Cabaran Pendidikan Islam di Turki: Usaha AKP Terhadap Pemerkasaan Sekolah Imam-Hatip

Abstract

Lantaran sekularisme merupakan prinsip dan identiti negara Republik Turki, maka pendidikan Islam sering menjadi perdebatan. Dalam hal ini, perdebatan mengenai Sekolah Imam-Hatip terus berlaku lebih-lebih lagi pada era Adalet ve Kalkınma Partisi (AKP). Kajian ini membincangkan mengenai Sekolah Imam-Hatip sebagai institusi pendidikan Islam di Turki, cabaran yang dihadapi serta usaha AKP ke arah pemerkasaannya. Kajian ini menggunakan metode dokumentasi sebagai metode pengumpulan data serta metode analisis kandungan dan metode komparatif bagi metode analisis data. Secara asasnya, Sekolah Imam-Hatip ditubuhkan sejak tahun 1924 di bawah Undang-undang Penyelarasan Pendidikan dengan menyepadukan kursus agama dan kursus akademik. Walau bagaimanapun, Sekolah Imam-Hatip didakwa bercanggah dengan prinsip sekularisme, lantas berhadapan dengan pelbagai cabaran dan halangan. Melalui usaha AKP, Sekolah Imam-Hatip telah diperkasakan dengan membuka peluang kepada lepasannya untuk menyambung pengajian di universiti serta membuka semula Sekolah Imam-Hatip yang telah ditutup sebelumnya. Justeru, kajian ini menghujahkan bahawa: i) penubuhan Sekolah Imam-Hatip termaktub di bawah perundangan Turki dan tidak menyanggahi prinsip sekularisme; ii) Sekolah Imam-Hatip sebagai institusi pendidikan Islam di Turki menghadapi pelbagai cabaran sepanjang perkembangannya, khususnya daripada elit sekular; dan iii) usaha AKP terhadap pemerkasaan Sekolah Imam-Hatip telah meningkatkan daya saing lepasan sekolah tersebut setara dengan lepasan sekolah lain serta menjadikan ia sebagai pilihan alternatif kepada sekolah biasa. Meskipun begitu, usaha pemerkasaan Sekolah Imam-Hatip didapati telah menyumbang kepada polarisasi masyarakat antara mereka yang menyokong dan yang menolak pemerkasaan pendidikan Islam.

Kata kunci: AKP; pendidikan Islam; Sekolah Imam-Hatip; Turki; Undang-undang Penyelarasan Pendidikan

Since secularism is the principle and identity of the Republic Turkey, Islamic education often became a debate. The debate on Imam-Hatip Schools continued to occur especially during Adalet ve Kalkınma Partisi (AKP) era. This study discusses on Imam-Hatip Schools as the institution of Islamic education in Turkey, challenges faced and AKP efforts towards their empowerment. This study was carried out using documentation method for data collection, where content analysis method and comparative method were used for data analysis. Basically, Imam-Hatip Schools were established since 1924 under the Law of Unification of Education by integrating religious courses and academic courses. However, Imam-Hatip Schools were seen as contradict with the principle of secularism and faced various challenges and obstacles. Through AKP efforts, Imam-Hatip Schools were empowered where their graduates were given opportunities to further studies at universities and the reopening of closed Imam-Hatip Schools. Hence, this study argues that: i) the establishment of Imam-Hatip Schools was guaranteed under the Turkish law and does not contradict with the principle of secularism; ii) Imam-Hatip Schools as the institution of Islamic education in Turkey faced many challenges throughout its development, especially by the secular elite; and iii) AKP efforts toward Imam-Hatip Schools empowerment enhanced the competitiveness of their graduates to be equivalent with the others and made the schools as alternatives for the regular schools. However, the efforts of empowering Imam-Hatip Schools have contributed to the polarization of society among those who supported and those who rejected the empowerment of Islamic education.

Keywords: AKP; Islamic education; Imam-Hatip Schools; Turkey; the Law of Unification of Education