Main Article Content
Indonesian politics, Policy, Disharmony, National Education Reform, Islamic education
Purpose of Study: Concentration fully reform the institutional aspects and teaching, still remaining implicates fundamen- tal problem that has not gotten way out until today. The fundamental problem in question is still ongoing inconsistencies between the various national education policies. The disharmony generates serious impacts in the process of education reform in the country after the collapse of the New Order. Especially for education stakeholders, this disharmony makes their confusion, how education reform agenda should be executed. They are confronted with education policies that sub- stantially contradict or at least overlap with one another. Worse yet, stakeholders of education in educational institutions is not only confused but also become a victim of unwanted effects (unintended impact) or wild effect (spillover impact) on the implementation of the policy. So whether the Islamic educational institutions and academic staff who manage this institution "forced" to accept other forms of discriminatory treatment as a result of the policy of disharmony.
Methodology: This study is library research, using a qualitative type with a factual historical model.
Results: The disharmony of education policy is still quite prominent since the presence of the reform era until now. Disharmony is very potential to develop institutions that involve Islamic education institutions or madrassas in Indonesia.
Implications/Applications: The disharmony manifestation is the overlap between the policy of implementing religious affairs which have been the responsibility of the Ministry of Religion and the decentralization policy of education. The consequence of this disharmony, namely the Regional Government, has a reluctance to place madrassas as part of their authority.
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