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MODEL TRANSFORMASI MADRASAH

SEBAGAI SEKOLAH UMUM BERCIRI KHASAGAMA ISLAM

S U P A A T

NIM. 04701261021

Disertasi ditulis untuk memenuhi sebagian persyaratan

untuk mendapatkan gelar Doktor Pendidikan

Program Studi Penelitian dan Evaluasi Pendidikan

PROGRAM PASCASARJANA

UNIVERSITAS NEGERI YOGYAKARTA

2010

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ABSTRAK

SUPA'AT: Model Transformasi Madrasah Sebagai Sekolah Umum Berciri Khas

Agama Islam. Disertasi. Yogyakarta: Program Pascasarjana Universitas Negeri

Yogyakarta, 2009.

Eksistensi madrasah sebagai lembaga pendidikan, dari sudut legal formal,

telah mendapatkan status seperti harapan sejak awal kelahirannya yaitu kesetaraan

dan kesederajatan. Titik awal pengakuan tersebut bermula dari keluarnya SKB

Tiga Menteri Tahun 1975, diperkuat dengan lahirnya Undang-Undang No. 2 Tahun

1989 dan Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan

Nasional, dimana madrasah sebagai lembaga pendidikan telah menyatu dalam

sistem pendidikan nasional dengan predikat/status "Sekolah Umum Berciri Khas

Agama Islam". Dengan status barunya tersebut madrasah memasuki kancah baru

perjuangan, dari problem legitimasi ke arah tuntutan sesuai visi dan arus besarkebijakan pendidikan nasional dan ekspektasi pengguna akan pendidikan

berkualitas. Fakta bahwa sebagian besar madrasah berstatus swasta adalah potensi,

namun bila dikaitkan dengan realitas obyektifnya pada satu sisi dan ekpektasi

pengguna pada sisi lain telah menghadapkan madrasah pada dilema dan pilihan

sulit karena berbagai problem yang dihadapi.

Berbagai problem tersebut tentu harus dicarikan solusi yang tepat agar

transformasi madrasah tersebut memberikan hasil sesuai semangat perubahan itu

sendiri maupun ekpektasi umat dan pengguna. Berdasarkan hasil penelitian ini,

dalam implementasi ciri khas Islam tersebut (khususnya untuk Madrasah Aliyah -

MA), teridentifikasi beberapa problem terkait dengan: (1) kapasitas manajemen; (2)

kurikulum, (3) keterbatasan sumberdaya manusia, (4 ) orientasi akademik dan

dikhotomi ilmu, (5) konteks Ujian Nasional, dan (6 ) konteks otonomi daerah.

Disamping itu, secara kelembagaan juga muncul tiga tipologi utama MA, yaitu: (1)

MA sebagai SMA plus, (2) MA Salaf Tafaqquh fiddn, (3) MA dengan

pengayaan pengetahuan agama.

Berangkat dari problem dan tipologi tersebut, ada tiga model yang

ditawarkan sebagai hasil dari penelitian ini, yaitu: (1)model kelembagaan - model

penjurusan/program studi, (2) model integrasi ilmu (integrated science, (3) model

pengelolaan terpadu (integrated management). Secara metodologis, model tersebut

dirumuskan dari hasil penelitian kualitatif-phenomenologi dengan pendekatan

social action, dimana peneliti melibat langsung dengan grass rootsebagai subyekpenelitian dalam berbagai aktivitas substantif kependidikan. Karena model ini

dirumuskan dari aspirasi grass root, untuk menjamin kualitas model tersebut

peneliti melakukan intervensi melalui sharing ide langsung mamupun melalui

pemberian text discourses tentang konsep ideal pendidikan madrasah menurut

peneliti. Pendekatan ini dipilih karena dengan metode ini model yang dirumuskan

benar-benar mendapatkan justifikasi dan/atau validasi emipris. Model tersebut

dalam implementasinya bisa bersifat alternatif dan juga akumulatif. Artinya, sesuai

konteks dan kondisi masing-masing, suiatu MA bisa menggunakan keseluruhan

model tersebut untuk diimplementasikan atau memilih salah satu dari model

tersebut. Sesuai karakteristik penelitian kualitatif, maka hasil atau kesimpulan

penelitian ini bersifat idiographik, dimana kompatibilitas model tersebuttergantung pada kesesuaian karakter, konteks dan seting suatu MA.

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ABSTRACT

SUPAAT:The Transformational Models of the Madrassas as SchoolsCharacterized by their Islamic Teachings.Dessertation. Yogyakarta: Graduate

School, State University of Yogyakarta, 2009.

The existence of Madrassas as educational institutions, from their legal

formal standpoint, have got their status as they are expected to be from the very

beginning of their establishment, i.e., equality and equity. The recognition of the

madrassas began when the decree of the Three Ministries was issued in 1975, and

was reinforced by the 1989 Education System Act No. 2, and 2003 Education

System Act No. 20, where the madrassas as educational institutions have been

integrated into the National Education System under the name of Schools

Characterized by the Islamic teachings. With this new status, the madrassas

entered into a new phase of struggle, from their legal status into meeting the needsof the vision and the mainstream of national education policy and the expectations

of quality education from their stakeholders. The fact is that some big private

madrassas have their potential, but when they are seen from their objective

realities, and their stakeholders expactations, they face the dilemmas dan difficult

choices due to various difficult problems they face.

Those problems need to be solved accurately so that the transformation of

the madrassas would be in accordance with the spirit of change and the

expectations of the umma and the stakeholders. Based on the findings of the study,

in the implementation of Islamic teachings as the madrassas specific

characteristics (particularly Madrassa Aliyah MA) the following problems are

identified: (1) management capacity, (2) curriculum, (3) limited human resources,

(4) academic orientation and science dichotomy (5) national examination, and (6)

local government autonomy. In spite of these, there are three major types of MA,

i.e. (1) MA as Senior High School - plus, (2) MA Salaf Tafaqquh fiddin, (3) MA

enriched with religious teachings.

Having put the problems and the types of MA into consideration, three

models are offered as the results of the study, i.e. (1) institutional model

streaming model, (2) integrated science model, and (3) integrated management

model. Methodologically, the three models are formulated out of the results of the

qualitative-phenomenological study under the social action approach, where the

researcher directly got in touch with the grass-root as the subject of the study invarious substantive, educational activities. As these models are formulated out of

the aspiration of the grass-root, as to assure the quality of the models, the

researcher did an intervention by sharing ideas either directly or giving them text

discourse on some ideal concepts of the madrassa. This approach was chosen, for

the reason that the models formulated could get their justification and/or empirical

validation. The implementation of these models could be seen as alternatives as

well as accumulatives. This means that in accordance with its context and

conditions, an MA could use either all the models or just one of them to be

implemented. In line with the characteristics of the qualitative study, the results or

conclusions of this study are idiographic, where the compatibilitty of the mdels is

dependent upon the appropriateness of the characters, context and setting of anMA.

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