The Implementation and Improvisation of Islamic School Curriculum in Buddhist Country
PDF

Keywords

Buddhist values
curriculum implementation
Islamic school
Thailand education policy

How to Cite

Wijayanti, F., & Widhanarto, G. (2019). The Implementation and Improvisation of Islamic School Curriculum in Buddhist Country. Indonesian Journal of Curriculum and Educational Technology Studies, 7(2), 96-103. https://doi.org/10.15294/ijcets.v7i2.24567

Abstract

Thailand is one of the greatest Buddhist country in Southeast Asia, therefore the Buddhism values and culture inevitably intervene education, including the curriculum. It is interesting to investigate how Islamic school arranges and develops its own curriculum in order to balance the national interest influenced by Buddhism and the Islamic belief, values, and culture owned by the school in Thailand. This article tries to illustrate Anuban Islam Songkhla School as one of the Islamic schools adapts the national educational policy and arranges their curriculum rooted on Islamic vision. This research found that Songkhla School does not implement all policy endorsed by the government officially due to its incompatibility with the Islamic vision of the school.   

Abstrak

Thailand adalah salah satu negara Budha terbesar di Asia Tenggara, oleh karena itu nilai-nilai dan budaya Budha tak terelakkan lagi pasti mengintervensi dunia pendidikannya, termasuk kurikulumnya. Sangat menarik untuk menyelidiki bagaimana sekolah Islam di Thailand mengatur dan mengembangkan kurikulumnya sendiri untuk menyeimbangkan kepentingan nasional yang dipengaruhi oleh agama Budha dengan ajaran, nilai-nilai, dan budaya Islam yang dimiliki oleh sekolah tersebut. Artikel ini mencoba menggambarkan Sekolah Songkhla Islam Anuban sebagai salah satu sekolah Islam yang mengadaptasi kebijakan pendidikan nasional dalam upaya menyusun kurikulum mereka sendiri yang berakar pada visi-visi keislaman. Penelitian ini menemukan bahwa Sekolah Songkhla tidak menerapkan semua kebijakan yang diberlakukan oleh pemerintah secara resmi, karena memang pada dasarnya tidak semuanya kompatibel dengan visinya sebagai sekolah Islam.

https://doi.org/10.15294/ijcets.v7i2.24567
PDF

References

Brahmagunabhorn, P. (2000). Thai Buddism in the Buddhist World: A Survey of the Buddhist Situation Againts a Historical Background. Bangkok, Thailand: P.A. Payutto.

Busrowi, M. (2013). Peradaban Thailand. Semarang: Bengawan Ilmu.

Flinders, D. J., & Thornton, S. J. (Eds.). (2004). The Curriculum Studies Reader. New York & London: RoutledgeFalmer.

Haji-Awang, F. (2016). The Significant of Model School in Pluralistic Society of the Three Southern Border Province of Thailand. SHS Web of Conferences, 1–11. EDP Sciences.

Haryono, D., Subkhan, E., & Widhanarto, G. P. (2017). 21st Century Competencies and Its Implications on Educational Practices. 9th International Conference for Science Educators and Teachers (ICSET), 606–610. https://doi.org/10.2991/icset-17.2017.100

Hifza, & Asla. (2019). Problems in The Thai Patani Malay Islamic Education. Al-Ulum, 19(2), 387–401.

Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (pp. 345–361). https://doi.org/10.1007/978-3-319-22464-0_16

Liow, J. C. (2009a). Islam, Education, and Reform in Southern Thailand: Tradition & Transformation. Singapore: The Politics of Islamic Education in Southeast Asia.

Liow, J. C. (2009b). Islamic Education in Southern Thailand: Negotiating Islam, Identity, and Modernity. In R. W. Hefner (Ed.), Making Modern Muslims: The Politics of Islamic Education in Southeast Asia (pp. 141–171). https://doi.org/10.1515/9780824863463-006

Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Bangkok: The Ministry of Education in Thailand

Nasir, M. (2015). Kurikulum Madrasah: Studi Perbandingan Madrasah di Asia. Nadwa: Jurnal Pendidikan Islam, 9(2), 145–166.

Raihani, Karim, P., Asyari, S. M., & Mahnun, N. (2016). Delivering Islamic Studies and Teaching Diversity in Southern Thai Islamic Schools. Al-Jāmi‘ah: Journal of Islamic Studies, 54(1), 123–147.

Raihani. (2017). Exploring Islamic School Leadership in a Challenging Southern Thailand Context. Studi Islamika, 24(2), 271–293. Retrieved from http://journal.uinjkt.ac.id/index.php/studia-islamika/article/view/4608

Sugiyono. (2016). Metode Penelitian Pendidikan. Bandung: Alfabeta

Sweinstani, D., Kristhopher, M., Harsasto, P., & Sulistyowati. (2015). Analisis Perbandingan Kebijakan Pendidikan Dasar Antara Indonesia Dan Thailand Tahun 2009-2013. Jurnal Ilmu Pemerintahan Undip, 4(1), 26–35.

Thailand, T. M. (2008, July 11). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Bangkok, Songkhla, Thailand.

The Thai Government policy (Kod Mai Raj) year 1997 section 3 subsection 43. Bangkok, Songkhla, Thailand.

Wattanawaha, N. (1996). Computer Education in Thailand. In T. Plomp, R. E. Anderson, & G. Kontogiannopoulou-Polydorides (Eds.), Cross National Policies and Practices on Computers in Education (1st ed., pp. 413–427). Dordrecht: Springer.

Wekke, I. S., Ashrori, M., & Hamuddin, B. (2018). Institutional Transformation of Madrasa of Muslim Minority in Thailand. Jurnal Pendidikan Islam, 4(1), 15–26.

Yunardi. (2014). Sistem Pendidikan di Thailand. Bangkok: Kantor Atase Pendidikan, Kedutaan Besar Republik Indonesia (KBRI) Bangkok.