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, 1Education Technology Laboratory of Natural Sciences STAIN Batusangkar, West Sumatra Indonesia 2Centre for Research and Community Service STAIN Batusangkar, West Sumatra Indonesia 3Islamic Education Department STAIN Batusangkar, West Sumatra Indonesia. 2015,, 996-1004 DOI: 10.12691/education-3-8-8 Copyright © 2015 Science and Education Publishing Cite this paper: M. Haviz, Afwadi, Ika Metiza Maris, Adripen. Profile of Non-Formal Islamic Education in Indonesia: A Case Study of Surau and Madrasah in Minangkabau. American Journal of Educational Research. 2015; 3(8):996-1004. Doi: 10.12691/education-3-8-8.

Correspondence to: M. Haviz, Education Technology Laboratory of Natural Sciences STAIN Batusangkar, West Sumatra Indonesia. The research was aimed at describing the existing condition of surau and madrasah in Minangkabau West Sumatra, Indonesia. Formerly, surau serves not only as the center of Minangkabau culture and its community activities, but also as education Islamic institution and Islam sufi education. Currently, surau is a place that is used to study the Islam particularly a l-Quran recitation and some other religious subjects. Because of the transition of this function, it is necessary to study on the existing condition of surau and madrasah in Minangkabau of West Sumatra, Indonesia. This is a mixed method research.

The study was conducted in four N agari Tanjung Alai and Sumani (Solok), Gadut (Agam) and Lubuk Jantan (Tanah Datar). Participant of the research was stakeholders; 10 peoples, principals/managers; 53 peoples and religious social activists; 235 peoples. Interview guide and questionnaire were used as the instrument of the research. Quantitative data obtained will be analyzed with descriptive statistics. The qualitative data was analyzed by data reduction, data display, and conclusion. The results showed surau and madrasah in Minangkabau of West Sumatra, Indonesia is considered as a part or a form of non-formal Islamic education institutions. The results also showed that the profile of surau and madrasah in Minangkabau of West Sumatra Indonesia which has been converted to under the minimum service that have been established by government regulations.

There are, firstly, management and organization; identity, vision and mission, as well as management. Secondly, the curriculum; instructional planning, implementation of learning, evaluation of learning, teachers/educators and students.

Thirdly, media and learning resources; infrastructure, facilities and instructional media. Fourthly, funding and accountability. Hence, one of the efforts that can be done to overcome this problems is to empower the surau and madrasah Minangkabau West Sumatra Indonesia.