DIRECTORATE GENERAL OF ISLAMIC EDUCATIONMINISTRY OF RELIGIOUS AFFAIRS

2016

Prof. Dr. Phil. Kamaruddin Amin, MA

MINISTER SPECIAL STAFFEXPERT STAFF

SECRETARY GENERAL INSPECTORATE GENERAL

DIRECTORATE GENERAL OF HAJJ

DIRECTORATE GENERAL FOR ISLAMIC COMMUNITY

DIRECTORATE GENERAL FOR CATHOLIC COMMUNITY

DIRECTORATE GENERAL FOR CHRISTIAN COMMUNITY

DIRECTORATE GENERAL FOR BUDDIST COMMUNITY

DIRECTORATE GENERAL FOR HINDU COMMUNITY

RESEARCH AND DEVELOPMENT BOARD

MORA PROVINCIAL OFFICES

MORA REGENCIAL OFFICES

MORA ORGANIZATION

DIRECTORATE GENERAL OF ISLAMIC EDUCATION

Structure of Organization (MORA)

DIRECTORATE GENERAL OF ISLAMIC EDUCATION

SECRETARIATE

DIRECTORATE OF MADRASH EDUCATION

DIRECTORATE OF PESANTRENEDUCATION

DIRECTORATE OF ISLAMIC EDUCATION AT PUBLIC SCHOOLS

DIRECTORATE OF ISLAMIC HIGHER

EDUCATION

Structure of Organization (DGIE)

4

Vision

“Towards the Excellent and Moderate Delivery of Islamic Education and Being a World Reference in the Integration of

Religion and Sciences”

5

Scope of Services of Islamic Education

MADRASAH, General Education with Islamic Characteristics, consisting of Raudlatul Athfal (RA), Madrasah Ibtidaiyyah (MI), Madrasah Tsanawiyyah (MTs), dan Madrasah Aliyah (MA)

ISLAMIC HIGHER EDUCATION, State Islamic University (UIN), State Institute for Islamic Studies (IAIN), State Islamic College for Islamic Studies (STAIN), and Private Islamic Higher Education

DINIYYAH EDUCATION AND PONDOK PESANTREN, Religion-based Education

RELIGIOUS (ISLAMIC) EDUCATION, compulsory subject at General Schools

Overview of Indonesian Education

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Indonesian EducationRelated Facts

Indonesian Education is immense and diverse. With over 60million students and almost four million teachers in 340.000educational institutions, it is the third largest educationsystem in the Asia Region and the fourth largest in theworld (behind only the republic of China, India and UnitedStates)

Three ministries are responsible for managing the educationsystem; MOEC, MORA and the ministry of Research andHigher Education.

Related Facts

• Besides extensive natural resources, Indonesia has a large young population, some 43% of its 250 million people are under 25 years old.

• However, relying merely on demographic structure and exploiting its natural resources, Indonesia will not realize its potential to compete in global economy

• Indonesia needs to develop its human capitol through quality education. It needs to nurture the talents of its young population

Related Facts (multiple transition)

• From authoritarion legacy to democratic tradition

• From a centrally driven to a decentralized approach to service delivery that is more responsive to local needs and circumstances

• from a largely agricultural economy to a more industrialized economy with diverse manufacturing and advanced services

• Indonesia is continuing to urbanise

Managing all of these transition in such a large, diverse and dispersed society is particularly challenging

Indonesian impressive achievement

• Human development index for Indonesia has improved from 67.7 in 1996 to 73.3 in 2012 although in Papua it was only 65.86

• Improving health population and life expectancy from 54 in 1980 to 71 in 2013

• Reducing adult illiteracy (rate of adult illiteracy halved from 10% in 2004 to 5% by 2009

• Widening young people access to education (more than 1 million more students graduated from high school in 2012 than in 1999). Attainment increased at all level of education. Close to universal enrolment in primary, gross enrolment in secondary surged from 43% in 2000 to 76% in 2012

• Existing teachers have been certified and skills upgraded; higher entry standards have been set for new teachers

Challenges

• Poor quality of education (over 50% of Indonesian 15-year olds do not master basic skills (PISA)

• Reducing poverty and social and economic disparities, particularly on geographic basis

• Distribution and quality of teacher

• Improving the relevance of education and employment, and the real societal need

• Improving learning outcomes, ensuring that graduates are more knowledgable and have developed a range of useful skills

• Improving the access to better quality of madrasah education delivery through classroom construction and renovation and other infrastructure fulfillment such as laboratory, library, and so forth

• Improving the access to better quality of madrasah education delivery through the delivery of BOS grants, PIP scholarship

• Improving the quality of teachers through the “Teacher Certification Program”

• Improving the quality of madrasah education through the improvement of madrasah accreditation

Policies to Support Human Capital Development (1)

• Diversifying the distinctive characteristics of madrasah education: academic madrasah, vocational madrasah, and religious madrasah

• Strengthening the competences of Madrasah Aliyah students with vocational and life skills needed (not necessarily like Vocational Schools/SMK)

• Strengthening mutual partnership with BKPM in relation to the improvement of students’ competitiveness in the work place

• Strengthening students’ competitiveness in the industries through the internship program (Program Pemagangan Siswa di Dunia Usaha/Dunia Industri)

Policies to Support Human Capital Development (2)

Facts of Contribution of Islamic Education Towards Human Capital

Development

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Madrasah Education1

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Number % Number %

1 RA (Kindergarten) - 0.0% 27,875 100.0% 27,875

2 MI (Elementary) 1,686 6.9% 22,667 93.1% 24,353

3 MTs (Junior Secondary) 1,437 8.6% 15,304 91.4% 16,741

4 MA (Senior Secondary) 759 10.0% 6,823 90.0% 7,582

3,882 5.1% 72,669 94.9% 76,551 Total

Public PrivateTotal Level of Schools No.

-1,686 1,437 759

27,875

22,667

15,304

6,823

RA MI MTs MA

Public

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The growth of number of Madrasah (RA, MI, MTs, MA) increase approximately 4,7% per year

2010 2011 2012 2013 2014

RA 23,007 24,318 25,435 27,334 28,627

MI 22,239 22,468 23,071 23,939 24,592

MTs 14,022 14,757 15,244 15,594 16,460

MA 5,897 6,415 6,664 6,931 7,046

-

5,000

10,000

15,000

20,000

25,000

30,000

Data 2014 is target data

Number of Institutions and Students

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The growth of madrasah

students tend to increase since 2010

about 3,6% per year. -

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

RA MI MTs MA

2010 915,315 3,013,220 2,541,839 917,137

2011 998,658 3,082,226 2,587,106 1,001,998

2012 1,074,131 3,200,459 2,745,022 1,059,814

2013 1,115,222 3,269,771 2,781,647 1,082,198

2014 1,159,020 3,404,089 2,849,243 1,100,939

Data Tahun 2014 merupakan data target

Number of Institutions and Students

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Contribution of Madrasah to Gross Enrollment rate (APK)

The contribution of

madrasah toward

the increase of

National Gross

Enrollment Rate

increase

approximately

3,8% within 5

years

2010 2011 2012 2013 2014

RA 7.51 8.20 8.30 8.32 8.35

MI 11.36 11.62 12.33 12.59 12.81

MTs 19.50 19.79 21.19 21.43 21.78

MA 7.28 7.61 7.88 8.38 8.45

-

5.00

10.00

15.00

20.00

25.00

Data 2014 is the target data

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Teacher Qualification ( S1 )

Quality of Teacher is the key to succes of Islamic Education

2010 2011 2012 2013 2014

Guru MI 95,517 161,363 200,577 220,357 225,000

Guru MTs 172,667 200,480 232,187 242,174 248,000

Guru MA 93,147 102,274 119,068 130,539 135,000

-

50,000

100,000

150,000

200,000

250,000

300,000

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National Exam Results

There is no significant gap in terms of students’

achievement between madrasah

students and general school students. The percentage of

Madrasah Students (MTs) passing the

exam is higher than those of SMP within

4 years.Source : Puspendik Kemendikbud (2010 - 2013)

99.57 99.68 99.69 99.7399.45 99.46 99.54 99.53

2010 2011 2012 2013

MTs SMP

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The Results of National Exam (2)

There is no significant gap in terms of students’

achievement between madrasah

students and general school students. The percentage of

Madrasah Students (MA) passing the

exam is higher than those of SMA

Source : Puspendik Kemendikbud (2010-2013)

98.83 99.0399.50 99.59

98.9699.30 99.50 99.51

2010 2011 2012 2013

MA SMA

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Madrasah Accreditation

More than 60% of Madrasah (MI, MTs, MA) have been accredited with B.

9.1%

67.8%

11.7%

11.4%

MI

A B

10.6%

36.6%23.4%

29.4%

MTs

A B C Belum

13.6%

30.7%23.6%

32.1%

MA

A B C Belum

Curriculum vitae

• Name : Prof. Kamaruddin Amin, Ph. D• Occupation : Director General of Islamic Education,

Ministry of Religious Affairs

Educational Background:

Undergraduate : IAIN Alauddin Makassar (Arabic Literature)

Master Degree : University of Leiden, The Netherlands (Islamic Studies)

Ph. D : University of Bonn, Germany (Islamic Studies)