A Policy Analysis of Islamic Education Budget in Indonesia

Budget policies for Islamic education in contemporary Indonesia, especially in the postNew Order era, are still within the authority of the management of the Ministry of Religious Affairs (MORA) of the Republic of Indonesia. In terms of quantity, the amount of budget obtained is still in the low category compared to the national education budget received by the Ministry of Education and Culture and the Ministry of Research, Technology, and Higher Education. Moreover, the budget received by the MORA is not all for the implementation of Islamic educational institutions but also for other nonIslamic educational institutions which are the responsibility of the ministry. Therefore, this paper discusses the policies of the Islamic education budget in Indonesia and the 2 Choirul Mahfud A Policy Analysis of Islamic Education Budget in Indonesia DOI: https://doi.org/10.28918/jei.v4i1.2253 impacts of these policies on the implementation and sustainability of the quality of Indonesia’s Islamic education. This paper exposes that Islamic education policies are always placed at a crossroads. In this context, the Islamic education budget policy is face to face and even contrasted with other policies. The problems with the political policies of the education budget, including those in the Islamic education budget policy in contemporary Indonesia, still need to be continuously monitored, evaluated, and implemented in relation to existing policies to optimize while providing better solutions and contributions.

: "Every citizen must take basic education and the government must pay for it". Paulo Freire, a critical education thinker, once emphasized that political policy determines the direction of education development. Freire views the politics of education as having an important value in determining a country's educational performance. Nations with poor political education, usually, their educational performance must also be poor. Conversely, countries with good political education, their educational performance will also be good (Abdushomad, 2014;Anderson, 1998).
Here, Anita Lie also said that the education sector was the sector that had the most role to advance and prosper the community. According to Anita, education can also prevent horizontal conflicts that are currently rife. Therefore, the government through the Ministry of Education and Culture must ensure that the education sector can be increased with a budget that is available and used properly, without corruption.
According to Anita Lie, building quality education can be realized if the funds allocated have been used according to the procedure. For this reason, close supervision in its implementation needs to be continued. The question, is the use of funds that are appropriate as they should? Yusuf Aziz, an education observer from Banda Aceh Syiah Kuala (Unsyiah) University, said that budgetary commitment is one of the efforts to build a better education sector in the future. Yusuf Aziz also said that every momentum of the commemoration of National Education Day should be utilized by the Central Government, regional and district/city to re-evaluate the adequate budget allocation for the education sector at various levels. This portrays the role of government in escalating the education sector regarding determined regulations (Hasanah, Gustini, & Rohaniawati, 2016).
The current budget allocated, which is 20 percent, is not yet entirely for the development and improvement of the quality of education, because it includes salary and so on. According to Aziz, through a budget policy that is fully used for fostering and enhancing education support will be able to advance education throughout Indonesia. Therefore, he suggested, the government should allocate a sufficient budget to improve various sectors supporting the quality of education in all provinces in Indonesia. He said a greater budget commitment in the education sector would be able to produce better quality of education in the future. Yusuf Aziz also explained that realizing quality education must follow all standards, namely from supporting facilities, teachers, curriculum and education management and others. In this context, Indonesia already has standards for education, but in its implementation, it has not run optimally (Apple, 2004;Arifi, 2010).
This point may speak that if it is implemented to the maximum a variety of national education standards will be able to realize the government's desire to make 2045 a golden year for education in Indonesia. If you look closely, the Indonesian government has been continuously striving by paying great attention to the development of education to achieve the country's goals, namely to strive for and organize a national education system that enhances faith and piety and noble character to educate the nation's life, including Islamic education. However in reality, it can be noticed that our educational policies and practices are still far from the hope. Until now, our education is also still faced with a big challenge to educate the nation's children. In this context, this present study urges to investigate Islamic education policies, including an important part in ensuring the direction of national education progress.

ISLAMIC EDUCATION
The current study reports that the low budget of Islamic education in the Ministry of Religious Affairs (MORA) of the Republic of Indonesia, from the old order era to the post-New Order era, had not yet experienced significant changes. The absence of a significant change in policy such is certainly not about making policies without reason and arguments of the government and policy-makers (Lukens-Bull, 2013).
Nonetheless, the budget for national education was also recognized as lacking by the Ministry of Education and Culture and observers of education in Indonesia. This is where the government's commitment is always questioned by lots of people and naturally reasonable because the mandate of the law has been given to the state as the executor who is fully responsible for the implementation of the educational policy rules, but in reality, there is always a distinction (Azra, 2002;Arifin, 2017).  funding is a joint responsibility between the government, regional government, and the community.
(2); The government and regional government are responsible for providing the education budget as stipulated in article 31 paragraph (4)  (2). The government, regional government, and the community mobilize available resources by the applicable laws and regulations; (3) Provisions regarding the source of education funding as referred to in paragraph (1) and paragraph (2) are further regulated in government regulations. This law highlights the inclusion of "to have strong religious commitment" and "to have religious devotion" as the main aspects to be included in the aim of the national education system, as well as in the aim of religious education in Indonesia (Yusuf & Sterkens, 2015: 116). (1) Education funds other than teacher salaries and official education costs are allocated a minimum of 20% of the State Budget (APBN) in the education sector and a minimum of 20% of the Regional Budget (APBD); (2) Teacher and lecturer salaries appointed by the Government are allocated in the State Revenue and Expenditure Budget (APBN).
(3) Education funds from the government and regional government for education units are given in the form of grants by applicable laws and regulations. (4) Education funds from the government to local governments are given in grants by applicable laws; (5) Provisions regarding the allocation of education funds as referred to in paragraph (1), paragraph (2), and paragraph (3), and paragraph (4)  Financing in Article 25 enacts that: (1) Funding for the implementation of religious education in schools is the responsibility of the government, regional government, and Society; (2) The financing of the implementation of religious education in schools organized by the government is the responsibility of the government; (3) The financing of the implementation of religious education in schools organized by the regional government is the responsibility of the regional government and/ or the government; (4) The financing of the implementation of religious education in schools organized by the community is the responsibility of the education unit and education provider; (5) Funding for the implementation of religious education in schools as referred to in paragraph (2)  These changes have consequently increased the role and function of the Indonesian parliament. As a state institution that carries the mandate and aspirations of the people of Indonesia, the DPR is demanded to produce optimal performance.
In the context of the education budget, the budget function as referred to in Article 20A paragraph (1)   Lately, the core issue that often arises concerning the Islamic education budget is and a school/madrasa operational assistance (BOS). The fund is an institutional assistance policy at the school level in Indonesia after the New Order, especially starting during the leadership of President Susilo Bambang Yudhoyono. The BOS, which began on July 2005, has played a significant role in accelerating the achievement of the 9-year fair program. Therefore, starting in 2009, the government has changed the objectives, approaches, and orientation of the BOS program, from expanding access to improving quality. In 2012 the School Operational Assistance Fund (BOS) changed the mechanism for channeling funds. In the 2011 fiscal year the distribution of BOS funds was carried out through a transfer mechanism to the regency/city in the form of an Adjustment Fund for school operational assistance, but starting in the 2012 fiscal year, BOS funds were channeled using the same mechanism, but through the provincial government.
This policy was responded to by the education community in Indonesia quite well. However, the problem with this policy is frequently late in time and procedures for funding (Perry, 2005). Therefore, lots of complaints, complaints, and protests are noticed from several parties. The Indonesian Teachers Association (PGRI) and several madrassas/schools usually urge the MORA or the Ministry of Education and Culture to be proactive in disbursing BOS funds for madrasa ibtidaiyah (Islamic primary school/MI) and madrasa tsanawiyah (Islamic junior high school/MTs). The delay that occurs is a barrier to teaching and learning activities in the madrasa environment and has several students around eight million people. According to PGRI chairperson, Sulistiyo, the delay in BOS automatically also harmed the teaching staff. This is because the salaries of non-civil servant teachers and educational personnel in private madrasas come from BOS funds. Sulistiyo explained that the operational costs for MI and MTs, both public and private, currently only rely on BOS funds. According to him, if the funds have not been disbursed, school operations cannot run properly. As a result, sometimes, some madrassas are forced to seek loans. In this context, it can be analyzed that the delay in BOS with the accompanying impacts is counterproductive. Because of all this time, the government has always been buzzing to improve the quality of education, but in reality things like the lack of respect for the world of education and the teaching profession (Ponton, 1982). is managed by other ministries or institutions. The percentage of 20 percent is also used for many things, starting from paying teacher salaries, building schools, or education infrastructure. Darmaningtyas said that the 20 percent budget is also to finance education from kindergarten to college.
In 2010 Johny Wahyuadi considered that the 66 trillion rupiahs education budget was still too low. Even so, as an education practitioner, he is optimistic that with such a large budget the education sector is showing signs of progress compared to the previous period. Educational institutions are also demanded to be more creative in using funds allocated by the Ministry of Education and Culture. He suggested that the government imitate the Chinese state in allocating its education budget. In China, there are 3000 universities. Only the bamboo curtain country distributed education and research funds only to several universities which were considered to be able to 'run fast'. According to him, it should not be divided evenly like here. The budget also increases three times a year. For example this year it could be 100 billion rupiahs, the following year it could be 300 billion rupiahs.
In this way, the budget allocated is truly felt to be being utilized (Bell & Stevenson, 2006;Cooper, et al. 2008 The main challenges facing the world of education from time to time are to increase access, equity, and quality of education services (Rosyada, 2014;Mahfud, 2016;Kafid & Rohman, 2018). Here, especially, at the level of basic education, improvement of the education curriculum, and demands for professionalism and teacher welfare (Hoesterey, 2013), to the allocation of 20% of the education budget from the state budget/regional budget. In this context, the government must have political will and commitment related to education budget policies in Indonesia, including the budget for Islamic education. This is intended to carry out basic education programs, secondary, upper, to tertiary education, and must be explicitly stipulated in the state budget (APBN).
In addition, in the aspect of the Islamic education budget in Post-New Order Indonesia, the challenges and problems of the budget policy are indicated because there is no definite policy regarding the Islamic education budget (Said, 2014;Yahya, 2017;Madjid, 1997). In reality, Islamic education and other religious education policies are always placed at a crossroads. As a result, it is not on target and not until the intended goal. Not only that, the Islamic education budget policy is also castrated with other policies. In this context, the Islamic education budget policy is face to face and even Although it has been revised several times, it turns out that policy is still there as the platform to support not existent and operation of Islamic education in the area. As we knew that not all DPRDs in regions in Indonesia are like that. Some are already out and immediately give a good response, especially the East Java provincial government has been led by Soekarwo and Saifullah Yusuf as leader. At that time, the Governor of East Java provided financial assistance to a number of Islamic boarding schools and free tuition scholarships for madrasa diniyah teachers in East Java. The efforts made by the Province of East Java related to madrasah diniyah scholarships are considered by some as part of a good fish education policy for the community.
According to the Provincial Public Relations Bureau. East Java, the budget for education scholarship funds for madrasa diniyah teachers in the fourth year has reached 1.2 trillion. In this case, the Government of East Java Province is very keen to develop religious education in East Java that should be appreciated. One indicator is that in the

CONCLUSION
The problems with the political policies of the education budget, including those in the Islamic education budget policy in contemporary Indonesia, still need to be continuously monitored, evaluated, and implemented in relation to existing policies to optimize while providing better solutions and contributions. This is very important, because it is also in line with the policy of regional autonomy and the spirit of reform in Indonesia, as well as the mandate of the constitution of the Republic of Indonesia as stipulated in the 1945 Constitution, Pancasila, and the Law on the national education system.