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  This research discusses the Development of Good Governance Culture Through Islamic Education. The implementation of government in good governance is related to the issue of transparency, public accountability, and so on. Conceptually, it can be understood that good governance reflects a process that gives control to the community over its economy. Its institutions and social and political resources are used not only for development, but also to create integration for the welfare of the people. Good governance is also understood as the implementation of solid and responsible government that is in line with the principles of democracy and the market, efficient government, and government that is free and clean from corruption, collusion, and nepotism (KKN) activities. Democracy, morality, and creative-critical thinking are values that need to be developed and instilled in creating a culture of good governance. Through education, these values are instilled and transformed into the culture of the community. The education of these values is not just cognitive knowledge, but becomes integral in the personality of the younger generation, the future leader of the nation.

This study focuses on discussing the politics and policy of Islamic education in Indonesia with the core of the discussion of Comparison of Educational Goals and Systems between Islamic Education and Dutch Colonial Government Education. The history of Islamic education in Indonesia is more or less influenced by the socio-political background, especially during the Dutch colonial era, which was the longest surviving colonizer in Indonesia, this caused damage to the Islamic order that existed in Indonesia at that time, because the Dutch colonialists had a dual mission including Imperialism (a nation that carried out the politics of colonizing other nations) and Christianization. The educational process that took place in the Dutch East Indies was one of the starting points for the emergence of national awakening figures. Education in the Dutch East Indies itself began because of criticism from several figures and groups with the application of forced cultivation and liberal politics, because this policy caused a lot of suffering and poverty of the people. And this must be paid for by organizing trias, namely irrigation, emigration, and education. This criticism was finally approved by the queen of the Netherlands, and education began to be held, but education ran with discrimination because there were schools that differentiated classes between the children of elite nobles or pro-Dutch figures and the children of ordinary people. And this is because the son of this nobleman or pro-Dutch figure will later work to help the Dutch. And the children of ordinary people only become menial or lowly laborers.

This research discusses the role and influence of Islamic education in the struggle for Indonesian independence and its figures. With the objectives, among others, to analyze the role of Islamic education, especially Islamic boarding schools and religious organizations, in building awareness of nationalism and the spirit of independence in the younger generation, as well as in preparing them to face the colonizers, and evaluating the impact of the moral and spiritual values taught in Islamic education on the formation of the character of the freedom fighters, as well as how these values affect their spirit and courage in resisting the colonizers.Islamic education plays a central role in the long journey towards Indonesian independence. In the midst of resistance to the invaders, Islam not only gave spiritual strength to the fighters, but also became the moral and intellectual foundation that guided their steps. Since the beginning of the 20th century, Islamic educational institutions such as Islamic boarding schools have become centers of learning and spreading the spirit of struggle against colonial oppression. Scholars and religious leaders, such as KH Ahmad Dahlan, the founder of Muhammadiyah, actively played an important role in mobilizing the masses and spreading nationalist ideas rooted in Islamic values. Figures such as KH Hasyim Asy'ari from Nahdlatul Ulama (NU) also had a big impact on the struggle. Through Islamic boarding schools and religious organizations, NU built a strong network of solidarity among the Muslim community, rallying support for the struggle for independence. In addition, women's active participation in Islamic education, especially through organizations such as Aisyiyah, makes a significant contribution to fighting for rights and freedoms for all Indonesian people. Thus, Islamic education not only provides the foundation for Indonesia's independence, but also prepares the younger generation as resilient and responsible agents of change.

This research discusses new ideas in education that foster critical attitudes with the aim of knowing the benefits of critical thinking and knowing the steps in critical thinking. Given the importance of critical thinking in students, teachers are obliged to develop students' critical thinking skills. To develop critical thinking in students cannot be taught through the lecture method, because critical thinking is an active process. The learning carried out is student-centered. Intellectual skills from critical thinking including analytical thinking, synthetic thinking, reflective thinking, and so on must be learned through actualization of performance.Critical thinking skills are a demand in learning with the 2013 Curriculum. Critical thinking skills in students do not come by themselves, critical thinking skills in students are obtained through innovative activities of teachers. With the steps as above, the ability to think critically will grow and develop in students. To realize this, teachers are obliged to develop teachers' paedagogic and professional competencies for mastery of learning method strategies that stimulate the growth and development of critical thinking in students.

The study of this paper discusses the ethical political policy of the Dutch colonial government towards the existence of Islamic educational institutions in the archipelago, the discussion of the research of this paper to find out how the history of the existence of Islamic educational institutions in the archipelago, the ethical politics of the Dutch colonial government, and the influence of ethical political policies on Islamic educational institutions. Islamic education in Indonesia has emerged and developed in various forms of various institutions, such as Islamic boarding schools, madrasas, surau, and musholah. In its development, Islamic education in Indonesia is characterized by the emergence of various educational institutions gradually, ranging from very simple ones, to stages that are considered modern and complete. The goal is not only to enrich the treasures of science with Islamic nuances, but also as a reference and comparison material for Islamic education managers in the following periods. This is in line with the principle generally adopted by the Indonesian Islamic community, which is to maintain the good traditions of the past and take new good traditions again. In this way, the efforts to develop Islamic educational institutions will not be radically rooted in their culture. The ethis politics or the politics of revenge of the Dutch colonial government to the Indonesian colonial people is a policy of the Dutch royal government to repay the sacrifices of the Indonesian people during the implementation of the cultuur stelsel or forced planting system. the people of the archipelago.

This study discusses the capitalization of education and its impact on Islamic education, with a discussion of what is the definition of capitalization of education, Islam's view of capitalization of education, and the impact of capitalization of education on Islamic education. Education is an effort to educate humans to become a complete human being. Education is a forum to provide assistance to students to become more mature. Islamic education is a conscious guidance or leader by educators towards the physical and spiritual development of students towards the formation of their main personality (insan kamil).  Capitalism in education means the capitalization of education, which is the process of capitalizing on education. Where the principles of the market economy, such as competition, profitability, and privatization, have a significant effect on the education system. In this context, education is seen as a market where a commercial approach is applied to manage, finance, and provide educational services.

This paper discusses the education policies of the Old Order government and their influence on Islamic education in Indonesia. This paper aims to find out in depth about the Old Order government, the education policies of the Old Order government and the influence of Old Order education policies on Islamic education in Indonesia. During the Old Order era, Islamic education began to be fought for reform with the publication of various policies regarding the improvement of Islamic education, including compulsory Madrasah Learning (MWB). Indonesia became independent from Dutch colonial rule on August 17, 1945. The period of President Soekarno's reign, which spanned from 1945 to 1966, was referred to as the Old Order to differentiate it from the subsequent Order led by President Soeharto. In particular, the Old Order government's policy of paying attention to Islamic boarding schools and madrasas only began when the Central Indonesian National Committee Working Body (BP KNIP) 22 on December 27 1945 submitted recommendations to the government. The aim of this research is to understand the concept of government during the Old Order, and its influence on education in Indonesia. The research method used is a basic theory method that uses data from materials that are library research, where the author reads and studies books or literature related to the problem being studied. Regardless of the aspect The positive and negative sides of all the policies issued, it can be said that the development of madrasas is a brave effort by Islamic education to maintain its existence and identity while metamorphosing with the times.    

This paper discusses three important aspects of modern organizational leadership: participative leadership, delegation, and granting authority. Participative leadership provides space for active participation of team members in decision making, while delegation allows leaders to share responsibilities. Granting authority is an important step to empower team members. The combination of these three elements can create a productive and empowering work environment