme (PYP). Of the 20 918 secondary schools in Indonesia were also only eight schools that received world recognition
in the category of The Middle Years Programme (MYP) and the 8036 high school was only seven schools that receive only
world recognition in the category of The Diploma Programme (DP).
What is the meaning of the data about the low quality of Indonesian education ityu? Its meaning is, clearly there is something
wrong (problems) in Indonesia's education system. Viewed in the perspective of ideological (principle) and a technical perspective
(Practical), the various problems that can be categorized in two (two) problems, namely:



First, the fundamental problem, namely errors educational paradigm that underlies the entire Up
education system.

Second, the problems of branches, namely the various problems related to practical aspects / techniques associated with
education, such as the high cost of education, low student achievement, poor physical facilities,
low level of welfare of teachers, and so forth.

As a result, if our education compared to a car, the car was on the wrong path that â € "until whenever - no
will never deliver us to the destination (the fundamental problem / paradigm).

In addition to the one road, the car had suffered damage and technical problems here and there: flat tires, engine
dilapidated, the air conditioner was dead, the lights went out, and the window is damaged (the problem of branch / practical).



2. Fundamental problem: Secularism In Education Paradigm



Rarely do people want to admit honestly, our education system is a system of secular-materialistic. Usually
taken as an argument, is the Education Law no. 20 year 2003 Article 4 paragraph 1 which reads, "National Education
aimed at forming human faithful and obedient to God Almighty, a certain character and virtuous
noble, healthy, knowledgeable, competent, and become citizens of a democratic and responsible
welfare of the people and homeland. "
But keep in mind, secularism is not anti-religion is always automatic. Not always anti-"faith" and anti "taqwa".
Secularism is only rejected the role of religion in order to regulate public life, including aspects of education. Thus,
religion is only an issue for private and not used as basis for organizing public life as a
education system, the education system remains a secular educational system, although the individual executor
faithful and devoted to the system (as an individual's behavior).
Indeed recognized or not, our educational system is secular education system-materialistic. This
can be proved, among others, the Education Law no. 20 years in 2003 Chapter VI of the line, grade and type of education
the unity (general) article 15 which reads: This type of education includes general education, vocational, academic,
profession, advocacy, keagaman, and special.
From this article it was clear dichotomy of education, namely religious education and general education. System
dichotomous education has failed to prove such a pious man that have conflicting birth of Islam at the same time
able to address development challenges through the mastery of science and technology.
Institutionally, the secularization of education looks at religious education through madrasahs, religious institutes and ,
boarding schools run by the Ministry of Religious Affairs, while public education through elementary school, school
secondary, vocational and higher education institutions generally managed by the Ministry of National Education. There is an impression that
very strongly that the development of life sciences (science) conducted by the Education Ministry and is regarded as not
connected with religion. Character formation of students who are the most important part of the educational process
actually flown less seriously. Religion is placed merely as one aspect of his role very
minimum, not be the basis of all aspects of life.
This also appears in Chapter X of article 37 the provisions of Education Law on primary and secondary education curricula
contains ten fields, which requires subjects to religious education that is not proportionate and not
used as a foundation for other learning areas.
It definitely will not be able to realize the students are consistent with the objectives of national education itself, namely
create an atmosphere of learning and the learning process so that learners are actively developing their own potentials
to have the spiritual power of religion, self-control, personality, intelligence, noble character, as well as
the necessary skills themselves, society, nation and state. This course curriculum chaos begins thesecular principle, which then affect the preparation of the curriculum structure that does not give space
appropriate for the process of mastering tsaqà Fah ¢ Islam and the establishment of the Islamic personality.
-Materialistic secular education is indeed able to bear those clever master of science-technology through
general education followed. However, such education has failed to form the personality of participants
¢ tsaqà educates and mastery of Islamic Fah. How many graduates of public education remains a â € ~ blind and frail € ™ agamaâ
personality? Conversely, those who studied in religious educational environment is controlled tsaqà Islamic Fah ¢
and relatively good side of his personality flown. However, on the other hand, he is blind to the development of science and
technology.
Finally, the modern sector (manufacturing industry, trade and services) is filled by people who are relatively common
against religion because people who understand religion collected in his own world (madrasah, a lecturer / teacher
religion, MORA), was not able to jump in the modern sector.
Thus, secular education can indeed make people smarter, but the integrity of personality or behavior problems, not
There is no guarantee at all. Secular education system that will give birth to intelligent beings but blind or weak understanding
religion. Worse, the resulting is the clever but corrupt. Professional but morally depraved. This is out
put the public from a secular education system.

Let's look at examples of American States or other Western countries. Their economy is advanced, his public life
comfortable, social system seems neat. Public awareness of the high public regulation.

But, need to remember that religion is abandoned, empty churches. Religion is protected by law but not religious
should be public. Eid al-Adha is celebrated on the field should not, call to prayer should not be wearing microphones. Lesson
religion is not only absent in school, but students are not easy, especially Muslims perform their prayers five times in
school. Sexual activity among school children free, the home did not violate public morals. Drugs are also free home
for yourself. So in public life we should never see the face of religion.

Education system-sekularistik material is really just a mere part of the system
social life and state who is also secular. In the secular system, rules, views, and values
Islam was never intentionally used to organize various fields, including education.
Therefore, in the midst of this sekularistik systems various forms of order which was born religious 3.Branch Issues

Branch issues in question, is any problem besides the problem of education paradigm, which
related to education. This branch issues of many kinds, in
among which the most important are as follows:

3.1. Low Quality Physical Facilities

For example physical facilities, many schools and colleges of our damaged building, ownership and
study of media usage is low, incomplete library books. While no laboratory standards, usage
Inadequate information technology and so forth. Even still many schools that do not have their own building,
have no libraries, no laboratories and so forth.

Data Research and Development Ministry of Education (2003) mentions for the elementary unit of the institution that holds there are 146 052
25,918,898 865 258 students and has classroom. Of all the classrooms as much as 364 440 or 42.12%
well conditioned, 299 581 or 34.62% had minor damage and as many as 201 237 or 23.26% had
heavy damage. If conditions of MI calculated the damage figure is higher because the MI condition worse
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than SD in general. This situation also occurred in junior high, MTs, SMA, MA, and although the percentage of vocational
that is not the same.

3.2. Low Teacher Quality

The situation of teachers in Indonesia are also very worrying. Most teachers do not have adequate professional
to perform its duties as referred to in Article 39 of Law No. 20/2003 of the learning plan,
implement the learning, assessing learning outcomes, coaching, training, conduct
research and perform community service. Not only that, some teachers in Indonesia, even declared unfit to teach. Percentage of teachers according to
feasibility of teaching in the years 2002-2003 in various education units as follows: for elementary schools to teach only feasible
21.07% (domestic) and 28.94% (private), for junior high 54.12% (domestic) and 60.99% (private), for SMA 65.29% (domestic)
and 64.73% (private), and to teach proper SMK 55.49% (domestic) and 58.26% (private sector).

Feasibility of teaching is clearly related to the level of teacher education itself. Data Research and Development Ministry of Education (1998)
show about 1.2 million teachers from primary schools that educated only 13.8% D2-Education diploma and above.
In addition, approximately 680 000 teachers from Junior High only 38.8% are educated D3-Education diploma and above. In
secondary school level, from the 337 503 teachers, only 57.8% have education S1 upwards. At the level of education
high, from 181 544 professors, 18.86% are educated new S2 and above (3.48% educated S3).

Although teachers and lecturers are not the only determinants of educational success, however, teaching is
The central point of education and qualifications, as a reflection of the quality, teaching staff contributes very big on
quality of education which it is responsible. Quality teachers and low teacher is also influenced by
the low level of welfare of teachers.

3.3. Low Teacher Welfare
Low welfare of teachers have a role in making low quality of Indonesian education.
Based on the survey FGII (Federation of Independent Teachers Indonesia) in mid-2005, ideally a teacher
serbesar receive monthly salary of Rp 3 million rupiah. Now, the average income per month for civil service teachers USD 1.5
million. teacher aides USD, 460 thousand, and part time teachers in private schools an average of USD 10 thousand per hour. With revenues
like that, face it, many teachers are forced to do a side job. There are teaching again at another school,
giving lessons in the afternoon, a motorcycle taxi, boiled noodles traders, traders of books / worksheets, mobile phone traders,
etc. (Republika, July 13, 2005).
By Act of Teachers and Lecturers, perhaps the welfare of teachers and lecturers (PNS) fairly decent. Article 10 of the Act
already guarantees the feasibility of living. In the article it was mentioned teachers and lecturers will earn
reasonable and appropriate, include basic salary, allowances attached to the salaries, allowances profession,
and / or special allowances and other income related to the task. Those who are appointed
local administration / local government for specific regions are also entitled to housing.
But, the welfare gap and domestic private teachers to other problems that arise. In the educational environment
private welfare issues are still difficult to achieve an ideal level. People Mind Made January 9, 2006, a total
70 percent of the 403 private universities in West Java and Banten was not able to adjust the appropriate faculty welfare
with the mandate of Law Teachers and Lecturers (People's Thoughts January 9, 2006).

3.4. Low Student Achievement

In such circumstances (lack of physical facilities, teacher quality, and welfare of teachers) achievement
student becomes unsatisfactory. For example, physics and mathematics achievement of Indonesian students in the world
very low international. According to Trends in Mathematic and Science Study (TIMSS) 2003 (2004), Indonesian students
only be ranked 35th of 44 countries in mathematics achievement and ranked 37th of 44 countries in
the achievements of science. In this respect our students' achievement of students is far below Malaysia and Singapore as countries
nearest neighbors.

In terms of achievements, 15 September 2004 and the United Nations for Development Programme (UNDP) has also been
announced the results of studies on human qualities simultaneously throughout the world through its report entitled
Human Development Report 2004. Inside this annual report of Indonesia only 111th position from 177
countries. When compared with neighboring countries only, the position of Indonesia is far below it.
In an international scale, according to World Bank Report (Greaney, 1992), The IEA study (International Association for the
Evaluation of Educational Achievement) in East Asia shows that the reading skills of fourth grade elementary school students
ranked the lowest. Average reading test scores for elementary students: 75.5 (Hong Kong), 74.0 (Singapore), 65.1
(Thailand), 52.6 (Philippines), and 51.7 (Indonesia).

Indonesian children was only able to acquire 30% of the reading materials and found them very difficult
answer the questions that require reasoning shape description. This is probably because they are very familiar
memorizing and working on multiple choice questions.

In addition, the results of The Third International Mathematic and Science Study-Repeat-TIMSS-R, 1999 (IEA, 1999)
shows that, among 38 participating countries, the achievement of students second grade junior Indonesia was ranked 32nd
for IPA, the 34th for Mathematics. In the world of higher education by Asia Week magazine from 77 universities
surveyed in Asia Pacific was fourth best university in Indonesia can only ranked 61st, 68th, number-73
and 75th.

3.5. Lack of Equal Educational Opportunity.


Educational opportunities are still limited to the elementary school level. Data Research and Development Department
Directorate General of National Education and Religious Institutions Guidance Department in 2000 showed Enrollment
Pure (NER) for primary school aged children in the year 1999 reached 94.4% (28.3 million students). Achievement of this APM including
high category. Enrollment in junior secondary education is still low at 54, 8% (9.4 million students). Meanwhile
early childhood education services are still very limited. Failure of early childhood development in the future will certainly
inhibit the development of human resources as a whole. Therefore we need policies and
proper distribution of educational strategies to overcome the problem of inequality in these

3.6. Low Needs Education Relevance

This can be seen from the number of graduates who are unemployed. Data BAPPENAS (1996) collected since
year 1990 shows that the open unemployment rate faced by high school graduates amounted to 25.47%, Diploma/S0
amounted to 27.5% and PT of 36.6%, while in the same period employment growth sufficient
high for each educational level is 13.4%, 14.21% and 15.07%. According to data of Ministry of Education Research and Development
1999, each year approximately 3 million children drop out of school and do not have the life skills that lead to
labor problems of its own. The existence of the incompatibility between the educational and employment needs of this world
caused less funsional curriculum material to the skills required when learners
entering the workforce.

3.7. Costly Education Costs
Quality education is expensive. These sentences often appear to justify the high costs
education community to mengenyam bench. The high cost of education from Kindergarten (TK) to
Higher Education (PT) to make the poor have no choice but do not attend school. Poor people
should not the school.
To enter kindergarten and elementary schools is needed now cost just USD 500 000, â € "up to Rp 1 million. Some even
picked up over USD 1 million. Sign in junior / senior high school could reach USD 1 million to Rp 5 million.

The more expensive cost of education today is not free from government policies that implement SBM
(School-Based Management). MBS in Indonesia in reality is more understood as an attempt to do
mobilization of funds. Therefore, the School Committee / Board of Education, which is always required the existence of organ MBS
elements entrepreneurs.
The assumption, employers have access to wider capital. The result, after the School Committee was formed, all
levy money is always under the guise, "according to School Committee's decision." However, at the level of implementation, it is not
transparent, because it is chosen to be administrators and School Committee members are the people close to
Principal. As a result, the School Committee policy legitimator only become principal, and even then only MBS
the legitimacy of the disposal of the state's responsibility towards the problem of education of its people.
This condition would be worse off with the Bill on Legal Education (Draft BHP). Changing status
education from public property to the form of legal entity has obvious economic and political consequences is very big.
With the Government's change of status can easily throw its responsibilities for education
citizens to the owners of a legal entity that figure is unclear. State University was transformed into
State Owned Legal Entity (BHMN). The emergence BHMN and MBS are some examples of education policy
controversial. BHMN own impact on the soaring cost of education at several universities favorites.

Privatization or the weakening of the state's role in public service sector did not escape the pressures of debt and
policies to ensure debt repayment. Indonesia's foreign debt amounted to 35-40 percent of the state budget every
year of privatization of education was a contributing factor. As a result, sectors that absorb a large funding
such as education became a victim. Education funding cuts to within 8 percent

Like businesses, schools freed seeking capital to invest in education operational.
NGO Coordinator Education Network for Justice (ENJ), Yanti Mukhtar believe that with
privatization of education means the government has legitimized the commercialization of education by handing over responsibility
responsibility of education to the market. That way, schools will have the autonomy to determine
own cost of education. School course would peg the cost as high for
improve and maintain quality. As a result, access to people who are less able to enjoy education
quality will be limited and increasingly fragmented society based on social status, between rich and
poor.
Similar economic observers Revrisond Bawsir spoken. According to him, education is the privatization agenda
Global capitalism that has been designed long ago by donor countries through the World Bank. Through Design
Agency Law Education Law (draft BHP), the Government plans to privatize education. All
education units will become legal education (BHP), which must find its own sources. Case
This applies to all public schools, from elementary to college.
For certain people, some of PTN is now changing its status to a State Owned Legal Entity (BHMN) that
a scourge. If the reason is that quality education must be expensive, so this argument applies only Indonesia. In Germany, France, Holland, and in several other developing countries, many universities
quality but low-cost education. Even some countries there is menggratiskan cost of education.

Quality education is not likely cheap, or rather, do not be cheap or free. But the problem
who should pay for it? The government actually obligated to guarantee every citizen
ensuring access to education and grassroots to get quality education. However,
The government just wants to argue the reality of responsibility. Whereas limited funds can not be
reason for the Government to â € ~ washing tanganâ € ™.
4. The solution

4.1. Fundamental Problems Solutions

Completion of course must be a fundamental problem fundamentally. It can only be realized by
to revamp the overall paradigm shift that begins from a secular education
Islamic paradigm. This is very important and major.

A car the wrong way, then that must be performed are: (1) first step is to change direction or directions
the car first, towards the right path to get to the expected destination. Mindless
the car was repaired the damage yang various cars during that time remains on the wrong path. (2) After
correct direction of the car to the right path, then the car was repaired the damage varied.

That is, after the basic problem solved, then the various branches of the problem of education completed,
whether it is the problem of low physical facilities, quality teachers, welfare gutu, student achievement, equity opportunities
education, relevance of education to the needs, and the expensive cost of education.
Solution to the fundamental problem that is completely overhauled the existing education system principle, the principle of secularism changed
a principle of Islam, not the other principle.
Real form of the fundamental solution that is revolutionizing the existing Act on Education System by
replace it with Islamic Education System Act. The most fundamental thing that must be changed of course is the principle
education system. Because the principle of the education system that counts the most basic things in the system
education, such as educational objectives and curriculum structure.

4.2. Problems Solutions Branch
As described above, other fundamental problems, the education system in Indonesia is also experiencing masalahmasalah
branches, among others:

(1). The low physical facilities
(2). The low quality of teachers, (3). Gutu low welfare, (4). The low student achievement, (5). The low distribution of educational opportunities,

(6). Low relevance of education to the needs,

(7). The high cost of education.

To overcome the problems of the branch above, in broad outline there are two solutions, namely:

First, systemic solutions, ie solutions with changing social systems associated with the education system.
As we all know the education system is closely linked with economic systems which were implemented. Education system
Indonesia today, applied in the context of the economic system of capitalism (the school of neo-liberalism), principled
such as minimizing the role and responsibilities of the state in public affairs, including education funding.
So, the solution to the problems of existing branches, especially those related to financing about â € "such as
low level of physical facilities, welfare gutu, and the high cost of education - means that demand is also changing the system
existing economic. It would be less effective we introduced a system of Islamic education in an atmosphere of economic systems
ruthless capitalist. So the current capitalist system shall be eliminated and replaced with an Islamic economic system
outline that the government was going to take all state education funding.

Second, technical solutions, ie solutions concerning technical matters which relate directly to education. This solution
for example, to solve the problem of teacher quality and student achievement.

Thus, solutions to technical problems returned to the practical efforts to improve the quality of
education system. The low quality of teachers, for example, in addition to the solution given the increase in welfare, are also given
solutions with the teacher to continue to finance a higher education level, and provide various training
to improve teacher quality. The low student achievement, for example, given a solution by improving the quality and
quantity of learning materials, improving teaching aids and educational facilities, and so forth.

5. Islamic Education System
As disclosed above, the Islamic education system is the fundamental solution to replace the education system
secular present. How the description of Islamic education system is? Here is a quick description.

5.1. The aim of Islamic Education Islamic education is a conscious effort, structured, programmed, and which aims to establish systematic
human characteristics, namely:

First, the Islamic personality. This actually is a consequence of a Muslim faith. In essence, a
Muslims must have two fundamental aspects, namely the pattern of thought ('aqliyyah) and the pattern of the soul (nafsiyyah) which is based
on Islamic theology.
To develop the Islamic personality, at least, there are three steps to be taken, as
exemplified by the Prophet., namely:

1. Instilling belief in Islam to someone in a manner consistent with the belief categories, namely
as 'AQA ® dah' aqliyyah; creeds that emerged from the process of careful thought.

2. Inculcate attitudes and istiqà ¢ mah consistent in people who already have a belief in Islam that way of thinking and
berprilakunya remain on a foundation of belief in which he believed.

3. Develop an Islamic personality is formed in a person with always ask for
earnestly fills his thoughts with Isla Fah ¢ ¢ tsaqà miyyah and practice obedience to God
SWT.
Secondly, mastering tsaqà Fah ¢ Islam. Islam requires every Muslim to study. Based on the dose
obligations, according to al-Ghazali, the science is divided into two categories, namely:

1. Science that includes fardhu 'Ain (an individual obligation), meaning compulsory for every Muslim to learn, namely Islam tsaqà Fah ¢ consisting of conception, ideas, and the laws of Islam, Arabic; sirah Prophet., Ulumul Quran, Tahfizh al-Quran,
ulumul hadith, usul fiqh, etc..
2. Science categorized fadhu kifayah (collective obligations); usually sciences which includes science and technology
and applied science-skills, such as biology, physics, medicine, agriculture, engineering, etc..
Third, to master the science of life (Science and Technology). Mastering science and technology necessary to enable Muslims to achieve progress
material so that it can perform its functions as the caliph of God on earth with the good. Islam set
mastery of science as fardlu kifayah, ie, if the science is very important people, such as medicine, kimi,
physics, aviation industry, biology, engineering, etc..



Fourth, having adequate skills. Mastery of sciences and techniques and practical exercises
skills and expertise is one of the objectives of Islamic education, which shall be owned by Muslims in order
carry out his duties as the Caliph of Allah SWT. As mastering science and technology, Islam also makes mastery of skills as fardlu kifayah, ie, if the much needed people skills, such as
industrial engineering, aviation, carpentry, and others.

5.2. Islamic education is Integrated Education
In order to produce human resources with educational output as expected, have created an educational system
integrated. That is, education is not only concentrated on one aspect only. Existing education system must
combines all the elements forming a superior education system.
In this case, at least there are three things that should be of concern, namely:
First, the synergy between schools, communities and families. Integral education must involve three elements in
above. Therefore, the three elements above illustrates educational objective factual circumstances. Currently the three elements
have not walked in synergy, in addition to their respective constituents are also not functioning correctly.
Poor education of children at home give heavy weight to the school / college and adds complexity
problems in the middle of the brawl community such as students, free sex, drugs, and so forth. On
At the same time, the situation clearly makes a bad society that values may have been successfully implanted in









































Every


Messenger.
said: