Pendidikan Islam Pada Masa Penjajahan Belanda dan Jepang

Abstract

The Dutch colonialism that lasted for more than three centuries brought many changes to the social and educational structure of Indonesian society. The colonial government's policies that tended to be discriminatory towards Muslims resulted in limited access to formal education for the Muslim community. Madrasahs and Islamic boarding schools, as traditional Islamic educational institutions, struggled to survive amidst pressure and strict supervision from the government. Policies such as the Wild School Ordinance and supervision through Priesterraden showed the Dutch's efforts to control religious education and prevent the spread of ideas that could challenge colonial power. Through a literature review, this paper answers the following questions: How did Dutch and Japanese educational policies affect Islamic educational institutions such as Islamic boarding schools? What strategies were used by Muslims to maintain Islamic identity and values in the context of colonial education? How did Islamic education contribute to strengthening the spirit of nationalism and the struggle for independence? The results of the study show that Islamic education during the Dutch and Japanese colonial periods faced enormous challenges. The colonial governments, both Dutch and Japanese, implemented policies aimed at limiting and controlling Islamic education. They saw Islamic education as a threat to colonial power, so various efforts were made to weaken Islamic educational institutions such as Islamic boarding schools. The curriculum taught was often intervened to instill colonial values and reduce Islamic teachings. Despite facing heavy pressure, the Indonesian Muslim community continued to strive to maintain and develop Islamic education. They established Islamic schools in secret, developed a curriculum that was relevant to the needs of the community, and produced a young generation with religious knowledge.