Relationship between religion, state, and politics: A study of the dynamics of islamic education in Indonesia

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.

Islamic religious education in Indonesia has experienced a long journey influenced by various thoughts and contributions of great figures in Islamic history. This article examines the evolution of Islamic religious education in Indonesia with a focus on the thoughts of Ibn Sina as one of the great figures in the world of classical Islamic thought, and M. Natsir as a reformer of Islamic education in Indonesia in the 20th century. This study aims to analyze the contribution of the thoughts of these two figures to the formation and development of the Islamic religious education system in Indonesia, as well as how their ideas shape Islamic education patterns that are relevant to the social and cultural context of Indonesia. Ibn Sina, with his philosophical and scientific approach to education, has had a major influence on the intellectual tradition of Islam that is oriented towards science and spirituality. Meanwhile, M. Natsir played an important role in the modernization of Islamic education in Indonesia, emphasizing the importance of character and moral education through Islamic-based educational institutions. This study uses a historical and analytical approach to explore the traces of the thoughts of these two figures and their impact on the Islamic religious education system in Indonesia, which is expected to provide new insights in developing more dynamic and contextual religious education in the future.

Relation between �Nusantara Islam� and Islamic education in contemporary Indonesia is a pivotal issue. It is because of many fundamental reasons, such as, historical, social, political, cultural, religious and educational perspectives. In this context, this article focuses on the relationship and the contribution of Nusantara Islam in Indonesian Islamic educational context from time to time in all aspects. The research in this paper is qualitative with descriptive analytical approach and documentary method. The general objective of this study is to find out what and how the history of Nusantara Islam in the country? What and how the history of Islamic education in Indonesia? How is the relationship between Nusantara Islam and Islamic education in contemporary Indonesia? The results showed that, first and foremost, is the history of Nusantara Islam is a portrait of a very complex history, which extends from the Aceh to Papua and elsewhere in Indonesia. Second, the history of Indonesian Islamic education is the discussion about institution, content of materials and objectives of Islamic-based education from time to time. Third, the relationship between Nusantara Islam and Islamic education in contemporary Indonesia has a strong �bond� with each other. Ultimately, the relationship is so closely linked to the development and progress of the nationhood.

The objective of this research is to investigate the outcomes of analyzing the educational systems in Indonesia, specifically focusing on Islamic and general education. The literature study approach incorporates a total of 13 sources from books and 33 sources from scientific journals. These sources are utilized to gather data, which is subsequently evaluated in accordance with up-to-date information. The research methodology employed is qualitative. The research findings indicate that the establishment of dualism in Islamic education in Indonesia is a result of the coexistence of Islamic education and general education, which is impacted by the Indonesian political system. The emergence of dualism in Islamic education in Indonesia can be attributed to the presence of a parallel system for implementing educational concepts, particularly in the realms of religious education and general education. The implementation of general education and Islamic education is consistently conducted in accordance with their respective areas of emphasis, regardless of their location. The results of this study suggest that educational policymakers might assess the integration of dualism in Islamic and general education in order to effectively utilize both systems by connecting their knowledge.

The development of Islamic education cannot be separated from Islam itself, including through cultural acculturation. There are various ways in the development of Islam and Islamic education in Indonesia, including through trade, marriage, education, politics, art, Sufism, all of which help and support the spread of Islamic teachings. Along with the entry of Islam, Islamic educational institutions also run and develop in order to propagate Islam in Indonesia. In this journal, the author will explain qualitatively with a descriptive method to discuss in detail and in depth the discussion of the historicity of Islamic education in Indonesia.
 The history of Indonesian Islamic education is essentially very closely related to the history of Indonesian Islam, the historical period of Islamic education is also contained in the history of Islam. Both are closely related and work together in guiding and spreading the religion and Islamic education. This journal will explain the history of Islamic education in Indonesia during the Islamic empire, the colonial period, and the independence period.
 Keywords: Historical Islamic Education, Islamic Education during the Islamic Kingdom, Colonial Period, and Independence Period

This research reviewed living Al-Qur’an as phenomenon and trend in learning Islamic Education in Indonesia. The causing factor is such as the moral panic of parents about modern-contemporary life. Many parents encourage their children to practice the Al-Qur'an, with the hope that the children will be more careful and fortify themselves from a free life. The panicked moral attitude of these parents is used by Islamic educational institutions as a market to gain capital gains, such as establishing an educational house/center based on living Qur'an learning. Several educational institutions also offer the concept of Islamic Boarding School, Tahfidz Center, and compete to use the Al-Qur'an as their product brand. This literature research used a social phenomenological science approach with the living Quran theory. This research found that 1) the trend of living Qur'an education in Islamic learning in Indonesian Islamic educational institutions was as a social impact of the spread of moral panic, 2) moral panic among parents of students became a new business field for managers of Islamic religious education institutions. 3) Al-Qur’an is a product that has its own market share, and 4) the phenomenon of living al-Quran was as a trend of Islamic education methods in Indonesia.

General Background Islamic education in Indonesia functions not only as a means of transmitting religious knowledge but also as a medium for cultivating moral values, legal awareness, and social behavior within Muslim society. Specific Background Within Indonesia’s pluralistic legal and educational landscape, Islamic education and Islamic law coexist and interact across formal institutions, community settings, and national educational frameworks. Knowledge Gap Despite extensive scholarship on Islamic education and Islamic law as separate domains, their interrelationship in the Indonesian context has not been systematically synthesized. Aims This study aims to examine scholarly patterns, themes, and perspectives concerning the relationship between Islamic education and Islamic law in Indonesia through a Systematic Literature Review. Results The review of six studies published between 2024 and 2025 reveals that Islamic education serves as a primary channel for internalizing Islamic legal principles through formal instruction, character education, and ethical habituation, while Islamic law provides a normative foundation shaping curricula, pedagogical orientations, and moral objectives. The findings also indicate a reciprocal relationship that contributes to legal consciousness, ethical behavior, family legal knowledge, and sociocultural practices. Novelty This study offers an integrated synthesis that positions Islamic education and Islamic law as mutually reinforcing systems rather than isolated fields. Implications Strengthening their integration is essential for fostering moral integrity, legal awareness, and social harmony within Indonesia’s contemporary educational and sociocultural environment. Highlights: Islamic learning environments function as primary spaces for the internalization of normative legal principles. Normative legal frameworks guide curriculum orientation and ethical objectives within religious schooling. Reciprocal educational–legal interaction supports moral development and social cohesion in plural contexts. Keywords: Islamic Education, Islamic Law, Legal Awareness, Character Education, Systematic Literature Review

Indonesian Islamic education has long and rich history. In fact Islamic education is one of the most important aspects of legacy of Indonesian Islam. Despite changes in the Indonesian history, Islamic education continues to flourish, consisting now at primary and secondary levels of pesantren. Madrasah, and sekolah Islam. While at the tertiary level, Islamic education institutions consist of State Islamic Higher Education (PTAIN/Perguruan Tinggi Agama Islam Negeri) and Private Islamic Higher Education (PTAIS/Perguruan Tinggi Agama Islam Swasta). Both state and prove Indonesian Islam higher education institutions are the largest system in the whole Islamic world. In the last two decades, another significant development in PTAIN is the enlargement of its mandate through the creation of full-fledged Islamic Universities (UIN/Universitas Islam Negeri). With the historic transformation, the roles of Indonesian Islamic higher education is even becoming more and more important.

: This research intends to conduct a cross-cultural analysis of humanistic education, by exploring fundamental concepts of Restorative Practices in the Australian education system and the parenting system within Islamic education (pesantren) in Indonesia, addressing three primary research questions: (1) What are the core concepts of restorative justice within the Australian education system and the parenting system in Islamic education in Indonesia? (2) How do restorative practices within these systems align with the principles of humanistic education? (3) What are the similarities and differences in restorative practices between the Australian education system and the parenting system in Islamic education in Indonesia? The research will be conducted using qualitative methods and descriptive analysis to get the data from various sources, including interviews with education practitioners, observations, and in-depth literature studies. The finding will provide an in-depth insight into the practices of humanistic education, with a particular emphasis on efforts to restore relationships in the formal education contexts in Australia and the nurturing environment within Islamic education (pesantren) in Indonesia. The outcomes of this research are expected to make a significant contribution to the understanding of restorative practices in education and after valuable insight into how culture influences humanistic education. It can be used to enhance educational practices in both countries and identify potential cultural collaborative opportunities in educational contexts.

This study aims to analyze the Islamic education policy in the National Education System Law No. 20 of 2003. This law is a historical milestone for Islamic education in Indonesia as it provides clear legal recognition and legitimacy for Islamic religious education. The study discusses the content of the National Education System Law No. 20 of 2003 related to Islamic education, as well as the analysis of policies and strategies used to develop Islamic education in Indonesia. This research uses a literature review methodology, involving the search, selection, and evaluation of sources related to Islamic education policy in Indonesia, particularly in the National Education System Law No. 20 of 2003. In its analysis, the study shows that the National Education System Law No. 20 of 2003 provides sufficient space for the development of Islamic education, but greater and more integrated efforts are still needed between the government, society, and Islamic educational institutions to optimize the implementation of these policies. This research can serve as a reference for policy makers and Islamic education practitioners in developing Islamic education in Indonesia.

The history of Islamic education in Indonesia has undergone significant development along with the evolution of the national education system. The first Islamic education in Indonesia usually took place in Islamic boarding schools, which are traditional Islamic schools that focus on teaching the Quran and hadith. These pesantrens became the center for the development and spread of Islam in various parts of Indonesia. After Indonesia's independence in 1945, the Indonesian government committed to creating a national education system that covered all aspects of life. This included Islamic education, which is recognized as one of the majority religions in Indonesia. The government integrated Islamic education into the national education system by giving recognition and support to madrasahs (Islamic schools) as well as developing a curriculum that included aspects of Islam. Renewal in Islamic education thought and religious moderation have become an integral part of Islamic education in Indonesia. This effort aims to ensure that Islamic education not only fulfills religious needs, but also contributes to the formation of citizens who hold moderate views, are tolerant, and open to various religious views. This research uses the historical study method to examine the history of Islamic education in Indonesia. The researcher conducted a historical study of various sources, such as books, journals, educational reports, and documentation.

Diversity is an essential condition that cannot be avoided in society. Religion has advantages and disadvantages. This study aims to describe the role of Islamic education philosophy based on the diversity that exists in Indonesia. There are three critical questions in this research that will be answered, namely, about the concept of Islamic education philosophy, the idea of moderation in Indonesia, and the implementation of the moderation philosophy of Islamic education in Indonesia. This research is a literature study and a theoretical study. Sources of data are based on primary data derived from existing theories and also from the results of research that has been carried out. Using a content analysis approach to explain how Islamic religious education is, the efficacy of moderation in Indonesia, and the three implementations of the philosophy of moderation based on Islamic Education in Indonesia, the research findings conclude that there are three concepts. The first is Islamic philosophy. Second education, from the idea of moderation in Indonesia and its implementation. The three Islamic religious education in Indonesia is based on moderation. The results of this study have many shortcomings, especially from data filing and data analysis, which have an impact on the conclusions found. Subsequent research can be carried out to complement and refine the results of this study.

This research aims to provide various innovations in improving human resources in an Islamic educational institution. This research was conducted by collecting journal articles to combine ideas and innovations that a leader or management can do in an Islamic educational institution. Planning in an Islamic educational institution is important for achieving maximum results. This research aims to relieve leaders or management in Islamic educational institutions in innovating to advance their human resources to keep up with the times and fierce competition, especially in Islamic education. Besides, the purpose of this research is expected to be used as a reference in improving human resource management. This systematic review shows that the existing management in Islamic educational institutions is in dire need of various motivations and innovations in improving its human resources. a) the characteristics of Islamic education management must be based on the Qur'an and Hadith, b) the foundation of Islamic education management is based on four foundations: theoretical foundations, rational foundations, and rational foundations, c) Islamic education management is based on hablu min an-nas (human-oriented) and hablu min Allah (oriented to Allah SWT), d) the key to achieving success in an Islamic educational institution is the desire to learn in everything continually. Positively, this is to raise the spirit of its human resources.
 Keywords: Islamic Education Management, Human Resources, Islamic Education

The world of politics and power has become inseparable in policy making in all fields, this also happens in the world of Islamic education. Islamic Educational Institutions that are so widely spread throughout the country are of course a strategic issue in power and politics. The purpose of this article is to find out the extent to which Islamic education influences and influences power and politics in Indonesia. This article discusses several things about the political world in Islamic Education Institutions and discusses the relationship between power politics and Islamic education in Indonesia, the political urgency of Islamic education and the position of Islamic education in Indonesia. In addition, several issues will also be discussed including the Strength of Education, Politics and Power in Education, Islamic Education in Indonesia, Education Patterns in Indonesia, as well as four issues that are closely related to the implementation of power-based education, namely, domestication and ignorance, indoctrination, democracy education, and social integration.

This paper aims to describe the Islamic education system in Indonesia, Pakistan, Saudi Arabia, sociological issues, and alternative solutions. The method used is library research. Study results: Institutions of Islamic education in Indonesia: Islamic boarding schools, madrassas, Islamic higher education, and non-formal Islamic educational institutions. Sociological problems: misorientation, emphasis on intellectual, verbalistic and centralistic, exclusive, dichotomous, mechanical, methodological and pedagogical crises, depending on government education patterns and issues of relevance. The solution: needed concepts that clarify the basic ambivalence of philosophy, objectives, methods, and curriculum of Islamic education; reformulation of Islamic sciences; creating a more future-oriented education; institutional reconstruction; methodological innovation; fostering research enthusiasm; and integration of Islamic education with general education. Islamic education in Pakistan is divided into three: Quranic School; Mosque Primary School; and Madrasa. Sociological problems: poverty; regional disparity; gender discrimination; lack of work skills education; fund; lack of professional teachers; verbalistic; centralistic; exclusive; dichotomous; crisis methodology; and indoctrinative. Solution: increase cooperation with Islamic countries; integration of Islamic education and general education; Increasing teacher and cleric competency; Campaign for equal rights to education; and Increasing the cost of education. Islamic education in Saudi Arabia includes levels: Basic Education, Further Education: general, religious, and technical; College. Its sociological problems: the Sunni clash with the Shiites; teacher domination; gender disparity; and dichotomous problems. The solution: ijtihad ulama ’Islam across countries helps Saudi Arabia formulate an Islamic education system; and cooperation between Islamic countries.