The Accountability of Educational Standards in the Perspective of

Hadith

Maslani

1,a

, Ratu Suntiah

, Dadan Nurul Haq

, Hamdan Sugilar

Prodi Pendidikan Agama Islam, UIN Sunan Gunung Djati, Jl. A.H. Nasution 105 Bandung, Indonesia

Prodi Pendidikan Matematika, UIN Sunan Gunung Djati, Jl. A.H. Nasution 105 Bandung, Indonesia

Keywords: Accountability, Educational standardization.

Abstract: The purpose of writing this article is to reveal the standardization of Islamic education based on al-hadith as

a guide. Hadith has very important role in the development of education and instruction. The research

site were Islamic boarding schools in Cirebon. The method used in this research was qualitative method

using effectual causal analysis approach. Meanwhile, the instruments were observation on Islamic

educational institutions, interview, and documentation study. The result indicated that the standard of

education in Islamic educational institutions such as boarding schools, Islamic schools is still not directed

yet. In order to improve the standard of education in Islamic educational institutions, the study of

educational standardization in the basis of hadith is required.

1 INTRODUCTION

The conception of accountability and

standardization evolves from the opinion that

anyone who is given the task to educate must be

able to account for their duties and have a standard

in education. The uunderstanding of

responsibilities and standardization here is still

vague. There are still many people who measure

the responsibilities and standardization merely by

carrying out the task without performance

achievements. They assume they have successfully

carried out their responsibilities when they have

taught, given books, or in a larger scope built

buildings, and printed millions of textbooks.

Educational accountability according to McAshan

(1983) is the condition of a person assessed by

others due to the quality of his performances in

accomplishing the goals he is responsible for.

Meanwhile, one’s external accountability is the

one’s accountability to his environment both the

formal environment (superior- subordinate) and the

community environment (Iqbal, 1995). The

standardization of education in this study focuses

on standard of content, processes, and standard

of educators and education staff at boarding schools.

Accountability of education is the ability of the

institution to account for the public in terms of the

performance carried out. One of the manifestations

of accountability is that person in charge of duties

should not deviate from these criteria and should be

able to provide assurance in terms of quality of

education, so that by using certain criteria it can be

guaranteed (Pidarta, 2005). Accountability is not the

end of the school management system, but it is a

factor stimulating the emergence of higher trust and

participation. Moreover, it can be stated that

accountability is the starting point for the continuity

of management of educational institution with high

performance. According to Slamet (2005)

implementation of educational concept of

accountability in Indonesia is currently being

highlighted due to many matters occuring. Among

them are the performance of educators or teachers

which is not in accordance with their competence

and the matter of educational institution itself

which prefers doing business to providing good

educational service quality. It makes the community

wonders why it happens.

Maslani, ., Suntiah, R., Haq, D. and Sugilar, H.

The Accountability of Educational Standards in the Perspective of Hadith.

DOI: 10.5220/0008221800002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 561-566

ISBN: 978-989-758-416-9

561

The government establishes eight educational

standards and the focuses of standards on this

research are the content standards, processes, and

educational personnel. The leadership competency at

Islamic schools consists of four essential aspects

namely self-management, organizational

development, human relation, knowledge

acquisition, and leadership as well as management

(Saleemad, 2015). It is not easy to implement good

educational accountability, because good

cooperation is required. Concerning with this, at

least there are six parties involved to make it

happen. They are students (learners), teachers

(educators), educational administrators, educational

institutions, education personnel, community

(including parents and people ) and government

(Supriadi, 2001). The purpose of this research is to

know how to improve accountability and

standardization of education at Islamic boarding

school; and why accountability and standardization

are needed in education in relation to the hadiths of

the prophet having a close relation to education at

this time.

2 METHODOLOGY

The analysis applied in this research was qualitative

analysis with effectual causal analysis approach. The

use of this method was intended to see causal

relationships among variables processed based on

the results of observation, interview, and the

compatibility of theory with the literature. This

research was conducted at Islamic boarding school

in Cirebon. The participants were the head masters

and stake holders in Islamic schools in Cirebon. The

unit of analysis used in this article was the

educational institution based on the respondent's

perspective.

3 RESULTS AND DISCUSSION

3.1 The Hadith Related to the

Accountability and Standarization of

Education

Leader’s accountability of what he has led will be

asked. Essentially, all human beings are leaders for

all things under their authority based on their own

level and position ranging from formal leaders to

non-formal ones. (H.R. Al-Bukhori: 844). An imam

is the leader whose accountabality to his people will

be asked. This is prophet’s description on his words.

Thus, everyone should be responsible for everything

which becomes his accountability. Similarly, the

government also has a very big responsibility for

education that exists within a country based on the

mandate and rules applicable in the country.

Education is not only the responsibility of

government, but also joint responsibility, especially

the teacher as an educator who educates his students

Meanwhile, the second hadith is prophet’s

explanation of how to cultivate religion to children.

Among the religious orders mentioned in the hadith

one of them is the command of taking prayer. The

command of taking prayer on the above hadith has

standardization in terms of age which is explicitly

from the statement of prophet’s command namely

"command the children to perform the prayer when

they reach the age of seven years old, and when they

reach the age of ten years old, then beat him if they

do not perform it". Parents’ obligation to instruct,

teach and perform the prayers to their children is at

the age of seven years old and if the children have

reached ten years old and they disobeyed to carry

out the order, then the prophet commands to give

warning to the children by hitting him. Likewise,

education must have standardization. It is the same

as what the prophet did to make standard of

performing prayer orders to the children with age

seven and ten years old.

3.2 The Efforts to Improve

Accountability and Standars of

Education at School

There are eight things that schools should do to

enhance accountability: schools must establish rules

of accountability systems including accountability

mechanisms; schools should devise guidelines of

behaviour and monitoring systems of school

organizers' performance and monitoring systems

with clear and firm punishment; schools set school

plan of development and convey it to the public or

stakeholders at the beginning of fiscal year;

formulate clear indicators of school performance

assessment and convey it to stakeholders; measure

achievement of educational service performance and

submit it to the public or stakeholders at the end of

the year; give respond to public questions and

complaints; provide information of school activities

to the public that will receive educational services;

update the new performance plan as a new

commitment agreement (Slamet, 2005). Schools

must meet the standards set by the government and

the typical standards that each school has. Priority

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order to improve the competency of graduates is

conducted by improving the quality of labor

standards, contents, facilities and infrastructure,

management, assessment, process, and financing

although there are various obstacles encountered by

schools (Rahardjo, 2012).

The eight provisions above rely on the ability

and willingness of the school to make them happen.

If the school knows its resources, it can be more

easily mobilized to realize and improve

accountability. Schools can involve stakeholders to

develop and update systems deemed unable to

guarantee accountability in schools. School

committees, parents, professional groups, and

government can be involved to implement them, so

that stakeholders from the beginning know and have

possessive sence of the existing system.

Responsibility to develope the profession is

basically a demand and a call always to love,

respect, maintain and improve the duties and

professional responsibilities (Sudjana, 2016).

Education is not only the responsibility of teachers

or government, but also the responsibility of society.

Therefore, teachers are demanded to be able to grow

the participation of community to improve education

and instruction at schools. As a part of professional

task and responsibility, teachers should be able to

foster good relationships with the community to

improve education and instruction. Some examples

to foster such relationships are developing

instructional activities through community

resources, such as inviting community leaders who

are deemed to have lecture skills in front of students

and teachers, bringing students or classes to study

learning resources in the community, teachers visit

parents to obtain information on the circumstances

of their students and others.

At present situation, the duties and

responsibilities of teachers in professional

development and fostering relationships with the

community seem to have not been carried out by the

teachers yet. The most prominent ones are the duties

and responsibilities as teachers and class

administrators. Likewise, the duties and

responsibilities as a mentor have not entrenched

among teachers. They assume the task of guiding is

the task of the homeroom teacher. So is the term of

educator. Educators in islam is anyone having

responsibility for student’s development. In islam,

the most responsible one is pupil’s parents. The

responsibility belongs to parent at least caused by

two reasons namely 1) destiny; it means that the

parents got destiny to be student’s parents, so that

they have responsibility to educate them and 2)

parents’ interest; it means that it concerns with

parents’ interest to their children’s progress and

development. That parents are responsible for their

children is in line with words of god in QS At-

Tahrim verse 6. The order in the verse is intended to

children’s parents (father and mother). The word

“familiar” in the verse is especially children (Tafsir,

2005).

3.3 The Types of Educational

Accountability

The linespace must be of exactly 11-point with

9-point of font size and the font style set to italic.

Educational accountability according to the

Directorate General of Higher Education is divided

into three, namely accountability of success,

accountability of professional, and accountability of

system.

1. Accountability of success

System accountability begins with setting

specific objectives. In this case, the educational

effort is directed to cover the gap between student’s

initial state and student’s expected final state as

the specific objective. This type of accountability

assesses the success of instruction by directly

measuring student’sstate.

2. Accountability of professional

This type of accountability refers to how far

the pratical standards of attitudes, skills, and

techniques have validly and reliably been tested to

achieve the best results. Essentially, this

accountability of professional is related to the

accountability of success because by having

professional expertise, the teachers in their duties

strives to make the students successful.

3. Accountability system

Overall, the educational system should be

accountable to realize its promises to the community

in return for the various facilities that have been

given by the community. To carry out its own

accountability a system must be able to measure

students’ achievement, and associate the

measurement results to the objectives, community’s

expectations with available resources, and ways in

which professional expertise have been used.

1. Content Standard

Content standards are the scope of the material

and the level of competence as outlined in the

criteria of graduate competency, subject matter

competence, subject competence, and syllabus

that must be fulfilled by learners at a certain level

and type of education. The hadith related to the

The Accountability of Educational Standards in the Perspective of Hadith

563

standard of content was narrated in Hadith Nasai

Number 2473. [Ahmad bin Sulayman] informed us,

he said; [Abu Nu'aim] told us, he said; [Sufyan]

preached us from [Hanzalah] from [Thawus] from

[Ibn 'Umar] from the prophet sallallaahu alaihi

wasallam, he said: "The (right) measure is the

measure of people of Medina, and the (right)

scale is the scale of the people of Makkah. "

The hadith explains the standard of

measurement contained in the scale of

measurement standard and in the measurement of

the proportion standard. From those phrases it

makes consideration of something related to the

duties (goods) that must have standards and

measurement. It also applies to which has

component and standardization of education, one of

which is the educational content standards.

2. Process Standard

The standard of the educational process is

standard in educational process. It takes the learning

activity into one educational unit to reach the

competency standard of the graduate. The hadith

related to the standard of process was narrated in

hadith of Bukhari number 1948 which reveals the

idzkir tree later has proceess to be gold and

fragrance as mentioned in the hadith above. It tells

us about the significance of a process in life

especially in education, because education has its

own standard in achieving its competences.

3. Graduate Competency Standard

The graduate competency standard is a

qualification of the expected graduate competence

after following the learning process. it includes

attitude, knowledge, and skill. This standard was

compiled and developed by BSNP and stipulated

by the Decree of the Minister of National

Education. The hadith related to the competency

standard of graduates was narrated in Hadith of

Bukhari number 72. It constitutes the hadith telling

the journey of Prophet Moses AS who would meet

with the Prophet Hidlir AS. In this case Allah SWT

ordered Prophet Moses AS to learn to the Prophet

Hidlir AS. The aim of Allah Almighty commanded

Moses to learn to the Prophet Hidlir in order that

Prophet Moses got a good lesson and instruction

from a proper teacher, so that it made the lesson

and instruction become a graduate competence

for Prophet Moses AS. The graduate competence

standard, then, is regulated by the Regulation of the

Ministry of National Education (Permendiknas)

number 23 year 2006 concerning with graduate

competency standards for basic and secondary

education units.

4. Educational Personnel Standard

Standard of educator and educational

personnel is the standard set to the criteria of

educators and educational personnel as the

executors or essential part of the learning activities.

Educator as agent of learning must be physically

and mentally healthy, have academic qualification

and competence, and have the ability to realize the

national goals of education. The academic

qualification concerned is the minimum level of

education that must be met by an educator with the

certificate of relevant expertise as the evidence in

accordance with applicable rules. The competence

as agent of learning at primary and secondary

educational level and early childhood educational

level covers trader competence; personality

competence; professional competence; and social

competence. In terms of skills, a teacher must

master pedagogic competence, namely: to open and

close lessons, ask questions, give reinforcement, and

make teaching variation. In the teaching and

learning process, the teacher has role as both

designer as well as actor and is a very dominant

factor in determining the success of the teaching and

learning process in the classroom (Saragih, 2008).

The hadith related to the standard of educational

personnel was narrated in hadith of Bukhori number

2789. In this case, it was explained that there were

three groups of people who would be rewarded

twice. The first was a man who had a female slave

and he taught her with good teaching. Then, he

educated her with good education and he released

her to marry. Consequently he got two rewards. The

second was mu'min from educated people (ahlul

kitab). He previously was a believer. Then, he had

faith in prophet sallallaahu 'alaihi wasallam.

Accordingly two rewards were given to him. The

third was a slave who fulfilled God's rights and was

loyal to his master.

Meanwhile, educators are teachers in primary

and secondary educational level, educational units

of Packet A, Packet B and Packet C, and tutors

at course and training institutions. In addition, the

educational personnel covers principals , supervisors

of educational units, administrative personnel,

library staff, laboratory personnel, technicians,

learning group managers, learning preceptor, and

cleaning service.

5. Facility and Infrastructure Standard

The standard of facility and infrastructure is the

national standard of education related to minimum

criteria of learning space, sports venues, places for

doing worship, libraries, laboratories, workshops,

playgrounds, creative and recreational places, as

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well as other learning resources needed to support

learning process, including the use of information

and communication technology.

The hadith associated with the standard of

educational personnel was narrated in hadith of

Bukhari number 2648. It explained the horse which

became a means for the prophet and his companions

to struggle in the path of Allah (fisabilillah). In line

with what the hadith explained, education also

requires facility and infrastructure to support the

education, so that facilities and infrastructure can

support the learning process.

6. Management Standard

Education management standard for primary and

secondary educational units is the standard of

education management for schools or islamic

schools (madrasah) related to the planning,

implementation, and supervision of educational

activities in order to achieve the efficiency and

effectiveness of educational performance. This is

further regulated in the Regulation of the Ministry of

National Education (Permendiknas) number 19 year

2007 concerning with education management

standards conducted by primary and secondary

education units. The hadith related to the standard of

educational personnel was narrated in hadith of

Bukhori number 3390. It revealed about the cow

which was functioned to help work on rice fields.

The other hadith was narrated by Ibn Majah number

1946. He narrated that the Messenger of Allaah

subhanahu wata’al said: "Anyone who had a female

slave, then he educated her with the best education,

he taught her with the best teaching, then he

liberated and married off her, would get two

rewards. The management concerned contained

minimum criteria in managing education, so that the

goal of education could be achieved well.

7. Financing Standard

There is no absolute and unequivocal

prohibition in the payroll system, honorarium, and

wage in education and teaching. It depends on the

condition in the field. Al-Bukhari himself narrated

the hadith with several similar texts indicating the

existence of a tendency to receive a salary or

honorarium in the teaching of the Qur'an. It was

told in the meaning: Musaddad told us, Yahya bin

Sa'id told us from Yahya bin Sa'id Al Anshoriy.

He said that Abu Shalih said to me that I heard

that Abu Hurairah radliallahu 'anhu said that the

prophet sallallaahu 'alaihi wasallam said; "If it

did not burden my people I would not allow

(them) not to participate in the sariyah (war forces)

entirely. However, I did not get any provisions and

Idid not get the expenses to include them to have

war. Then, it burdened me when they did not join

me. I really wanted to fight in the path of Allah.

Then, I was killed. Then I was revived and I fought

again. Then I was killed again and I was revived.

"Ibnu Majah number 2431" Prophet sallallaahu

'alaihi wasallam said: "The back of the vehicle

might be ridden if it was pawned. Milk might be

drunk if it was pawned, and for those who rode and

drank were obliged to provide for their living

(maintenance costs). "

8. Assessment Standard

The educational assessment standard is the

national standard of education related to the

mechanisms, procedures, and instruments of student

learning outcomes. It was told in the meaning that

Abu Bakr bin Abu Syaibah and Ali bin Hujr told

us. All of them were from Isma'il. Abu Bakr

said that Ibn Ulaiyah from Ayyub from

Abdullah bin Abu Malikah from Aisha told us

that the messenger of Allah shallallahu 'alaihi wa

salam said: "Whoever on the day of resurrection,

he would be tortured." I said: Allah 'azza wajalla

said: "Then, he would be reckoned easily." (Al

Insyiqaaq: 8) he replied: "It was not a

reckoning, it was only exposure." Whoever

denied (at the moment of) judgment on the day of

judgment would be tortured. "Abu Ar Rabi 'Al

Ataki and Abu Kamil told me. Both of them

said: Hammad bin Zaid told us. Ayyub told us with

this sanad with the similar matan.

3.4 The Importance of Accountability

and Standardization in Education

Based on the explanation above accountability

and standardization are an absolute condition for the

implementation of education. Accountability and

standardization of education are increasingly

relevant in the realm of education when a school as

model is given the authority to manage itself based

on its characteristics and excellence, values and

culture. The absence of being recessive becomes a

constraining factor in realizing accountability and

standardization of schools. Besides, the efforts to

realize and improve accountability in schools really

depends on the willingness and ability as well as

vision of the change of the school community to

realize the accountability and standardization of

education.

The messenger of god SAW as the role model

teaches us how to be responsibility in managing

education either formal education or non-formal one.

as the hadith above explained, it revealed that every

human being would be asked his responsiblity later

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565

in hereafter. Therefore, it is appropriate that

everyone who gets involved in the realm of

education should have accountablility in managing

education. Meanwhile, the educational

standardization is an effort to determine the

minimum criteria in education to make education

better and appropriate with national objectives of

education. National standards of education also have

function as the basis of planning, implementation,

and supervision of education in order to realize a

national education with good quality, namely the

quality to guarantee national educational quality in

the terms of educating people’s life and to create

dignified people’s character and civilization.

Furthermore, national education standard is

sustainably fleshed out with definite plan and aim in

accordance with local, national and global deman of

life change.

4 CONCLUSIONS

The efforts to increase accountability and

standardization of education at islamic schools need

to get attention, islamic boarding school has not

fully used the national standard of education because

a good management system has not been built at the

islamic boarding school. In this case, there is not a

standardized curriculum in content standard yet.

process standard has not been measured either

planning, implementation or evaluation. In the

educator and educational personnel standard, skill

competence used must be in the basis of basic

knowledge owned. Islamic boarding school should

formulate the rules on accountability system

including accountability mechanism, formulate

behavioral guidance and monitoring system of

performance of islamic boarding school organizer as

well as monitoring system with clear and assertive

punishment, compile an islamic boarding school

development plan and share it to the public or

stakeholders at the beginning of every budget year,

establish the clear indocator concerning with the

measurement of islamic boarding school

performance and it must be given to the stakeholders

and others. Accountability and standardization are

an essential prerequisite for the implementation of

education. Accountability and standardization are

increasingly relevant in the realm of education when

one islamic boarding school is given authority to

manage itself based on its characteristics,

excellence, value and culture. In addition, the

absence of recessive feeling becomes preventing

factor to realize accountability and standardization

of islamic boarding school.

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