ISLAM IN ANDALUSIA

Before the arrival of Islam, is a royal Hispania Iberian region dominated by the Christian Visigoths. In the year 711 AD, the Umayyad troops, mostly the Moors of Northwest Africa, invaded Hispania led by General Tariq ibn Ziyad, and under the orders of the Umayyad Caliphate in Damascus. 

These troops landed at Gibraltar on April 30 and continue heading north. After defeating King Roderic of the Visigoths at the Battle of Guadalete (711 M), the rule of Islam continued to grow until the year 719 AD Only regions Galicia, Basque and Asturias are not subject to the authority of Islam. After that, the Muslims crossed the Pyrenees to conquer France, but he is stopped by the Franks in the battle of Tours (732 AD). Umayyad Muslim controlled areas are called the province of Al-Andalus, comprising Spain, Portugal and southern France is called now. 

A. Political Developments 

At first, al-Andalus controlled by a trustee Yusuf al-Fihri (governor) appointed by the Caliph in Damascus, with the usual three-year term. But in 740an AD, there was a civil war that led to the rule of Caliph. And in the year 746 AD, Yusuf al-Fihri won the civil war, became a ruler who is not tied to the government in Damascus. 

In the year 750 AD, the sons Abbasids overthrow the Umayyads in Damascus, and seized control of the regions of Arabia. But in the year 756 AD, Abdurrahman I (Ad-Dakhil) depose Yusuf Al-Fihri, and became rulers of Cordoba with the Amir of Cordoba. Wahid refused to submit to the newly established Abbasid Caliphate, as Abbasid forces had killed most of his family. 

He reigned for 30 years, but has a weak power in Al-Andalus and he tried to suppress the resistance of the supporters of Al-Fihri and Abbasid caliphs. 

Over the next half century, his descendants succeeded him as Amir of Cordoba, who has written over all the power of Al-Andalus and sometimes covering western North Africa. In fact, the power of Amir of Cordoba, particularly in areas adjacent to the Christians, often experience fluctuating politics, it depends on the skill of the ruling Amir. Amir Abdullah bin Muhammad even just having power over Cordoba alone. 

Abdullah's grandson, Abdurrahman III, succeeded him in the year 912 AD, and quickly restore the Umayyad rule of Al-Andalus and North Africa and even the west. In the year 929 AD he raised himself as Caliph, thus emirate now has a position equivalent to the Abbasid caliphate in Baghdad and Shiite caliphate in Tunis. 

B. The period of the Caliphate 

Andalusia - the Muslim Spain was occupied at the time of Caliph Al-Walid rahimahullah (705-715 AD), one of the Umayyad caliphate, based in Damascus, where the Muslims had previously been mengusasi North Africa. In the process of the Spanish conquest, there are three heroes of Islam can be said that the most meritorious Tharif ibn Malik, Tariq ibn Ziyad and Musa ibn Nushair Rahimahullahum ajma'in. 

Tharif can be called a pioneer and investigator. He crossed the strait that lies between Morocco and the European continent with the army, five hundred of them were horsemen, they boarded four ships provided by Julian. 

In the raid Tharif not get against it. He won and returned to North Africa to bring the spoils were not few in number. Encouraged by the success Tharif and the crisis that occurred in the body of the ruling Visigothic kingdom in Spain at the time, as well as a big boost to get the spoils of war, Musa ibn Nushair in 711 AD sent troops to Spain as many as 7000 people under the leadership of Tariq ibn Ziyad vol. 

Tariq ibn Ziyad rahimahullah more widely known as the Spanish conquerors when they were larger and more noticeable results. His army consisted of mostly ethnic Berbers supported by Musa ibn Nushair rahimahullah and some Arabs who sent the Caliph al-Walid vol. The troops then crossed the Channel under Tariq ibn Ziyad led vol. A mountain of Tariq and his army first landed and set up his army, known as the Gibraltar (Jabal Tariq). 

By mastering this area, then opened the door widely to enter Spain. In the battle at a place called Bakkah, King Roderick can be defeated. From there rahimahullah Tariq and his army continue to conquer important cities such as Cordova, Granada and Toledo (capital of Gothic empire at that time). Before Tariq rahimahullah managed to conquer the city of Toledo, he requested additional troops to Musa ibn Nushair rahimahullah in North Africa. Moses sends additional forces personnel of 5000, so the number of troops entirely Thariq 12,000 people. This amount is not comparable to the Gothic army much larger, 100,000. 

The first victory achieved by Tariq ibn Ziyad rahimahullah make way for the conquest of the region more broadly. To that end, Musa ibn Nushair rahimahullah feel the need to get involved in the battle arena with the intention of helping the struggle Tariq. With a great army, he set out across the strait, and the city passed one by one can be conquered. After Moses conquered rahimahullah Sidonia, Karmona, Seville and Merida and beat Gothic monarch, Theodomir in Orihuela, he joined Tariq at Toledo. Furthermore, they had mastered all important cities in Spain, including the northern part, from Zaragoza to Navarre. 

Subsequent territorial expansion wave appears in the reign of Caliph Umar ibn Abd al-Aziz rahimahullah H/717 year 99 AD This time the target is intended to control the area around the mountain Pyrenia and Southern France. Leadership troops entrusted to al-Samah rahimahullah, but his efforts were unsuccessful, and he himself was assassinated in 102 H. Furthermore, the chief submitted to Abdurrahman ibn Abdullah al-Ghafiqi vol. With his troops, he attacked the city Bordreu, Poiter, and from here he tried to attack the city of Tours. However, between the towns of Tours Poiter and that he was arrested by Charles Martel, so the invasion of France failed and led troops to retreat back to Spain. 

After that, there are still attacks, such as the Avirignon year 734 AD, to Lyon in 743 AD, and the islands located in the Mediterranean Sea, Majorca, Corsia, Sardinia, Creta, Rhodes, Cyprus and some of Sicilia also fell into the hands of the Islamic Umayyad era. The second wave of the invasion of the largest Muslim movement started at the beginning of the 8th century AD, has been reaching out across Spain and the wider Middle French far-reaching and important parts of Italy. Victories achieved Muslims look so easy. It can not be separated from the external and internal factors are favorable. 

What is meant by external factors is contained in a condition of Spain itself. At the time of the conquest of Spain by the Muslims, the social, political, and economic country is in a sad state. Politically, the Spanish territory torn apart and divided into several small countries. Simultaneously Gothic rulers to be intolerant towards religious sects adopted by the authorities, namely the flow Monophysites, especially against people of other religions, Judaism. Judaism which is the biggest part of the population of Spain was forced to be baptized in the Christian faith. Are not willing to be tortured, and brutally murdered. 

People were divided into a class system, so the situation is clouded by poverty, oppression, and lack of equal rights. In situations like that, the oppressed await Liberator interpreter, and the interpreter of its release they found Muslims. In connection with that Amer Ali, as quoted by Imamuddin said, when Africa (East and West) and services in terms of materials, togetherness, justice, and prosperity, neighbors in peninsular Spain is in a deplorable state under the rule of an iron fist ruler Visighotic. On the other hand, the kingdom is in turmoil, which inflicts the suffering of the people. As a result of cruel treatment, the colonies became an important Jewish places of resistance and rebellion. Divisions of Spain's intervention helped the success of Islam in the year 711 AD The split was very much coraknya, and existed long before the Gothic kingdom stand. 

Political divisions exacerbate the economic situation. When Islam came to Spain, the local economy in a state of paralysis. In fact, when Spain was under the rule of the Roman (Byzantine), thanks to the fertility of the soil, agriculture thrive. Similarly, mining, industry and trade as it is supported by good transport facilities. But after Spain was under the rule of the kingdom of the Goths, crippled the economy and social welfare decreases. Hektaran left stranded without the tilled soil, several factories were closed, and between the region and other regions hardest-hit due to the roads not being treated. 

The poor state of social, economic, and religious was mainly caused by the chaotic political situation. The worst condition occurs in the reign of King Roderick, the last king was defeated Goths Islam. Early destruction of the kingdom when King Roderick Ghoth is the capital of the country moved from Seville to Toledo, while Witiza, who was a ruler over the Toledo area, dismissed offhand. This incurred the wrath of the state and Achila oppas, brother and son Witiza. Both then gather up the strength to overthrow Roderick. They went to North Africa and joined the Muslims. 

Meanwhile, there is also a conflict between the Queen Julian Roderick, the former ruler of Septah. Julian also joined the Muslims in North Africa and support the efforts of Muslims to master Spanish, Julian even lend four ships used by Tharif, Tariq and Musa Rahimahumullah. 

It is advantageous that the Islamic army soldiers Roderick consisting of oppressed slaves no longer have the spirit of war Additionally, the Jews who had been depressed also have fellowship and provide support for the struggle of the Muslims. 

As is the internal factor is a condition that is contained in the body of rulers, leaders tokon-Islam fighters and soldiers involved in the conquest of Spain in particular. The leaders are powerful figures, army compact, unified and confident. They were competent, courageous and steadfast in the face of every issue. Equally important is shown by the Islamic Army of Islam, tolerance, brotherhood, and mutual help. Religious tolerance and brotherhood contained in the person of the Muslims that led to the Spanish population to welcome the presence of Islam there. 

C. Development of Civilization 

Muslims in Spain have achieved a glorious triumph, they gain many achievements, even the effect brought Europe and the world to progress more complex, especially in terms of intellectual progress. 

In a period of more than seven centuries of Muslim rule in Spain, Muslims have achieved success in there. Many achievements they earn, even bringing European influence, and then bring the world to a more complex progress. 

Intellectual Progress 

Spain is a fertile country. Fertility is high economic income generation and in turn produce a lot of thinkers. 

Public Islamic Spain is a plural society consisting of: 

- Arab communities (North and South) 

- Al-Muwalladun (Spaniards who converted to Islam) 

- Barbarians (Muslims from North Africa) 

- Al-Shaqalibah (German mercenaries were sold to Muslim rulers) 

- Jewish 

- Christian Arab Muzareb cultured 

- Christians who are opposed to the presence of Islam 

All of the community, except the last, giving shares to the formation of the intellectual culture that gave birth to the Resurrection Andalus Scientific, literary, and physical development in Andalusia - Spain. 

1. Philosophy 

Islam in Spain has recorded a single sheet of brilliant cultural history of Islam in the stretch. He serves as a pedestrian bridge through which the Greco-Arabic science to Europe in the 12th century. Interest in philosophy and science were developed in the 9th century AD during the reign of the Umayyad ruler of the 5th, Abdurrahman ibn Muhammad (832-886 AD). 

On the initiative of al-Hakam (961-976 AD), the works of scientific and philosophical imported from the East in large numbers, so Cordova with university libraries and universities are able to compete with Baghdad as a major center of science in the Islamic world. What is done by the leaders of the Umayyad dynasty in Spain is preparing to give birth to great philosophers in the later. 

The final part of the 12th century AD saw the rise of a follower of Aristotle's largest arena of philosophy in Islam, which Ibn Rushd of Cordova. He was born in 1126 AD and died in 1198 AD His trademark is the accuracy in interpreting the texts of Aristotle and prudent wrestle chronic problems of philosophy and religious harmony. He was also with his Bidayah jurist al-Mujtahid. 

2. Science 

IImu-medical science, music, mathematics, astronomy, chemistry and others are also developing well. Abbas ibn Famas luminary of chemistry and astronomy. He was first to discover the manufacture of glass stones. Ibrahim ibn Yahya al-Naqqash known in the science of astronomy. He can determine the timing of the eclipses of the sun and determine how long. He also managed to create a modern binoculars to determine the distance between the solar system and the stars. Ahmad ibn Ibas of Cordova is an expert in the field of medicine. Umm al-Hasan bint Abi Ja'far and al-Haafiz sisters are two of the woman's medical expert. 

In the field of history and geography, the western Muslim region produced many famous thinkers, Ibn Jubair of Valencia (1145-1228 AD) wrote about the Muslim countries and the Mediterranean and Sicilian Ibn Batuthah of Tangier (1304-1377 AD) and the Chinese reaching Pasai Ocean . Ibn al-Khatib (1317-1374 AD) compiled a history of Granada, while Ibn Khaldun of Tunis is formulating the philosophy of history. All of the above historian residing in Spain, which is then moved to Africa. That's part of the big names in science. 

3. Fiqh 

In the field of fiqh, Islamic Spain known as the adherents of the Maliki school. Who introduced this school there is Abdurrahman ibn Ziad. Further development is determined by the Qadi Yahya ibn during Abdurrahman Ibn Hisham. Fiqh other experts such as Abu Bakr ibn al-Quthiyah, Munzir Ibn al-Sa'id Ibn Hazm Baluthi and famous. 

4. Music and Arts 

In the field of music and sound, Islamic Spain achieved brilliance with the character of al-Hasan Ibn Nafi that dijiluki Zaryab. Every time hosted by meeting and banquet, Zaryab has always demonstrated his skill. He is also well known as a composer. Science dimiliknya it down to their children both male and female, and also to the slaves, so that his fame spread. 

5. Language and Literature 

Arabic has become the language of administration in Islamic rule in Spain. It is acceptable to Muslims and non-Muslims. In fact, a native of Spain menomor emphasized their native language. They are also a lot of skilled and proficient in the Arabic language, both speaking and grammar skills. They include: Ibn Sayyidih, Aljiyah author Ibn Malik Ibn Khuruf, Ibn al-Hajj, Abu Ali al-Isybili, Abu al-Hasan Ibn Usfur, and Abu Hayyan al-Ghamathi. Along with the progress of the language, literature sprung up, like Al-'IQD Ibn al-Farid Rabbih Abd al-Dzakhirahji Mahasin Ahl al-Jazirah by Ibn Bassam, Kitab al-Qalaid the work of al-Fath ibn Khaqan, and many others

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efforts to improve the quality of education through teacher competency

A. preliminary

In an effort to improve the quality of national education, government, especially through the Ministry of Education continue to seek to various changes and reform our education system. One of the efforts that have been and are being carried out, ie factors related to the teacher. Birth of Law. 14 of 2005 on Teachers and Lecturers and Government Regulation. 19 Year 2005 on National Education Standards, essentially a government policy that contains within it the government's efforts to reform and improve the quality of teachers in Indonesia. Fullan cited by Suyanto and Hisham (2000) argues that "educational change depends on what teachers do and think ...". The opinion suggests that change and reform the education system relies heavily on "what teachers do and think". or in other words, depends on the mastery of teacher competence.

If we observe more about the realities of the current teacher competence presumably still diverse. Danim (2002) revealed that one feature of the crisis is a professor of education in Indonesia has not been able to demonstrate performance (work performance) is adequate. This shows that the performance of teachers not fully supported by an adequate degree of mastery of competencies, therefore there is need for a comprehensive effort to improve the competence of teachers. This article will explain what it is about teacher competence and how efforts to improve the competence of teachers views of the role of the school principal. Presumably in the hope this paper can serve as a reflection for teachers and other parties with an interest in education.

B. Teacher Competency Itself

What is a competency? Moqvist (2003) argued that "competency has been defined in the light of actual circumstances Relating to the individual and work. Meanwhile, Trainning Agency as presented Holmes (1992) in Moqvist (2003) states that: "A competence is a description of something roomates a person who works in a given occupational area should be Able to do. It is a description of an action, behavior or outcome roomates a person should be Able to demonstrate. "

From the second the opinion above we can draw a red thread that competence is basically a picture of what is supposed to do (be Able to do) a person in a job, in the form of activities, behaviors and outcomes that should be shown or indicated. To be able to do (be Able to do) something in his work, of course, one must have the capacity (ability) in the form of knowledge (knowledge), attitudes (attitude) and skills (skills) in accordance with the field work.

Referring to the above definition of competence, the competence of the teacher in this case can be interpreted as a description of what it is supposed to do one teacher for his job, either in the form of activities, behavior and results can be shown.

Furthermore, as cited by Joni Suyanto and Hisham (2000) suggests three types of teacher competence, namely:

1. Professional competence; having extensive knowledge of the subject areas they teach, select and use a variety of teaching methods in the teaching-learning process convening.

2. Social competence; able to communicate well with students, fellow teachers, and society.

3. Personal competence, ie has a solid personality and exemplary. Thus, a teacher will be able to perform the role of a leader: ing ngarso sung Tulada, ing intermediate Mangun intention, tut wuri handayani

Meanwhile, in the perspective of the national education policy, the government has formulated four types of teacher competence as specified in the Explanation of Government Regulation No. 19 Year 2005 on National Education Standards, namely:

1. Pedagogical competence is an ability in the management of learners which include: (a) understanding or insight into the foundation of education, (b) understanding of learners, (c) development of curriculum / syllabus, (d) learning design, (e) the implementation of an educational learning and dialogue; (f) evaluation of learning outcomes, and (g) the development of a variety of learners to actualize its potential.

2. Competence personality is a personality capabilities: (a) stable, (b) stable, (c) adult, (d) the wise and prudent; (e) authority, (f) morality, (g) a role model for students and society; (h) evaluating its own performance, and (i) to develop themselves in a sustainable manner.

3. Social competence is an educator's ability as a society to: (a) communicate orally and in writing, (b) use information and communication technology functionally, (c) interact effectively with students, fellow teachers, staff, parents / guardians learners, and (d) hanging out in a dignified manner with the surrounding community.

4. Professional competence is the ability to master the material is broad and deep learning which include: (a) concept, structure, and methods of science / technology / art shade / coherent with the teaching materials, (b) teaching materials are in the school curriculum, (c) relationships between concepts related subjects, (d) the application of scientific concepts in everyday life, and (e) in a professional competition in a global context while preserving national values ​​and culture.

In comparison, of the National Board for Professional Teaching Skill (2002) has defined competency standards for teachers in the United States, which became the basis for teachers to get certified teachers, with the formulation of What Teachers Should Know and Be Able to Do, involves a series of five major propositions , namely:

1. Teachers are Committed to Students and Their Learning which includes: (a) teacher appreciation of individual differences of students, (b) teachers' understanding of the development of student learning, (c) treatment of teachers to all students fairly, and (d) the teacher's mission to expand horizon of thinking students.

2. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students include: (a) teacher appreciation understanding of subject matter for dikreasikan, compiled and linked with other subjects, (b) the ability of teachers to deliver course material (c) develop efforts to acquire knowledge in various ways (multiple paths).

3. Teachers are Responsible for Managing and Monitoring Student Learning include: (a) the use of different methods in achieving learning objectives, (b) make the learning process in a variety of settings groups (group setting), the ability to provide a reward (reward) for the success of students, (c ) assess student progress on a regular basis, and (d) awareness of the main goals of learning.

4. Teachers Think Systematically About Their Practice and Learn from Experience includes: (a) Teachers continually examine ourselves to pick the best decisions, (b) teachers ask advice from others and doing research on education to improve teaching practices.

5. Teachers are Members of Learning Communities include: (a) teacher contributes to school effectiveness by collaborating with other professionals, (b) teachers working with older students, (c) teachers can take advantage of a variety of community resources.

Essentially, the three above opinion does not indicate a difference of principle. The difference is only in how pengelompokkannya. Fill in the details pedagodik competencies delivered by Ministry of Education, according to Joni Raka already teramu in professional competence. While NBPTS does not recognize the existence of grouping types of competence, but directly elaborated on aspects of teachers' skills should be mastered. In line with the global challenges of life, roles and responsibilities of teachers in the future will be more complex, so it requires teachers to always make various improvements and adjustments mastery competence. Teachers need to be more dynamic and creative in developing student learning. Teachers in the future no longer be the only one of the most well informed on a variety of information and knowledge that is developing and interacting with humans in the universe. In the future, teachers are not the only people who are more proficient in the middle of their students. If teachers do not understand the mechanisms and patterns of dissemination of information so quickly, he will slumped professionally. If this happens, it will lose the trust of both students, parents and the community. To face the challenge of professionalism, teachers need to be anticipatory and proactive thinking. This means that teachers have to do an update of its science and knowledge continuously.

In addition, future teachers must understand the research to support the effectiveness of the implementation of learning, so that the results support the teacher does not get stuck to the practice of learning by assuming they have been effective, but in reality it turned off the creativity of the students. So also, with the support of cutting edge research allows teachers to conduct lessons vary from year to year, adapted to the context of the development of science and technology progress.

C. Principal Role in Improving Teacher Competency

So that the educational process can be run effectively and efficiently, teachers are required to have sufficient competence, both in terms of the type and content. However, if we dive deeper into the content contained on any kind of competence, as presented by experts and in government policy perspective, it seems to be a competent teacher is not something that is simple to realize and enhance the competencies of teachers needed a genuine effort truly and comprehensively.

One effort that can be done is through the optimization of the principal's role. Anwar and Amir (2000) argues that "the principal as the manager has the task of developing the performance of personnel, especially to increase the professional competence of teachers." It should be underlined that professional competence is here, not only related to the control of matter alone, but includes all types and browse the content of competency as described above.

In the perspective of the national education policy (Ministry of Education, 2006), there are seven principal role is, as: (1) educator (educator), (2) managers, (3) administrators, (4) supervisor (the supervisor), (5) leader (leader), (6) the creator of the work climate, and (7) entrepreneurs.

Referring to the seven principal roles as presented by the Education Ministry on the above, the following section describes the relationship between the principal's role to increase teacher competence.

1. The school principal as a manager. In managing personnel, one of the tasks that must be done is to carry out the principal maintenance activities and professional development of teachers. In this case, the principal should be facilitated and provide ample opportunity for the teachers to be able to undertake professional development through education and training activities, both held at the school, such as: MGMP / MGP school level, in-house training, professional discussion and so on, or through education and training activities outside of school, such as: the opportunity to continue their education or participate in various activities organized training others.

2. Principals as educators (teachers). Of teaching and learning is at the core of the educational process and teachers are the main implementers and developers in the school curriculum. Principals who demonstrate commitment and focus on curriculum development and teaching and learning activities at the school will of course very concerned about the level of competency of teachers, as well as will always strive to facilitate and encourage teachers to continually improve their competence, so that teaching and learning activities can run effectively and efficiently.

3. Head of the school as an administrator. Particularly with regard to financial management, that to achieve improved teacher competence can not be separated from the cost factor. How big is the school can allocate the budget increase teacher competency will affect the level of competence of the teacher. Therefore, the principal should be able to allocate adequate budget for efforts to improve teacher competence.

4. The school principal as a supervisor. To determine the extent to which teachers are able to carry out the study, principals need to periodically carry out supervision activities, which can be done through classroom visits to observe directly the learning process, especially in the selection and use of methods, media use and engagement in the learning process (Mulyasa , 2003). From the results of this supervision, as well as excellence is known weakness of teachers in implementing learning, mastery level of teacher competence is concerned, further attempted solutions, coaching and follow-up so that the teacher can correct certain deficiencies while maintaining excellence in implementing learning. Jones et al. as presented by Danim (2002) argues that "the face that contains the curriculum changes are quite large in purpose, content, teaching methods and evaluation, it is natural that the teachers expect advice and guidance from their principals." From this expression, meaning that the principal should really master of the school curriculum. Impossible a school principal can provide advice and guidance to the teacher, while he himself did not master it well

5. Principal as leader (leader). Principal's leadership style as if that can foster creativity as well as to encourage suburkan to improving teacher competence? In theory at least we know the two leadership styles of leadership are task oriented leadership and people-oriented leadership. In order to improve the competence of teachers, a school principal can implement both leadership styles are appropriate and flexible, adapted to the conditions and needs. Leadership is associated with a person's personality and the personality of the principal as a leader will be reflected in the properties as barikut: (1) honest, (2) self-confidence, (3) responsibility, (4) risk-taking and decision, (5) high-minded, (6) emotional stability, and (7) model (Mulyasa, 2003).

6. Principals as the creator of the work climate. Culture and conducive working environment will allow each teacher more motivated to demonstrate the superior performance, accompanied by efforts to improve their competence. Therefore, in an effort to create a culture and climate conducive work, the principal shall observe the following principles: (1) the teachers will work harder when doing activities interesting and fun, (2) the purpose of activities should be drawn up with clear and informed to the teachers so they know the purpose of her work, the teacher may also be involved in the preparation of these objectives, (3) the teacher should always be informed of every job, (4) gift giving is better than punishment, but any time penalties are also needed, (5) try to meet the needs of socio-psycho-physical teachers, so as to obtain satisfaction (modified from thinking about Principal Mulayasa as Motivator (Mulyasa, 2003).

7. The school principal as an entrepreneur. In applying the principles of kewirausaan associated with increased competency of teachers, the school principal should be able to create reform, comparative advantage, as well as take advantage of opportunities. The school principal with a strong attitude kewirauhasaan will dare to make innovative changes in the school, including changes in matters related to the learning process of students and their teacher competence. The extent to which principals can realize the above roles, directly or indirectly, can contribute to improving teacher competence, which in turn can bring an effect on the quality of education in schools.

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