DUALISME PENDIDIKAN DI INDONESIA
Abstract
Abstrak: Dalam konteks pendidikan istilah dualisme dan dikotomi memiliki makna yang sama yaitu pemisahan antara pendidikan umum dari pendidikan agama. Dikotomi selalu melahirkan pandangan pembedaaan di satu sisi dan penyamaaan di sisi yang lain. Pandangan dikotomis pada hakikatnya mengabaikan esensi atau nilai sprit pendidikan. Membedakan dan menyamakan lebih dimaknai pada ta-taran permukaan sehingga jelas merusak nilai spirit dari pendidikan Islam. Dua-lisme dan dikotomi bukan hanya pada tataran pemilahan, tetapi telah masuk pada wilayah pemisahan yang dalam operasionalnya memisahkan mata pelajaran umum dari mata pelajaran agama, sekolah umum dan madrasah yang penge-lolaannya berjalan terpisah-pisah. Puncaknya pada pemerintah Orde Baru yang mengeluarkan melalui Surat Keputusan Bersama (SKB) pada tanggal 24 Maret 1975 yang menguatkan pemisahan itu hingga saat ini. Dampaknya terasa meru-gikan dan makna Islam menjadi sempit karena pengotak-kotakan ilmu akhirnya menomorduakan dan menganaktirikan pendidikan Islam. Sebagai solusi alter-natif harus diikuti upaya integrasi pengetahuan serta reposisi, yaitu cara pandang yang ilmu-ilmu Islam pada posisi yang sebenarnya.
Abstract: In the educational context, the term dualism and dichotomy have the same mea-ning, namely the separation between general education and religious education. The terms also mean the separation between education system of Islamic and ge-neral educations. Moreover, talking about Islamic education is often addressed to Islamic institutions. Such perspectives are triggered by dichotomous view on education, differentiate in one side and equate on the other side. Consequently, the spirit value that is integrated into Islamic education is neglected. The terms, currently, have pervaded on the separation of general and Islamic subjects, public and madrasas Institutions, where the management has a policy respectively. The impacts are narrow minded in interpreting Islamic meaning, compartmentaliza-tion in science, and inequality of budgeting between Islamic and general educa-tion institutions. The offered alternative solutions are Islamization of knowledge, integration of science, and reposition of Islamic view, that means returning to the spirit value of Islamic education
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