ISLAMIC EDUCATION MODEL IN SENIOR HIGH SCHOOL

This study aims to examine and examine various models of Islamic education carried out in senior high schools. Islamic education is a field of study that must be carried out starting from elementary school to senior high school and even college, with the hope that students have understanding, experience and can practice religious teachings in accordance with Islamic concepts correctly and kaffah based on the Qur'an. an and Hadith. The model in Islamic education can be in the form of Islamic boarding system education, Integrated Islamic education, Islamic boarding school education, Kuttab education, religious education based on life skills. In the development of this model of Islamic religious education, it must be oriented to the philosophy of life in the form of philosophical, etymological and pedagogical. This research is categorized as library research using descriptive qualitative analysis of literature. The data collection technique uses a study of book texts on education and laws and government regulations that contain Islamic education, especially in senior high schools. The analysis used in this research is text content analysis.


Introduction
Islamic education is a very important part of education related to aspects of attitudes and values, namely morals and religion. Islamic education is a shared responsibility between family, community and government. To achieve the goals of Islamic education, the following educational elements are needed: 1. materials that are adapted to the level of mental development of students, 2. teachers who have the competence and requirements according to their fields, 3. facilities and infrastructure that are able to assist the implementation of education, 4. environment which supports the achievement of the expected goals in the form of a school situation, community and legislation. 1 In the GBHN (MPR Decree Nomor IV/MPR/1978), regarding education, it is stated that education lasts a lifetime and is carried out within the household, school and community. It is also stated in the Law of the Republic of Indonesia number 20 of 2003 concerning the National Education System, chapter IV concerning the rights and obligations of citizens, parents, society and the government. 2 Islamic Education is a subject as a field of study that must be taught in schools including high schools with the aim of achieving harmony and balance of one's personal growth as a whole with various trainings that include psychological, 1 Zakiah Daradjat, et al, Ilmu Pendidikan Islam, (Jakarta : Bumi Aksara, 2011), 85 2 RI Law No. 20 of 2003 concerning National Education System Chapter IV (Jakarta: Director General of Islamic Education, Ministry of Religion, 2007), 9-11 intellectual, reason, feelings and senses. 3 It is also stated in the National Education System Law number 20 of 2003 article 37 paragraphs 1 and 2, that Islamic Religious Education is a subject or field of study that must be taught in every curriculum, type, path and level of education. So Islamic Education has become a decision that has been regulated and guaranteed by the Indonesian government in this case the Ministry of Education to be applied, regulated and the implementation model in primary and secondary schools which are part of the overall national education system in Indonesia.
Judging from the law on the National education system, it is clear that Islamic Education is a national provision, guaranteed and regulated by the government for materials, implementation, models and evaluations. However, the reality is that there are still many problems that arise, especially the technique and model of providing education and teaching and learning process activities, the position of Islamic Education is a field of study in which several cases, its role also does not include components that determine the achievement index for students. There are also many problems that arise in Islamic Education, namely the lack of a number of lesson hours provided (ie 2-3 hours) with a lot of material that must be completed, educational methodologies that are not appropriate, the dichotomy of education carried out in schools which is sometimes considered inadequate. important, heterogeneity of knowledge and appreciation of the religion of students, attention and care by educational institutions in this case policy makers, namely leaders and even other teachers in schools. 4 This study uses descriptive qualitative methods, namely research that starts from the reality in the world of secondary education with the assumption that human behavior in education has meaning for the perpetrators and the author tries to describe the data as they are by analyzing what is in accordance with the findings in the literature using an Islamic education approach.
Based on the preliminary description above, the authors formulate the problem as follows: 1. What is the model of Islamic education in senior high school ? 2. How is the implementation of the Islamic education model in senior high school ? 3. What are the implications of the current Islamic education model in senior high school ? 4.
How is the development of Islamic education model in senior high school ?
To answer the formulation of this problem, it is necessary to discuss and describe several theories of Islamic education as follows.

Islamic Education and its Challenges.
A model can be interpreted as a pattern (example, reference, variety and so on) of something to be made or produced. 5 Or a simple picture meaning model that can explain an object, system or a concept of an object that will be created or produced. 6 The model is a theoretical description of a process of Islamic education as a whole or is a description of one part of Islamic education.
Stephen P Robbins (1996) describes "A model is an abstraction of reality, a simplified representation of some real word phenomenon". Meaning: the model is a process of meaning from the phenomena that exist in the real world. 7 Miarso (2008) also revealed that the model is the meaning of a process in graphic or narrative form, by showing several important elements and their structure. Then the narrative model can be interpreted into graphic form or vice versa. 8 Models can help conceptualize the meaning of reality, simplifying the reality of something because real conditions are too complex to be seen.
In Law number 20 of 2003 concerning the National Education System chapter X article 37 paragraphs 1 and 2, it is stated that Islamic Education is a subject that must be included in the curriculum, type, path and level of education. In the decision that is mandatory in our country that the subject of Islamic Education in primary to secondary public schools and even universities is a comprehensive part of the National Education System in Indonesia. This is firm and clear that the existence of Islamic Education in Senior High Schools is certainly very strong and becomes a mandate in the law that must be carried out in each of these schools.
The understanding of Islam in senior high school where Islamic Education learning from elementary school to senior high school is not enough to provide a strong religious education in order to live a happy world and prepare for the hereafter, so it is necessary to provide Islamic education in the form of teaching Islamic religious material. The reality that appears in the community of senior high school graduates is that there are still many outputs that have not been able to read, write let alone interpret or understand the content contained in the Qur'an, even very minimal practice according to the true contents of Islamic teachings. The reality in the community of many students is that there are brawls or fights, consuming narcotics and illegal drugs, promiscuity and so on which result in a moral crisis among students or the younger generation. Is this a lack of face-to-face Islamic education which is too little, in terms of religious material being so extensive and plentiful, or is this a failure of religious education that is taught in schools, especially moral education for students as the younger generation which is the shared responsibility as a community.
Thus, Islamic Education has several challenges faced at present and in the future. Abudin Nata (2013) conveyed several future challenges faced, namely : First, there are trends in social, political, economic and scientific life that have emerged in the era of globalization, including: a. the emergence of economic integration and free trade which makes education a traded commodity.
b. the emergence of demands for democratization and human rights that tend to be liberal and free which demands community-based education management and services, transparency, and student-centered learning models.
c. use of advanced technology in the form of IT (Information Technology) which requires the implementation and management of IT-based education such as learning, information and others.
d. a permissive, dedonistic, materialistic and scularistic lifestyle which is reflected in patterns of thought, speech and action which in turn shifts the involvement of religious values. 9 To face this global challenge, of course, the educational paradigm has changed its education and teaching by sticking to the values of Islamic teachings. Islamic Education must always improve and develop its excellence in various aspects, by innovating its Islamic teaching education programs so that they are interesting and interested and understood and even practiced by their educator participants. Third, there is a tendency to strengthen the understanding of progressive and pragmatic education. As the opinion of William James and John Dewey, the measure of progress is if the education held is able to encourage cultural change in society.
Education must follow the dynamics of community development which tends to measure something useful in terms of mere material. Education not only provides theoretical knowledge in the classroom, but also provides real practical experience that is integrated by developing learning by doing, problem solving and problem based learning.
Fourth, there is a tendency for people to become increasingly intelligent and critical as a result of the development and progress of science and technology as well as various study methods and approaches, requiring an understanding and study of Islam that does not only use normative, perennialist and historical approaches, but with various approaches to scientific disciplines. -other sciences such as sociology, anthropology, psychology, and others. Without using these various approaches, Islamic religious studies will not be of interest to students/community, and even tend to be abandoned which of course loses its relevance to the needs of students/community.
Fifth, there is increasing attention to Islamic Education by the Indonesian government for the progress of the nation in a balanced manner between physical and spiritual, intellectual and spiritual, material and spiritual. This can be seen in the various educational regulations and laws that regulate as a broad place in developing Islamic Education, as well as a lot of support in the form of infrastructure and funding for Islamic Education ranging from Elementary School, Junior High School to Senior High School even to university to become a model of education.
Ibn Hadjar (1999) said that Islamic Education is one of the subjects of study which together with other subject subjects, to form a complete human being. 10 Thus, it can be understood that the occurrence of criminalization among the younger generation, especially among students, is a form of failure of education in schools, especially religious education. This is an attitude that needs serious attention, because the burden of fostering faith and piety is only on religious education. Islamic Religious Education is an integrated sub-system in national education which is of course oriented to the curriculum that has been set, which must work together and are interrelated.

The History of Islamic Education
In the early days of the growth of Islam, education was carried out by the Prophet Muhammad and focused on education of the Qur'an, namely reading the Qur'an and understanding its meaning. 11 Prophet Muhammad conveyed the message to his family and close friends with direct revelation from Allah in the form of revelations of Islamic teachings.
At the beginning of its development, Islamic religious education can be seen more from the functional side, namely the process of holding education than from the perspective of the institutional form. 14 Ibid., 29. government, c) in elementary schools religious education is given starting in grade 6 given once a week, d) teachers are appointed by the department of religion, e) religious teachers are required to also be proficient in general education, f) the government provides books for religious education, g) training is held for religious teachers, h) the quality of pesantren and madrasas must be improved, i) teaching Arabic is not required. 15 With further developments, the government drafted a law on the national education system to accommodate the contents of the 1945 Constitution concerning the education system carried out in Indonesia, which was subsequently ratified by has the opportunity and opportunity to always develop its implementation in schools, senior high school which is very free and even very much needed by the community.

Implementation of Islamic Education
Islamic Education is one of the fields of study that must be taught in public function of Islamic teachings. The application of the method includes lectures, questions and answers, discussions, group work, exercises and assignments. e. Functional, namely an approach that seeks to present the teachings of Islam by prioritizing the emphasis on the benefits for students in daily life according to the level of development of these students. The application of the method includes exercises, assignments, lectures, questions and answers and demonstrations. 20

Model and Implementation of Islamic Education
The Islamic Education model in educational institutions, including senior high school, has various models. This is influenced by several factors, including educational goals, managers/educators, students, environment, and other factors.
There are 5 models of Islamic Education, namely:

a. Islamic Boarding System Education Model
This education model is a strategic step by promoting an alternative pattern of Islamic education based on two functional ways, namely: First, establishing an educational institution with Islamic-based components, namely: 1) a paradigmatic curriculum, 2) trustworthy and devoted teachers, 3) an Islamic teaching and learning process, and 4) an optimal school environment and culture. With efforts to minimize existing negative influences and increase positive influences on students, it is hoped that the influence given to students is in line with Islamic teachings.

Second, holding interactions between families and communities in order to
have an optimal role so that they can support the process of Islamic religious education. The positive synergy of educational factors, namely schools, families and communities that make students have religious education in accordance with Islamic teachings. 21 This model is mostly carried out in schools that have dormitories as a place to quarantine their students to stay in one place so that supervision and guidance is easier and there is not much negative environmental influence.

b. Integrated Islamic Education Model
The curriculum content used in this Integrated Islamic school is a national curriculum colored with Islamic values through the addition of Islamic subjects, both separately and integrated. Curriculum design is oriented to the needs of students, the environment, and the development of today's science and technology.
Curriculum implementation prioritizes functional and creative integration between cognitive, affective, and psychomotor aspects.

c. Islamic Boarding School Education Model.
This educational model is carried out by several schools whose educational environment is Islamic boarding schools or students living in Islamic boarding schools/dorms by using religious learning methods such as sorogan, wetonan/bandongan, halaqah, hiwar, bahsul masa'il, fathul polar and muqaranah. 22 Curriculum design is oriented towards religious material in the books of fiqh, aqidah, Arabic grammar (nahwu sharaf), interpretation, hadith and others by implementing an understanding of religious material contained in the book or field of content being studied.

d. Kuttab Education Model (private)
In history, the model of Islamic education with Kuttab or private has existed since pre-Islam in the Middle East (Arabic). An educator provides a place in his house or other place such as a mosque or a designated room and receives a salary when an educator has carried out his learning. This model of religious education in the early days of Islamic history, there were two forms of kuttab, namely: 1) Kuttab functions as a place of education that concentrates on reading and writing. At this time, the Qur'an has not been used for reference as a subject with the aim of maintaining the purity of the Qur'an and does not seem to be played by students by writing and erasing it, in addition, followers of the Prophet Muhammad who can read and write the Qur'an still very little. 2) Kuttab serves as a place of religious education that teaches the Qur'an and the basics of religion. In this early era, the implementation of education was more focused on faith and character education and not yet on reading and writing the Qur'an. The implementation of this educational model is halaqah, but some use the method with the teacher reading a book aloud or using a loudspeaker, followed by the students.
This process is carried out repeatedly until students really master the material being  Based on the government regulations above, it is clear that there is a guarantee of freedom to develop Islamic religious education in schools, senior high school, starting from the implementation of education, the content of religious education materials, the direction and purpose of organizing religious education, teaching religious education and religious education wine. must be adjusted to the level of development of the students, The model of the implementation of religious education must pay attention to the psychological and pedagogical potential that exists in students according to the level of development, the model of Islamic education must be oriented to the philosophy of life, namely: a. Philosophy, that views students as servants of God who are given the ability to fitrah, dynamic, social, religious and perfect physical.
b. Etymologically, that students have the potential for knowledge to uphold a faith that has monotheism, basyariyah dharuriah, becomes a real Muslim human being and has a high degree.
c. Pedagogical, that students are learning creatures from birth to death whose development process is based on Islamic values, which are dialogical to the demands promised by Allah and the demands of community change, more inclined to a harmonious lifestyle between the interests of the world and the hereafter and his learning ability is motivated by human interests as caliphs on this earth. 26 This religious education model can be formatted as follows: a. The content of the material is more concentrated on socio-cultural problems today towards projections into the future, by looking at the development of students' abilities based on educational goals and values in accordance with Islamic teachings. So that daily life can carry out religious teachings both personally, as a family, in society, as a nation and as a state.
b. Educators must be responsible for creating the right religious education situation for students and according to their needs, by providing motivation, direction, communication that creates creative and innovative power in students which of course leads to the success of Islamic religious education which is expected to be in accordance with its objectives. c. Students in the learning process must of course have communicative relationships between friends and educators so as to create a harmonious, dialogical, interactive, inspiring and even fun relationship that can provide encouragement in the success of Islamic religious education. In addition, in the development of this educational model, students can behave and behave honestly, trustworthy, disciplined, hard working, independent, confident, competitive, cooperative, sincere and responsible.
So, the format of developing this religious education model is innovative, dialogical, inspiring, harmonious and even fun, not learning to preserve what is, conservative and passive and dogmatic so that it is able to absorb the teachings of Islam which are actually in accordance with the basic concepts contained in the al Qur'an. an and al hadith.

Conclusion
With the description of the paper that the author describes about the models of Islamic Education in Senior High School, the following conclusions can be drawn: 1. Islamic Education is a part of religious education that deals with aspects of attitudes and values, namely morals and religion which are shared responsibilities between family, community and government.To achieve the goals of Islamic education, elements of education are needed.
2. Islamic Education teaching materials in high school contain a) faith, b) worship, c) the Qur'an, d) morals, e) sharia, f) muamalah, and g) dates, which have implications