Academic journal article Researchers World

Nahdlatul Ulama and It’s Role in the Development of Islamic Religious Education in Central Tapanuli

Academic journal article Researchers World

Nahdlatul Ulama and It’s Role in the Development of Islamic Religious Education in Central Tapanuli

Article excerpt


History of Nahdlatul Ulama (NU) as a long history of movement of Muslims in Indonesia which involves the process of institutionalization of education as an important part of it. Education, for leaders and members of NU is the most strategic agency to embody the spirit of " al-muhāfazah al-Qadim al-Salih wa al-akhźu bi al-Jadid al-aslah" (preserve it past the good and implement new and better). Through education, the treasures, religious affinity and strengthening the people could be done continuously from generation to generation (Salim, 2003).

As a socio-religious organization that handles many fields, NU has several agencies that deal with various problems. One of them is Maarif Education Board which serving in education field. In 1936 (1356 H1), NU's educational commission succeeded to arrange regulation about NU's Madrassas Structure that should be done after it had already been approved (Hasbullah, 1999).

The education units of Central Tapanuli NU are still not optimally managed according to the modern organizational perspectives. For that reason in today's competitive era, NU Central Tapanuli realized that the demand to develop a more organized education quality to be a certainity.

Among the problems faced by the Nahdlatul Ulama of Central Tapanuli in efforts to develop Islamic Religious Education (IRE) in formal education is still in its weak capacity of madrassa2 / school management theory and practice from most NU's Madrassa / School Principals; and still lack the ability to formulate strategic policy to achieve the standard of content, process, educators and education personnel, and evaluation in the development of IRE.

The phenomenon of the problems of Islamic religious education above in accordance with what is described by (Daulay, 2004), that the implementation of religious education is very complex, involving various aspects, because of the success is also related to various aspects, such as students, teachers, curriculum, management, methods, evaluations and so forth. To enhance the effectivity of it's implementation needs any evaluations to these aspects.

Research on the development of Islamic Religious Education at the Central Tapanuli NU is very necessary because although NU in Central Tapanuli Regency as an isolated area, but Central Tapanuli Nahdlatul Ulama Branch Executive (PCNU) able to achieve the development of IRE and their educational institutions most nearly equal to Nahdlatul Ulama Branch Executive Padang Sidimpuan as the biggest Nahdlatul Ulama Branch Executive in North Sumatra. Moreover, in the history of NU in North Sumatra, Sibolga-Central Tapanuli is the second NU spreading areas after the beginning from Padang Sidimpuan.


This study focused on the problem: (1) How Islamic education development policy is implemented by the Central Tapanuli Nahdlatul Ulama Branch Executive? (2) What is the role of Central Tapanuli Nahdlatul Ulama branch executive in the development of Islamic religious education which includes various components such as educators, students, curriculum, interest, and the learning management? (3) What is the role of Central Tapanuli NU Maarif Education Board (LP Maarif NU) in the development of Islamic religious education within the framework of organizational behavior?, which includes: consolidation of organizational and institutional patterns of education, increase religious awareness through formal education, development of Ahlussunnah wal Jama'ah educational institutions. (4) What are the factors supporting and inhibiting the Nahdlatul Ulama and its role in the development of Islamic religious education in Central Tapanuli regency?


NU movement history is actually a history of archipelago Islamic education. The NU organization tree is very lush by educational institutions such as schools, taklim majelis, diniyah, and madrassas / schools and colleges; and supported strongly by many Nahdliyin3 roots in the community. …

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