The Best Innovation of Native-Faith Education Services in Schools: Successful Experiences of Education Services for Minority Groups in Indonesia

Abstract

Since the establishment of the Indonesian state, native-faith education services in Indonesia have never been implemented until the issuance of Ministerial Regulation of Education and Culture Number 27 Year 2016. This education service marks a new era for minority groups in Indonesia to obtain their rights as citizens. However, the issue of learning facilities, curriculum, teachers, and financial support from the government is very limited.  The other issue is the ideological differences among the native-faith adherent organizations, and not all native-faith followers change their religious ID cards (KTP agama) to native-faith ID cards (KTP Kepercayaan). The school environment, where native-faith students’ study, also does not universally accept them due to differences in beliefs compared to the six religions officially recognized by the state. The results of the study using qualitative methods and phenomenological approaches stated that in Semarang Regency and Cilacap Regency, native-faith education services in schools can be carried out since the 2017/2018 year until 2023. There are 4 elements of strengthening native-faith education services in the 2 districts, namely: (a) supporting policies from the local government, (b) solid cooperation between MLKI and elements of institutions under it, (c) education and competency training and also (d) the spirit of service of the native-faith extension workers.