Abstract
The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.
Highlights
Indonesia is the largest Muslim population country in the world
The findings of this study confirmed that public schools in Indonesia were transformed as important instruments for the transmission of Islamic values to young Muslims
When related to the findings of the research on the predecessors and theories, the process of Islamizing in Indonesia which is currently conducted through informal and formal education, explains another important agent, namely the transmission of Islamic values and teachings through educational activities in the public schools
Summary
Indonesia is a home to the largest Islamic education system in the globe (Hefner 2016) with an international reputation in the Muslim world (Noor 2019). The teaching of religion is the key used by the older generation to transmit knowledge, values, and the core teachings of Islam to the future generations. According to Berglund and Gent (2019), without actors and channels to transmit knowledge, values, and core teachings of Islamic religion, the tradition has the ability to lose its value. The inculcation of Islamic values in Indonesia is carried out by various channels, both in the form of education in the community, family, and formal schools. Azra (1999) reported that in the last two decades, there was an interesting shift in the channel of inculcating Islamic values to the younger generation. The initial channels were found out in informal institutions such as religious text recitation in majelis taklim (the assembly) and grand tabligh in the community
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