PONDOK PESANTREN DITINJAU DARI PERATURAN DAERAH NOMOR 2 TAHUN 2014 TENTANG PENYELENGGARAAN PENDIDIKAN DAN KEBUDAYAAN DAERAH DI SULAWESI TENGAH

Besse Tenriabeng Mursyid
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引用次数: 1

Abstract

One way to educate the nation's life is through education. This is in line with the 1945 Constitution Article 31 paragraph (1) which states that "every citizen has the right to education". One of the educational institutions that has an important role in the development of this religious character is pesantren. Islamic boarding school education can be organized by the Government and/or community groups of religious adherents whose function is to prepare students to become members of the community who understand and practice the values ​​of their religious teachings and/or become experts in religious knowledge. Pesantren education can be held in formal, non-formal, and informal education channels. As an educational institution, Islamic boarding schools have made a major contribution to the formation of religious Indonesian people. Therefore, it is necessary to strengthen this pesantren-based learning in Indonesian Islamic society. Several constitutional facts which state that the 20% allocation for education is important to note. In empirical facts, the expectations of Article 31 paragraph (4) of the Constitution are not immediately realized properly, because the existence of Islamic boarding schools and religious education is not included in the allocation. the budget allocation. The presence of regulations cannot be denied is something very important, as a follow-up to the existence of Law Number 20 of 2003 concerning the National Education System by the regional government of Central Sulawesi Province, an academic document and regional regulation Number 2 of 2014 concerning the implementation of Regional Education and Culture were issued. , specifically described in the weighing sheet of regional regulations, it is explained that the people of Central Sulawesi Province have a diversity of cultures, ethnicities, races, religions and regional origins, which have the potential to create social problems so that regional policies in the field of education and culture are needed that can strengthen a sense of unity and a sense of nationality. This is a breath of fresh air when viewed from the perspective of the existence of these regional regulations that will touch all educational institutions, but in fact this is not the case. However, in 2019 there was Law Number 18 of 2019 concerning Islamic Boarding Schools which became a breath of fresh air for Islamic Boarding School educational institutions in all regions in the unitary territory of the Republic of Indonesia.  
教育国民生活的一种方法是通过教育。这符合1945年《宪法》第31条第(1)款,该条规定“每个公民都有受教育的权利”。在这种宗教特征的发展中发挥重要作用的教育机构之一是pesantren。伊斯兰寄宿学校教育可以由政府和/或宗教信徒社区团体组织,其功能是培养学生成为社区成员,理解和实践其宗教教义的价值观和/或成为宗教知识专家。妇女教育可以通过正规教育、非正规教育和非正规教育三种渠道进行。作为一种教育机构,伊斯兰寄宿学校对印度尼西亚宗教人民的形成作出了重大贡献。因此,有必要在印尼伊斯兰社会加强这种以在场为本的学习。有几个宪法事实表明,20%的教育拨款值得注意。在经验事实中,《宪法》第31条第(4)款的期望没有立即得到适当实现,因为伊斯兰寄宿学校和宗教教育的存在没有包括在拨款中。预算分配。法规的存在是不可否认的,这是非常重要的,作为2003年苏拉威西省地区政府关于国家教育系统的第20号法律的后续行动,2014年发布了一份学术文件和关于实施区域教育和文化的第2号地区法规。在区域法规的衡量表中具体描述了这一点,它解释说,中苏拉威西省的人民具有多种文化、民族、种族、宗教和区域起源,这有可能造成社会问题,因此需要在教育和文化领域制定区域政策,以加强团结意识和民族意识。从这些涉及所有教育机构的地区法规存在的角度来看,这是一股清新的空气,但事实并非如此。然而,2019年颁布了关于伊斯兰寄宿学校的2019年第18号法律,为印度尼西亚共和国统一领土内所有地区的伊斯兰寄宿学校教育机构带来了新鲜空气。
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