Educational Policy and Islamic Teaching in Indonesia in The Post-Independence Period
DOI:
https://doi.org/10.33367/jiee.v6i2.6152Keywords:
Islamic education, Indonesia, Post-independenceAbstract
After Indonesian independence in 1945, Islamic education experienced significant development in line with the Indonesian people's efforts to build an education system based on local religious and cultural values. In the early period of independence, Islamic education focused on strengthening traditional institutions such as Islamic boarding schools, madrasas, and surau. During the Old Order and New Order eras, the Government began to be more actively involved in regulating Islamic education, integrating madrasas into the national education system, and implementing a curriculum that combined religious studies with general science. This policy aims to improve Islamic education standards and give Muslim students more comprehensive access to formal education. In the reform era, Islamic education received greater attention with the birth of regional autonomy policies, which allowed regions to manage education according to local needs, including Islamic education. After the policy is formed, a regulation is created in the form of Religion and Religious Education, which provides knowledge and shapes students' attitudes, personalities, and skills in practicing their religious teachings
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