PROBLEMS OF ISLAMIC EDUCATION AND SOLUTIONS

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PROCEEDING INTERNATIONAL CONFERENCE
ON CONTEMPORARY ISLAMIC STUDIES
(INCONCIS) 2020
Organized by:
Fakultas Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara Medan
In Collaboration with STIT Al Ittihadiyah Labuhanbatu Utara,
STIT Batubara & IAIDU Asahan
Thema:
Developing Islamic Science to Enhance Human Civilization
in the 4.0 Industrial Era
December 08, 2020
UIN Sumatera Utara, Medan Estate, Medan
Published by UINSU PRESS Medan

Proceeding International Conference on Contemporary Islamic Studies
ii
PROCEEDING INTERNATIONAL CONFERENCE
ON CONTEMPORARY ISLAMIC STUDIES
(INCONCIS) 2020
Thema:
Developing Islamic Science to Enhance Human Civilization
in the 4.0 Industrial Era
Organizing Committee:
Ketua : Muhammad Kaulan Karima, M.Pd
Sekretaris : Dr. Inom Nasution, M.Pd
Bendahara : Tarmiji Siregar, S.Pd., M.Kom
Seksi Acara :
Koordinator : Ahmad Taufik Al Afkari, S.Pd., M.Kom
Anggota : Diah Syafithri Armin, M.Pd
Nurhayani, S.Ag., M.Psi
Zunidar, S.Ag., M.Pd
Seksi Publikasi :
Koordinator : Muhammad Shaleh Assingkily, S.Pd., M.Pd
Anggota : Dedi Saputra Napitupulu, M.Pd
Dina Nadira Amelia Siahaan, M.Pd
Steering Committee :
Prof. Dr. Syafaruddin, M.Pd (UIN Sumatera Utara, Medan)
Dr. Mardianto, M.Pd (Fakultas Tarbiyah dan Keguruan UINSU Medan)
Dr. Mursal Aziz, M.Pd.I (STIT Al Ittihadiyah North Labuhanbatu)
Drs. Imran, MA (IAIDU Asahan)
Dr. H. Erwan Efendi, M.A (STIT Batubara)
Reviewer :
Prof. Dr. Wahyudin Nur Nst. M.Ag
Prof. Dr. Mohd Izham Mohd Hamsah
Prof. Dr. H. Maimun Asdha Lubis
Dr. Mesiono, S.Ag., M.Pd
Dr. Mardianto, M.Pd
Dr. H. Erwan Efendi, M.A

Proceeding International Conference on Contemporary Islamic Studies
iii
Dr. Muhammad Yafiz, M.A
Dr. Azhari Akmal Tarigan, M.Ag
Dr. Syafruddin Syam, M.A
Dr. Khairuddin, M.Ag
Dr. Yusuf hadijaya, M.Pd
Dr. Hj. Ira Suryani, M.Si
Dr. Sugeng Wanto, M.A
Dr. Zaini Dahlan, M.Pd
Dr. Yahfizham, S.T., M.Cs
Dr. Ahmad Syukri Sitorus, M.Pd
Editors :
Muhammad Kaulan Karima, M.Pd
Layout and Design :
Tarmiji Siregar, S.Pd., M.Kom
Hendra, M.Pd
Diterbitkan oleh:
UINSU PRESS
Jl. Williem Iskandar Pasar V Medan Estate 20371
Telp. (061) – 6615683 – 6622925
www. http://uinsu.ac.id.
ISBN 978-623-93575-2-8

Proceeding International Conference on Contemporary Islamic Studies
viii
LIST OF CONTENT
FOREWARD:
- DEAN OF FACULTY OF TARBIYAH SCIENCE AND TEACHING TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA, MEDAN …………………………… iv
- CHAIRMAN OF STIT AL-ITTIHADIYAH LABUHANBATU UTARA ……………………… v
- DEAN OF FACULTY OF TARBIYAH, IAIDU, ASAHAN …………………………………………. vi
- CHAIRMAN OF STIT BATUBARA ………………………………………………………………………. vii
CHAPTER I: ISLAMIC EDUCATION
MANAJEMEN PERUBAHAN DALAM PENINGKATAN MUTU PENDIDIKAN PADA ERA
GLOBAL
Mohd Izham Mohd Hamzah ...................................................................................................................... 1
PRINCIPLES OF QUALITY MANAGEMENT IN EDUCATION
Syafaruddin .................................................................................................................................................... 10
THE ROLE OF ASSIGNING ARABIC LANGUAGE FOR ISLAMIC EDUCATION TEACHERS
Sahkholid Nasution ...................................................................................................................................... 19
NARRATIVE EDUCATION WITH ENVIRONMENTAL INSIGHTS AT MADRASAH
IBTIDAIYAH
Abdul Jamora Gani Nasution .................................................................................................................... 29
IMPLEMENTATION OF ISLAMIC EDUCATION FOR MINORITY MUSLIM
COMMUNITIES IN PORSEA SUBDISTRICT
Agus Yusuf Rajagukguk .............................................................................................................................. 37
MANAGEMENT STRATEGIC FOR SCHOOL DEVELOPMENT
Amiruddin, MS................................................................................................................................................ 43
IMPROVING TEACHER PERFORMANCE THROUGH CLASS SUPERVISION IN MAS YPI
BATANGKUIS IN 2020
Ahmad Mukhlasin ......................................................................................................................................... 49
REFLECTION ON THE STUDY PROGRAM OF ISLAMIC EDUCATION COUNSELING
Ahmad Syarqawi ........................................................................................................................................... 58
A LEADER IN THE QURAN PERSPECTIVE
Ahmadsyah ...................................................................................................................................................... 64
OPTIMIZATION OF LEARNING ACTIVITIES IN LOW GRADES
(Transdisciplinary Study of Learning Implementation in Elementary Schools)
Aida Farida, Ahmad Syukri Sitorus ........................................................................................................ 75
MODERNIZATION OF ISLAMIC EDUCATION IN INDONESIA (NAHDLATUL ULAMA’S
EXPERIENCE)
Aminuddin, Intan Kumalasari .................................................................................................................. 79
HUMAN RESOURCE DEVELOPMENT ON TEACHER PERFORMANCE AT MTSS AISYIYAH

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MEDAN
Annisa Addina Pohan .................................................................................................................................. 94
JURIDICAL BASIS; EDUCATION EVALUATION
Asrul ................................................................................................................................................................... 102
EFFORTS TO IMPROVE TEACHER DISCIPLINE IN THE PRESENCE OF CLASS
TEACHING THROUGH THE IMPLEMENTATION OF REWARD AND PUNISHMENT IN
MIN 11 MEDAN IN THE ACADEMIC YEAR 2020/2021
Aswaruddin ..................................................................................................................................................... 109
RESPONDING TO THE CHALLENGES OF 21ST CENTURY TEACHERS IN SHAPING THE
CHARACTER OF 21ST CENTURY STUDENTS
Awaluddin........................................................................................................................................................ 115
EDUCATIONAL METHODS IN THE AL QURAN (Study of the Surah An-Nahl Verse 125)
Baihaki Harahap ........................................................................................................................................... 121
HUMANISTIC ISLAMIC RELIGIOUS EDUCATION LEARNING WITH THE ACTIVE
LEARNING APPROACH AT SDN 067952 MEDAN
Bella Ree Amanda ......................................................................................................................................... 129
ACADEMIC SUPERVISION OF PJJ / BDR DURING THE COVID -19 SUPERVISORS AT
THE ASSISTED SCHOOLS
Budi Suhartono .............................................................................................................................................. 136
APPLICATION OF THE INQUIRY METHOD IN LEARNING PAI TO TRAIN STUDENT'S
SKILLS
Daisy JP ............................................................................................................................................................. 146
COMMUNICATION STRATEGY OF SCHOOL HEADS IN IMPROVING SCHOOL
MANAGEMENT EFFECTIVENESSAT MTS NEGERI 3 LANGKAT
Darno ................................................................................................................................................................. 151
PROBLEMS OF ISLAMIC EDUCATION AND SOLUTIONS
Dedi Sahputra Napitupulu ........................................................................................................................ 160
THE COMPETENCY OF COUNSELOR
Dina Nadira Amelia Siahaan .................................................................................................................... 168
BARRIERS AND SOLUTIONS BY TEACHERS IN FACING THE IMPLEMENTATION OF
ONLINE LEARNING DURING THE COVID-19 PANDEMIC
Dita Ayu R Pratiwi ........................................................................................................................................ 173
IMPLEMENTATION OF LEARNING SUPERVISION IN IMPROVING TEACHER
PERFORMANCE IN MIS ISLAMIYAH YPI ISLAMIYAH BATANG KUIS
Edy Rosady ...................................................................................................................................................... 180
THE APPLICATION OF CONSTRUCTIVISM METHODS IN LEARNING PAI TO TRAIN
STUDENTS
Evi Idayani ....................................................................................................................................................... 188
E-LEARNING IMPLICATIONS TO ISLAMIC EDUCATION TEACHERS
Fadzliyah Hashim, Farah Farhana Rosli, Fatahiyah Elias, Mohd Radzi Lebai Mat, Che
Nazrah Mohd Yusof ...................................................................................................................................... 192

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PROBLEMS OF ISLAMIC EDUCATION AND SOLUTIONS
Dedi Sahputra Napitupulu
STIT Al-Ittihadiyah Labuhanbatu Utara
dedisahputra_napitupulu@stit-al-ittihadiyahlabura.ac.id
ABSTRACT
This study analyzes the problems of Islamic education and solutions. Using a qualitative approach to
descriptive analysis, the findings of this study resulted in the conclusion that internally the problem of
Islamic education is 1) low quality of human resources (HR), 2) lack of interest in learning Islamic
education, and 3) weak management. Externally, education problems are 1) lack of facilities and
infrastructure, 2) an always-changing curriculum, 3) a lack of equitable Islamic education, 4) a
controlled system lacking in favor of Islam. Solutions offered for internal problems in Islamic education
are 1) improving the work ethic and professionalism of educators, 2) developing the li
fe skills of
learners, 3) innovation and management of education. While the solution to external problems is 1)
equipping educational infrastructure, 2) curriculum reconstruction, 3) equitable Islamic education, 4)
controlling the system in favor of Islam.
KEYWORDS: Problems, Islamic Education, Solutions.
INTRODUCTION
It must be recognized that the world of education today is the center of everyone's
attention and has always been a stretegis issue. Through quality education will create a superior
generation, which will then bring great changes to world civilization. There is no doubt that
education is a key indicator of a nation's progress. At the same time we must also recognize that
many problems are engulfing the world of education. At the very least, throughout this lecture is
reason enough that a new trobosan needs to be done immediately. In this paper will describe
various enlightenment steps in the field of education.
In general, there are at least five classic problems in the world of education, namely: weak
innovation, poorly professional educators, lack of creativity of learners, ever-changing
curriculum, and lack of funds that result in poor educational facilities. If you want to be honest,
the problem of education is not only limited to the above, there are many more problems in the
world of education. This will then become the focus of the author in this paper, namely how to
take steps to overcome these problems.
This paper will elaborate thoroughly on the answers to the above educational problems.
The source of information retrieval in this paper quotes from various primary books and
journals, therefore thrifty authors of this paper will be easier to understand and answer the
main themes in this paper.
RESULTS AND DISCUSSIONS
A. Problems in Education
In the world of education must always change to go to the golden age, but the change must
be done with the people and critical analysis becomes very important to do, meaning asking the
people and critically to commit together to change, if we do not want to miss from other nations
(Neolaka, 2009: 40).
In general, the problem of Islamic education can be seen from two sides, namely internally
and externally. The internal problems of Islamic education are as follows:
1. Low quality of human resources;
2. Lack of interest in learning Islamic education;
3. Weak management.
While the external problems are as follows:
1. Lack of facilities and infrastructure;
2. The curriculum is always changing;

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3. Lack of equitable Islamic education;
4. The controlled system does not favor Islam.
There are two big things that must be done in realizing enlightening education, innovation
or structuring in the field of education is the key word, especially in the education and school
system must be pursued continuously, continuously, sustainably, so that its efforts can reach out
to the expansion and development of the education system. Innovation must be done in the
institutional and educational personnel aspects. Education personnel must be improved work
ethic and professionalism. Improvements in material aspects (curriculum), approaches, and
methodologies that are still oriented towards traditional systems, improvements in aspects of
education management itself. The arrangement of education must be comprehensive and
comprehensive, both at the concept and implementation level. Structuring the function of
education of course by paying attention to the world of work, because the world of work has a
large contribution and time span in the personal and collective life span (Azra, 2002: 17).
The above issues are a shared responsibility in terms of resolution. Of course all of us are
involved and play a role in contributing significantly to improving the quality of Islamic
education. But in particular the real responsibility of education is given to four groups, namely:
1) Parents as the first educator, 2) Educators / teachers who provide formal knowledge to
educational institutions, 3) Learners as people who need guidance, and 4) Government that
facilitates the continuity of education (Napitupulu, 2019: 25).
B. Alternative Solutions
1. Solutions to Internal Problems
a. Improving The Work Ethic and Professionalism of Educators
In the Law of the Republic of Indonesia Number 14 year 2005 concerning Teachers and
Lecturers, it is explained that competence is a set of knowledge, skills, and behaviors that must
be possessed, imagined, and mastered by teachers or lecturers in carrying out professional
duties (Directorate General of Islamic Education Ministry of Religious Affairs, 2008: 84). While
in the National Standards of Education, the explanation of article 28 paragraph (3) point c is
stated that the means of professional competence is the ability to use learning materials broadly
must be in-depth that allows guiding learners to meet the competency standards set out in the
National Standards of education (Mulyasa, 2009: 135).
Professionalism is the ownership of a set of expertise or expertise in a particular field that
is legalized with a certificate by an institution. Therefore, a Professional is entitled to a decent
and reasonable reward that becomes the main supporter in pioneering his career in the future.
The professional indicators are reflected in the mastery of the learning material broadly and
deeply as well as mastery of its scientific structure and methodology (Napitupulu, 2020: 35).
In the teaching and learning process teachers are one of the learning resources of students who
have a very important role in determining the course of the teaching and learning process. The
task of teachers as a profession requires teachers to develop their own professionalism in
accordance with the development of science and technology. Educating, teaching and training
students is the teacher's job as a profession.
The teacher's job as an educator means passing on and developing the values of life to the
students. The teacher's job as a teacher means passing on and developing science and
technology to the students. The teacher's job as a trainer means developing skills and applying
them in life for the future of the students (Djamarah, 2000: 37).
In teaching a teacher must have a set of abilities, both in aspects of attitude ability and
educating and teaching. In order for the teaching and learning process to run effectively,
teachers must be more professional in carrying out their duties. If the teacher does not have
professionalism in teaching then the teaching and learning process will not be effective, so the
purpose of education in general will not be realized.

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So a professional teacher is a teacher who has special skills and skills in carrying out
teaching and learning activities so as to achieve goals in the form of achieving goals related to
the subjects delivered and have maximum ability.
Thus, teachers as educators are required to commit to professionalism in carrying out
their duties, so that in themselves attached a high dedication to their duties, a commitment to
the quality of processes and work results, and an attitude that always tries to improve and
update the models or ways of working in accordance with the demands of his time, which is
based on a high awareness that the task of educating is the task of preparing the next generation
who will live in his time in the future.
b. Development of Student Life Skills
Life education skills are the abilities and skills that a person needs to carry out life
processes (Ilahi, 2016: 132). The purpose of Life skill in education is to prepare students so that
they are able to fight the rapid modernity and skilled in maintaining survival and challenges in
the future. According to Toharuddin life skill can also be called vocational skills. That is, this
skill is not only to prepare skilled and creative personnel (vocational), but also to prepare
students who are able to overcome life problems faced in a better and more appropriate way,
because they have a scientific background (Toharuddin, 2005: 73).
Social change that occurs today turns out to require creative individuals, both leaders and
guided members. This is where the big role of transformative pedagogy lies, which aims to
produce individuals who are creative, initiativeful and have great motivation for change (Tilaar,
2012: 389). So one of the most appropriate steps is through the planting of comprehensive life
skills education to all learners so that they can face as well as answer the challenges of changing
times that are increasingly changing.
As basicly human beings are social beings who can’t live alone without the need for the
help of others. But in reality, some life issues require to be done individually. Therefore,
everyone should have life skills, especially in solving problems after problems that come to him.
Thus, education once again, not just dealing with cognitive and affective intelligence alone.
However, education must also be able to educate psychomotor or student skills.
Learners who have certain skills will be able to compete and face the challenges of an
increasingly complex era. With the expertise he has he will be able to live decently in the midst
of society. It will be different from students who do not have any skills, although the value of
their subjects are studded with nine numbers, if they do not have skills, they will lose to other
professionals, which is why life skills education is a problem.
From the explanation above, it can be stated that life skills education is very necessary to
be applied to learners at all levels of education of course by paying attention to the age limit of
each student, at the level at which they are located and what skills are suitable for them to
master. Of course, not only skills get a good job, but before that students must also have the
skills to organize their daily lives and their social skills in getting along in the middle of society.
c. Innovation and Education Management
To overcome management weaknesses, innovations are needed on all lines of education.
Epistemologically, innovation comes from latin, which is innovation which means renewal or
change. The verb is innovo which means to renew or change. It concluded that the innovation is
a new change towards improvement, which is different from the previous one that was done
deliberately and planned (Ihsan, 2003: 191). In the Great Dictionary of Indonesia (1999: 353),
it is explained that innovation is the inclusion or introduction of new things, updates, new
discoveries that are different from existing or previously known (ideas, methods, or tools).
The main and first things to be achieved through innovations in education are changes in
the learning situation related to the curriculum, efforts to change the learning process that is not
always monotonous, in teaching and learning facilities and improving the professional quality of

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teachers. In addition, the aspects to be achieved through educational innovation also include the
overall education administration and management system that has to do with national policy.
In the world of education there are several terms about innovation that must be known by
prospective educators, namely discovery, invention, and innovation. A discoveri is the discovery
of something that is actually an object or thing that was found that already exists, but is not yet
known to people. Invention is the discovery of something completely new, meaning the work of
man. While innovation is an idea, an item, an event, a method that is perceived or observed as
something new for a person or a group of people or society.
Furthermore, there are three terms used in education to express improvement, namely:
innovation, change and renewal. It is said that improvement because innovation is considered a
replacement of the old ways (conventional) in a new way. In innovation introduced new things
with the intention of improving what is already / accustomed to the emergence of new practices
both in methods and ways of working to achieve goals (Wijaya, 1999: 9).
In the field of education, innovation usually arises from the anxiety of certain parties
about the implementation of education. For example, teacher concerns about the
implementation of teaching and learning processes that are considered less successful, concerns
on the part of education administrators about performance, or perhaps concerns about
performance and results even the education system.
Educational innovation boils down to the excellence or quality of the education unit in
providing pelayaananan to stakeholders. Quality improvement is an important program of
education both on a national, regional, and international scale. The education program for all or
education for all launched by UNESCO (United Nations Educational, Scientific, and Cultural
Organization) has shifted to quality education for all, quality education for all. The demands of
the community are now not only getting an education, but increasing into a quality education.
Open access to quality education is a necessity.
The purpose of understanding educational innovation is a new and qualitative change,
different from the previous one and deliberately attempted to improve the ability in order to
achieve certain goals in education (Subroto, 1990: 127). The meaning of the new word in that
sense is anything that has not been understood, accepted, or implemented by the innovation
sipenerima although it may not be new to others, while the qualitative word is that the
innovation allows the reorganization or reorganization of elements in education, so it is not
merely addition or addition of elements. Innovation and transformation of education is indeed a
must an answer to the challenges of changing times. Only adaptable educational institutions can
survive. As for educational institutions that are not able to adjust, not just abandoned will even
be drowned by the times themselves (Napitupulu, 2018: 282).
The Government of the Republic of Indonesia actually has standard criteria on the quality
of education, there is eight national education standards: content standards, process standards,
graduate competency standards, standards of educators and education personnel, standards of
facilities and infrastructure, management standards, financing standards, and educational
assessment standards. In detail it is regulated in Government Regulation No. 19 of 2005 on
National Standards of Education. The regulation is updated with Government Regulation No. 32
of 2013 concerning Amendment to PP No. 19 of 2005.
In the learning process, the new paradigm of learning as a product of innovation that
provides more processes to restore the nature of students as human beings who have all the
potential to experience the process in developing their humanity. Therefore, any facilities
created to facilitate students and any facilitator who will accompany students to learn, should
be directed and oriented towards what the student's learning goals are. The learning paradigm
that is able to disturb students' hearts to awaken their desires should be the first focus in
developing learning facilities. In the implementation of learning there is intertwined
communication, this communication is then referred to as the interaction that occurs between
learners and educators can occur directly or indirectly (Napitupulu, 2019: 125).

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The description above illustrates that the understanding of learning innovation is learning
that uses new ideas or techniques/methods to perform learning steps, thus obtaining the
desired progress of learning outcomes. Based on the literal definition of innovative learning, it
contains the meaning of renewal. Learning innovation arises from the paradigm shift of
learning. The change in learning paradigm starts from the result of reflection on the existence of
the old paradigm that has changed to a new paradigm that is expected to be able to solve
various problems.
2. Solutions to Internal Problems
a. Completing Educational Infrastructure
Educational infrastructure is no less important that must be met in order to build a
superior education. The fulfillment of educational infrastructure is also closely related to the
availability of funds owned. Therefore, before getting too far to talk infrastructure, the need for
finances becomes the main thing that must be considered. Reality shows that many Islamic
educational institutions still have roughing facilities and facilities, especially private Islamic
educational institutions (Napitupulu, 2018: 39).
At least the education financing as referred to above consists of investment costs,
operating costs, and personal costs. The investment cost of the education unit as referred to
above includes the cost of providing facilities and infrastructure, human resource development,
and fixed working capital. Meanwhile, personal costs include the cost of education that must be
spent by students to be able to follow the learning process regularly and continuously. The
operating costs of the education unit as referred to include: 1) the salaries of educators and
education personnel as well as all allowances attached to the salary; 2) consumable educational
materials or equipment; and 3) indirect education operating costs in the form of power, water,
telecommunication services, maintenance of facilities and infrastructure, overtime money
transportation, consumption, taxes, insurance, and so on (Sulistiyoningrum, 2010: 18).
Seeing the reality of education financing is so complex and will certainly channel a lot of
budget, the availability of funds is absolutely necessary. In this case collect funds from the
partners of an educational institution and other parties who want to provide assistance. The
funds collected will then be used to finance the sustainability of an educational institution. We
all understand that the back and forth of an educational institution depends on the size of the
existing fund. The greater the funding available, the greater the chance of an educational
institution to be able to create excellent programs, so behind it, if the institution has only limited
funds, then innovative ideas will be difficult to implement.
b. Curriculum Reconstruction
Curriculum development is a comprehensive term, which includes: planning,
implementation and evaluation. Curriculum planning is the first step in building a curriculum
when curriculum workers make decisions and take action to produce the planning that will be
used by teachers and learners. Curriculum implementation or commonly called curriculum
implementation seeks to transfer curriculum planning into operational actions. Curriculum
evaluation is the final stage of curriculum development to determine how big the learning
outcomes are, the level of completion of the planned programs, and the results of the curriculum
itself.
In the beginning the term curriculum was found in the world of statistics in ancient
Greece, which comes from the word Curire which means runner, and Curete means a race venue
or race venue. While Curiculum means "plural" that must be taken by runners. When viewed in
Webster's 1812 dictionary, the curriculum is (1) a race course, a place for running; a chariot, (2)
acourse, in general; applied particulary to the course of study in a university (Nurdin dan
Basyiruddin, 2003: 33). The meaning of the curriculum as defined has two meanings, namely a
distance for the race that must be taken by the runners, and also interpreted as a chariot, which
is a kind of racehorse in ancient times in the form of a tool to bring someone from start to finish.

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Muhaimin said that the curriculum comes from the Greek which is all used in sports,
namely currere which means running distance, which is the distance to be traveled in running
activities from start to finish. This understanding is then applied in the field of education. In
Arabic, the term "curriculum" is defined as Manhaj which is a bright path, or a bright path that is
passed by man in the field of life. In the context of education, the curriculum means a bright path
that educators/teachers walk through with learners to develop knowledge, skills and attitudes
and values (Muhaimin, 2010: 1).
The explanation above can be concluded that the understanding of the curriculum
contains two main things, namely (1) the existence of subjects that must be taken by students,
and (2) the main objective is to obtain a diploma. Thus the implications for teaching practice,
namely that each student must master all subjects given and put the teacher in a very important
and decisive position.
Curriculum is a device of subjects and educational programs provided by an educational
organizing institution containing the draft lessons that will be given to the participants in a
period of education level. The preparation of these subject devices is tailored to the
circumstances and abilities of each level of education in the implementation of education as well
as the needs of employment. The length of time in one curriculum is usually adjusted to the
purpose and purpose of the education system implemented.
This curriculum is intended to be able to direct education towards the intended direction
and objectives in the overall learning activities. It is an activity to produce a curriculum at the
level of an educational unit or the process of associating one component with another to
produce a curriculum. Curriculum development can also be interpreted as activities of drafting,
implementing, assessing and improving the curriculum. In its development, the curriculum
involves various parties, especially those who directly or indirectly have an interest in the
existence of education designed, namely from education experts, experts in the field of study,
teachers, students, education officials, practitioners and role models or other members of
society.
In order to reorganization of the curriculum, the involvement of various parties in the
preparation and management of the curriculum needs to be done, and this is intended in order
to understand, help, and control the implementation of the curriculum, so that educational
institutions or schools in addition to cooperatives are also required to be independent in
identifying curriculum needs, designing curriculum, determining curriculum priorities,
implementing learning, assessing the curriculum, controlling and reporting the source and
results of the curriculum, both to the community and to the government. In addition, each
education unit must have guidelines governing the curriculum at the education unit level and
syllabus. It is stated in Regulation Government of Indonesia No. 19 Year 2005 Article 52
paragraph (1) on National Standards of education.
c. Equitable Islamic Education
Currently, the condition of education in Indonesia is still uneven, especially Islamic
education. For example, in big cities there are already very advanced educational facilities and
infrastructure. While in the villages rely only on roughing facilities and infrastructure. It is not
only the people in the village who are still behind in their education.
The areas in eastern Indonesia are not only lacking facilities and infrastructure but also a
lack of teaching staff so that schools there still need teachers from other areas.
Although there are Indonesian citizens who live in big cities but because they belong to
underprivileged citizens so they can not feel the education. Many minors are already working to
help their parents sustain their lives.
Therefore, an important agenda that must be a priority is to increase education equality,
especially for poor and remote communities. This is in line with Law No. 20 of 2003 on the
National Education System, article 5 paragraph (1) states that "Every citizen has the same right
to obtain a quality education", and article 11, paragraph (1) states "The government and local

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governments are obliged to provide services and convenience, as well as ensure the
implementation of quality education for every citizen without discrimination".
d. Controlling the System that Favors Islam
The dualism of education management system in Indonesia that has been happening,
resulting in Islamic education as if it were a stepchild and considered as a second-class
educational institution. The system that has been implemented since colonial times seems
difficult to change. Not to mention the officials who are in charge of Islamic education do not
work optimally, instead doing less commendable practices.
Therefore, efforts must be made to maximize the role of the Ministry of Religious Affairs
in reorganize the Islamic education management system in Indonesia. Provide opportunities for
people who have the capacity and good management knowledge to occupy strategic positions
directly related to Islamic education. Openly conduct job auctions with a strict selection system.
Only in this way can Islamic educational institutions advance and be able to compete with other
educational institutions.
In addition to the above, there are measures to improve the quality of educational
institutions as described by Aziz, (2015: 4) namely by using ten steps to quality improvement,
namely:
1. Establish awareness of the need for improvement and opportunities and opportunities to
make improvements;
2. Set improvement goals;
3. Organizing to achieve the goals that have been set;
4. Provide training;
5. Carry out project projects aimed at solving problems;
6. Report developments;
7. Rewarding;
8. Coordinate the results achieved;
9. Save and maintain the results achieved;
10. Maintain momentum by making improvements in the system.
CONCLUSION
Based on the previous description, this paper can be concluded as follows:
1. Internally the problem of Islamic education is 1) Low quality of human resources (HR), 2)
Lack of interest in learning Islamic education, 3) Lack of management. The external
problems of education are 1) Lack of facilities and infrastructure, 2) An always-changing
curriculum, 3) Lack of equitable Islamic education, 4) A controlled system that does not
favor Islam.
2. Solutions offered for internal problems in Islamic education are 1) Improving the work
ethic and professionalism of educators, 2) Development of Life Skills of learners, 3)
Innovation and management of education. While the solution to external problems is 1)
Completing educational infrastructure, 2) Curriculum reconstruction, 3) Equitable Islamic
education, 4) Controlling the system that favors Islam.
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