Even though the first stage of reform was only in the form of learning spaces and teaching methods, in which certain madrasa classes with benches for students, blackboards and other school equipment were used . As the years went by, history, earth science, arithmetic and other subjects were added. Starting in 1926, the madrasah began to teach general subjects, such as history, earth science, arithmetic and others. In that year there were also major changes and
developments in the community, so that in Seulimum Aceh Besar a Madrasah Islamic College was also established led by Teungku Abdul Wahab, a kind of Madrasah Al-Khairiyah. Depdikbud (1984:59) states that, The influence of Islamic modernism in Aceh began to be clearly visible in 1926. In that year, in addition to the changes and developments in Madrasah AlKhairiyah as mentioned above, a religious institution was also established in Seulimun (Aceh Besar), namely Madrasah Perguruan Islam led by Teungku Abdul Wahab.
b. Ahlus Sunnah Wal Jama'ah Madrasah Idi
The madrasah graduates who were still at the ibtidaiyah (elementary) level continued their studies outside Aceh, including Ali Hasjmy, Sayid Abubakar, A. Jalil Amin, M. Abduhsyam chose West Sumatra.
Amir Husin al-Mujahid chose Tanjung Pura, M. Hasbi AshShidieqie and Cek Mat Rahmany went to Java, while M. Nur el-Ibrahimy and Usman Raliby went to Egypt, and A. Wahab Dahlawi continued his studies in India. In the same year that Al-Irsyad was established in Lhokseumawe, a Madrasah called
Ahlussunnah Wal Jamaah, led by Said Husein, was established in Idi in East Aceh district. This madrasah was actually established in order to stem the Muhammadiyah movement in East Aceh, which had spread its wings.
c. Madrasah Al-Muslim Peusangan
The establishment of Almuslim Peusangan was carried out in a situation of war between the sons of Aceh and the Dutch soldiers to realise the struggle to defend Independence headed by Tgk.
Abdurrahman Meunasah Meucap. During this protracted battle, they saw, felt and realised the diminishing optimism to gain a victory, due to changing situations and conditions which in turn led to tactics and strategies that were only used by the opposing party. Because the opposing party is fighting far outside its homeland, so that in its country they can think calmly while consolidating themselves by procuring new sources of strength, both science and products to be deployed to the battlefield. This situation was inversely proportional to the conditions of the Acehnese fighters where at that time they thought and prepared various strategies in conditions while fighting. As a result, everything became neglected in terms of; economy, state life, including the world of education and science.
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In such a situation, the Heroes of the Independence Struggle Tgk. Abdurrahman Meunasah Meucap and his friends concluded that all of this was caused by ignorance, therefore they were looking for another way, namely building and lighting a lamp in the middle of the dark night, to explain the path they would take in the direction that gave an answer to this challenge by establishing Almuslim
Peusangan Education or Foundation with an educational curriculum according to the needs of the time with an integrated and comprehensive system, namely a comprehensive curriculum, so that graduates at that time became experts in various scientific disciplines.
d. Persatuan Ulama Seluruh Aceh (PUSA)
Ideas or ideas for reform began with a letter sent by Sheikh Abdul Hamid Samalanga from Mecca to Teungku Abdurrahman Meunasah Meucap whose letter contained information about the progress of Ikhawnul Muslimin in Egypt and an invitation to advance education in Aceh. So that one day Tgk.
Abdurrahman one day attended the Maulid event of the Prophet Muhammad in Blang Jruen North Aceh which was welcomed by Tgk. Ismail Ya "kub. Both of them were involved in a conversation about the idea of establishing an organisation of ulama as a forum to improve the lives of the people of Aceh and to unite the management of madrasas throughout Aceh.
After returning from Blang Jruen, Teungku Abdurrahman conveyed the results of his conversation with Teungku Ismail Yakub to his friends and followers in Matang Glumpang Dua, including Tgk. Usman Azis (alumnus of Thawalib Padang) who was also a teacher of Madrasah Al-Muslim Peusangan. After listening to the results of the conversation, they agreed to spread the idea of forming the Ulama organisation to all regions in Aceh. The idea was well received by Tgk. Muhammad Daud Beureu "eh. After spreading the news about the formation of the Ulama organisation, Tgk. Abdurrahman invited prominent Ulama in Aceh to attend a meeting between Ulama which was held on 5 May 1939 in Matang Glumpang Dua as well as the official establishment of PUSA.
A regional organisation called PUSA (Persatuan Ulama Seluruh Aceh) was established in Aceh, as a result of the decision of the Aceh-wide ulama deliberation held on 5-8 May 1939 on the campus of Madrasah Almuslim Peusangan, Matang Glumpang Dua, Bireun. Rusdi Sufi (2009:107) states that:
In addition, there was also an organisation called Persatuan Ulama Seluruh Aceh (PUSA), the result of the decision of ulama throughout Aceh held on 5-8 May 1939, coinciding with the anniversary of the birth (maulid) of the Prophet Muhammad on 12 Rabiul Awal 1358 H, at the Almuslim Peusangan Madrasah Campus, Matang Glumpang Dua (Onderafdeeling Bireun, North Aceh).
In a relatively short period of time, the organisation spread throughout Aceh and became the property of the community. The aims and objectives of the PUSA movement were: To broadcast, uphold and defend the syiar of Islam, unify understanding on legal lighting, improve and unify the leerplan of religious lessons in religious schools, and strive to establish Islamic colleges and educate young people
and sons and daughters of Islam in religion. A similar statement was expressed by A. Hasjmy (1995: 73), namely:
The leading clerics of PUSA generally had their own dayahs, which after the implementation of the reform of the Islamic Education System were renamed "Madrasah..." under various names. This was the reason for the widespread support of the people of Aceh.
It can be concluded that although the presence of the All Aceh Ulama Association (PUSA) was a little late compared to other religious organisations in Aceh, its presence strengthened the reform of the religious education system in Aceh which was marked by the proliferation of madrassas initiated by PUSA which were almost established throughout Aceh.
e. PUSA's Role in Madrasah Education Institutions in Aceh in the Early 20th Century
Compared to other regions in Indonesia, Aceh was one of the late adopters of western education by the Dutch colonial government. This was due to the prolonged resistance by the Acehnese people against the Dutch colonial government, so that this education was only introduced to the people of Aceh in the early 20th century. According to Alfian in (Rusdi Sufi, 2009: 94) with the introduction of the Dutch education system, in its development it has given birth to a new group in Acehnese society. Thus, the presence of the new group is considered as a new threat and challenge for them, namely the group produced from traditional religious educational institutions. To counterbalance the new group, the latter group tried to improve themselves, especially modernising their educational institutions.
However, the Dutch colonial government's intentions and expectations were different, because not all of those who had been educated under the government education system were successfully embraced by the colonial government. Some of the sons of the Acehnese Ulebalang who had received this education remained in favour of the interests of their community and became figures who spearheaded the emergence of national awareness in Aceh and even some of them continued to cooperate with religious leaders (Depdikbud, 1984: 38).
Based on their experiences during their education, especially what they saw or experienced outside Aceh, the desire arose to organise themselves in a particular forum (modern organisations). In order to make changes in society, they tried to fight by no longer using violence (weapons), but through
organisations both Acehnese (religious organisations) and those from outside Aceh. These organisations took part in promoting education in Aceh until the middle of the 20th century. The religious
organisations included "Madrasah Al-Khairiyah Masjid Raya Banda Aceh", founded by a noble cleric from the family of the Sultan of Aceh named Tuanku Raja Keumala in 1916; "Madrasah Ahlus Sunnah Wal Jama'ah Idi", founded by Syed Husein in 1928 in Idi; "Madrasah Al-Muslim Peusangan", founded by Tgk.
Abd al- Rahman in 1930; and "Persatuan Ulama Seluruh Aceh (PUSA)", initiated by Tgk. Abdurrahman Meunasah Meucap and Tgk. Ismail Yakub in 1939.
Furthermore, in the 1930s, madrasah educational institutions throughout Aceh continued to increase. So this period can be mentioned as the year of religious school development in Aceh (Depdikbud, 1989:48).
The emergence of the PUSA organisation has brought a breath of fresh air to the world of education in Aceh, this is because at the beginning of the establishment of madrasahs all moved independently. A.
Hasjmy (1976:67) mentions that at first, these madrasas stood on their own; and then after the birth of the PUSA organisation (Persatuan Ulama Seluruh Aceh), most of the madrasas were coordinated by the PUSA in terms of curriculum uniformity . Educational institutions at that time that participated in uniforming the curriculum included:
-Madrasah Almuslim which was founded on 24 November 1929 by Teungku Abdurrahman Mns.
Meucap and has a permanent building. This madrasah has established many branches that are spread throughout the Onder Afdeeling of Bireuen (Shabri A, et al, 2003: 35).
-Madrasah Sa'adah Abdiah in 1931 in Sigli, Pidie was founded by Tgk. Muhammad Daud Beureueh.
-Tgk Abdul Wahab Keunaloe Seulimum founded Madrasah Najdilah in 1926 which was later renamed Islamic College and had two levels, namely the Ibtidaiyah and Tsanawiyah levels. Along with the renewal of the education system, buildings were also built for learning and the teaching staff included Tgk Muhammad.
