The emergence of Integrated Islamic Schools (IIS) whose founders, the
Islam missionary endeavor activists, were disappointed at the education system
that seperates science and moral pietyis an interesting phenomenon in the
development of education. The schools try to unify both written (qauliyah) and
seen (kauniyah) acts, which deny secularism and sacredness in education. This
dissertation revealed whether the idea has been well-implemented as the schools
have been existing for over 20 years. Combined with literature study, this field
research uses qualitative method. Data were obtained through observation, deep
interview, and document analysis, and, using hybrid and sustainability theory,
were explored. It was discovered that in order to survive, an education
institution must combine idealism with the demand of the market.
The study showed that IIS is a market-accommodating institution and
hybridizes education as shown that first, IIS is a school adopting both the
national curriculum and the religious teaching. The islamic moral values and
symbolsare blended systematically through intracurricular, cocurricular and
extracurricular activities. Second, IIS was first established in 1993 due to the
strong need from islam preacher activists to send their children to qualified
islamic schools. This group ofpeople sensed that the existing system failed.
Third, factors influencing teaching model in IIS, among others, are vision and
mission of the founding fathers and the demand for the high quality of
morals/values. As the schools grow bigger, the strength of the vission shown by
correcting the epistemology, updating methodology and ideology is fading
because of pragmatic goals. Fourth, IIS always attempts to synchronize the new
values in the education framework in some aspects regardless of the
government‟s rules. Fifth, the integration between teaching ideology and
indonesians (ke-indonesia-an) appears because of vision similarity between the
state and the activists. Sixth, although Integrated Islamic Schools were
previously established to criticize national education, they, in many aspects,
followthe national system. The blend of the systems is due to pragmatic reasons,
even though the schools keep some of their idealisms. The Integrated Islamic
Schools keep growing as middle-class moslem community grows