PARADIGM SHIFT OF ISLAMIC EDUCATION POLICY IN INDONESIA
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Abstract
Islamic education in Indonesia has continuously evolved in response to socio-political change, governance reform, and technological disruption. This article examines the paradigm shift of Islamic education policy across three governmental eras: the Gotong Royong Cabinet, Indonesia Bersatu Cabinet, and Indonesia Maju Cabinet. The study aims to analyze the characteristics, continuity, and transformation of Islamic education paradigms within these periods and their implications for national educational quality. Employing qualitative descriptive research with a historical-comparative approach, data were collected through systematic library research of academic journals, scholarly books, and official policy documents published between 2001 and 2025. The data were analyzed using thematic analysis to identify patterns of policy orientation and paradigm transformation. The findings indicate that Islamic education policy has undergone a gradual transformation from a normative–traditional paradigm emphasizing moral reconstruction, to an integrative paradigm focusing on professionalization and system integration, and finally to an innovative–integrative paradigm characterized by religious moderation and digitalization. This evolution reflects the dynamic interaction between Islamic values, state policy, and global educational demands. The study contributes to the discourse on Islamic education reform by highlighting the importance of policy continuity, value-based modernization, and balanced integration of spirituality and technology in shaping sustainable Islamic education systems.
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References
Al-Hafidz, M. (2021). Rekonstruksi Pendidikan Islam Pasca Reformasi: Identitas, Nilai, dan Tantangan. Jurnal Pendidikan Dan Pemikiran Islam, 13(2), 145–160. https://doi.org/10.36756/jppi.v13i2.321
Azra, A. (2020). Filsafat Pendidikan Islam dan Integrasi Ilmu. Jurnal Tarbiyah, 11(2), 100–115.
Becker, G. S. (1993). Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd ed.). Chicago: University of Chicago Press.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Creswell, J. W., & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches (4, ed.). Thousand Oaks: Sage Publications.
Fauzan, R. (2022). Ketimpangan Kualitas Madrasah di Indonesia: Analisis Struktural dan Kebijakan Pendidikan Islam. Jurnal Pendidikan Islam Kontemporer, 5(1), 67–84. https://doi.org/10.31538/jpic.v5i1.412
Hasanah, R. (2022). Paradigma Pendidikan Islam: Integrasi Iman, Ilmu, dan Amal dalam Konteks Modern. Jurnal Pendidikan Islam Indonesia, 14(3), 212–228.
Hidayat, A. (2023). Policy Shift in Islamic Education During Indonesia Maju Cabinet. Indonesian Journal of Islamic Studies, 11(1), 45–62.
Hidayat, A. (2024). Moderasi Beragama dalam Pendidikan Islam di Indonesia. Jurnal Pendidikan Islam Kontemporer, 6(1), 45–59.
Ismail, M., & Nurhadi, A. (2021). Transformasi Lembaga Pendidikan Islam di Era SBY: Modernisasi dan Profesionalisme Guru Madrasah. Jurnal Tarbiyah Islamiyah, 11(3), 201–219. https://doi.org/10.32678/tarbiyah.v11i3.1189
Kurniawan, D. (2021). Evaluating Educational Policy in Islamic Contexts Across Cabinets. Jurnal Ilmu Pendidikan Islam, 9(3), 87–101.
Kusuma, D. (2022). Policy and Implementation of Islamic Education in Indonesian National Education System. Al-Tarbiyah Journal, 10(4), 155–172.
Mahmud, M. (2020). Integrasi Pendidikan Islam dan Nasionalisme dalam Perspektif Kebijakan Publik. Jurnal Filsafat Dan Kebijakan Pendidikan Islam, 10(1), 25–42. https://doi.org/10.36756/jfkpi.v10i1.209
Mansur, F. (2021). Theology of Knowledge in Islamic Education: Integrating Revelation and Reason. International Journal of Islamic Pedagogy, 8(2), 74–89.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3, ed.). Sage Publications.
Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). Boston, MA: Pearson Education.
Nurhayati, L. (2021). Paradigma Baru Pendidikan Islam di Era Globalisasi. Al-Tarbiyah: Jurnal Pendidikan Islam, 13(2), 150–165.
Rachman, H. (2023). Balance of Knowledge and Practice in Islamic Pedagogy. Journal of Islamic Educational Philosophy, 7(1), 50–66.
Rahman, A., & Sulaiman, N. (2022). Islamic Education and Nation Character Building in Indonesia. Journal of Islamic Civilization Studies, 7(4), 205–220.
Sari, N., & Yusuf, M. (2023). Digitalisasi Pendidikan Islam di Era Revolusi Industri 4.0: Peluang dan Tantangan. Jurnal Teknologi Dan Pendidikan Islam, 7(2), 122–137. https://doi.org/10.31004/jtpi.v7i2.1877
Sofanudin, A. (2024). Moderasi Beragama dan Digitalisasi Pendidikan Islam: Arah Baru Pendidikan di Era Indonesia Maju. Jurnal Pendidikan Islam Global, 9(1), 15–34. https://doi.org/10.29313/jpig.v9i1.3425
Suryana, T., & Fitria, L. (2021). Transformation of Islamic Educational Institutions in Indonesia. Jurnal Ilmiah Pendidikan Islam, 13(1), 90–108.
Zulfikar, A., & Hamid, M. (2022). Integrasi Literasi Digital dan Literasi Spiritual dalam Pendidikan Islam di Era Revolusi Industri 4.0. Jurnal Pendidikan Islam Digital, 5(1), 87–104. https://doi.org/10.31538/jpid.v5i1.286
Main Article Content
Abstract
Islamic education in Indonesia has continuously evolved in response to socio-political change, governance reform, and technological disruption. This article examines the paradigm shift of Islamic education policy across three governmental eras: the Gotong Royong Cabinet, Indonesia Bersatu Cabinet, and Indonesia Maju Cabinet. The study aims to analyze the characteristics, continuity, and transformation of Islamic education paradigms within these periods and their implications for national educational quality. Employing qualitative descriptive research with a historical-comparative approach, data were collected through systematic library research of academic journals, scholarly books, and official policy documents published between 2001 and 2025. The data were analyzed using thematic analysis to identify patterns of policy orientation and paradigm transformation. The findings indicate that Islamic education policy has undergone a gradual transformation from a normative–traditional paradigm emphasizing moral reconstruction, to an integrative paradigm focusing on professionalization and system integration, and finally to an innovative–integrative paradigm characterized by religious moderation and digitalization. This evolution reflects the dynamic interaction between Islamic values, state policy, and global educational demands. The study contributes to the discourse on Islamic education reform by highlighting the importance of policy continuity, value-based modernization, and balanced integration of spirituality and technology in shaping sustainable Islamic education systems.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Al-Hafidz, M. (2021). Rekonstruksi Pendidikan Islam Pasca Reformasi: Identitas, Nilai, dan Tantangan. Jurnal Pendidikan Dan Pemikiran Islam, 13(2), 145–160. https://doi.org/10.36756/jppi.v13i2.321
Azra, A. (2020). Filsafat Pendidikan Islam dan Integrasi Ilmu. Jurnal Tarbiyah, 11(2), 100–115.
Becker, G. S. (1993). Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education (3rd ed.). Chicago: University of Chicago Press.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Creswell, J. W., & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches (4, ed.). Thousand Oaks: Sage Publications.
Fauzan, R. (2022). Ketimpangan Kualitas Madrasah di Indonesia: Analisis Struktural dan Kebijakan Pendidikan Islam. Jurnal Pendidikan Islam Kontemporer, 5(1), 67–84. https://doi.org/10.31538/jpic.v5i1.412
Hasanah, R. (2022). Paradigma Pendidikan Islam: Integrasi Iman, Ilmu, dan Amal dalam Konteks Modern. Jurnal Pendidikan Islam Indonesia, 14(3), 212–228.
Hidayat, A. (2023). Policy Shift in Islamic Education During Indonesia Maju Cabinet. Indonesian Journal of Islamic Studies, 11(1), 45–62.
Hidayat, A. (2024). Moderasi Beragama dalam Pendidikan Islam di Indonesia. Jurnal Pendidikan Islam Kontemporer, 6(1), 45–59.
Ismail, M., & Nurhadi, A. (2021). Transformasi Lembaga Pendidikan Islam di Era SBY: Modernisasi dan Profesionalisme Guru Madrasah. Jurnal Tarbiyah Islamiyah, 11(3), 201–219. https://doi.org/10.32678/tarbiyah.v11i3.1189
Kurniawan, D. (2021). Evaluating Educational Policy in Islamic Contexts Across Cabinets. Jurnal Ilmu Pendidikan Islam, 9(3), 87–101.
Kusuma, D. (2022). Policy and Implementation of Islamic Education in Indonesian National Education System. Al-Tarbiyah Journal, 10(4), 155–172.
Mahmud, M. (2020). Integrasi Pendidikan Islam dan Nasionalisme dalam Perspektif Kebijakan Publik. Jurnal Filsafat Dan Kebijakan Pendidikan Islam, 10(1), 25–42. https://doi.org/10.36756/jfkpi.v10i1.209
Mansur, F. (2021). Theology of Knowledge in Islamic Education: Integrating Revelation and Reason. International Journal of Islamic Pedagogy, 8(2), 74–89.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3, ed.). Sage Publications.
Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (7th ed.). Boston, MA: Pearson Education.
Nurhayati, L. (2021). Paradigma Baru Pendidikan Islam di Era Globalisasi. Al-Tarbiyah: Jurnal Pendidikan Islam, 13(2), 150–165.
Rachman, H. (2023). Balance of Knowledge and Practice in Islamic Pedagogy. Journal of Islamic Educational Philosophy, 7(1), 50–66.
Rahman, A., & Sulaiman, N. (2022). Islamic Education and Nation Character Building in Indonesia. Journal of Islamic Civilization Studies, 7(4), 205–220.
Sari, N., & Yusuf, M. (2023). Digitalisasi Pendidikan Islam di Era Revolusi Industri 4.0: Peluang dan Tantangan. Jurnal Teknologi Dan Pendidikan Islam, 7(2), 122–137. https://doi.org/10.31004/jtpi.v7i2.1877
Sofanudin, A. (2024). Moderasi Beragama dan Digitalisasi Pendidikan Islam: Arah Baru Pendidikan di Era Indonesia Maju. Jurnal Pendidikan Islam Global, 9(1), 15–34. https://doi.org/10.29313/jpig.v9i1.3425
Suryana, T., & Fitria, L. (2021). Transformation of Islamic Educational Institutions in Indonesia. Jurnal Ilmiah Pendidikan Islam, 13(1), 90–108.
Zulfikar, A., & Hamid, M. (2022). Integrasi Literasi Digital dan Literasi Spiritual dalam Pendidikan Islam di Era Revolusi Industri 4.0. Jurnal Pendidikan Islam Digital, 5(1), 87–104. https://doi.org/10.31538/jpid.v5i1.286