Islamic Educational Institutions: A Theoretical Review or Their Comcepts, Objectives, and Development In Indonesia
DOI:
https://doi.org/10.56874/edb.v6i2.90Keywords:
Islamic educational institutions, Islamic education, Islamic boarding schools, madrasas, IAIN/UINAbstract
Islamic educational institutions have a strategic role in character building, scientific development, and strengthening Islamic values in the life of Indonesian people. This article aims to examine Islamic educational institutions from the aspect of theoretical review, public perception, educational goals, and development in Indonesia. This research uses a qualitative approach with a library research method through the analysis of books, scientific journal articles, and relevant policy documents. The results of the study show that theoretically Islamic educational institutions are based on the teachings of the Qur'an and Sunnah with the aim of forming a balanced kamil between spiritual, intellectual, and social aspects. Public perception of Islamic educational institutions has undergone dynamics, from traditional views to more positive understandings along with institutional transformation and integration of religious and general sciences. The development of Islamic educational institutions in Indonesia, ranging from families, mosques, Islamic boarding schools, madrasas, Islamic schools, to Islamic universities, shows the ability to adapt to changing times and national education policies. Thus, Islamic educational institutions have an important contribution to the national education system and have great potential in producing religious, moderate, and competitive human resources
Downloads
References
[1] S. T. Sumanti, Nunzairina, and Salminawati, “The Evolution of Islamic Educational Institutions in North Sumatra Indonesia,” Nazhruna J. Pendidik. Islam, vol. 7, no. 1, pp. 1–19, 2024, https://doi.org/10.31538/nzh.v7i1.4419.
[2] A. Suhartini, A. Nursobah, H. Basri, T. Hayati, and M. Erihadiana, “Reflection Learning Experience of Islamic Religious Education Based on Spiritual and Social Values,” Educ. Process Int. J., vol. 18, 2025, https://doi.org/10.22521/edupij.2025.18.488.
[3] A. Muzayaroh, “Strengthening Religious and Character Education in Madrasah Diniyah Ali Maksum Yogyakarta,” Millah J. Relig. Stud., vol. 20, no. 2, pp. 245–274, 2021, https://doi.org/10.20885/millah.vol20.iss2.art3.
[4] F. M. O. Tawfiq, “The role of Qur’an and Sunnah in implementing transformation in human society,” Adv. Sci. Lett., vol. 23, no. 5, pp. 4753–4755, 2017, https://doi.org/10.1166/asl.2017.8885.
[5] O. Nakib, “The Nature of the Aims of Education: Quranic Perspectives,” AlBayan, vol. 13, no. 1, pp. 25–46, 2015, https://doi.org/10.1163/22321969-12340016.
[6] Achruh and Sukirman, “An Analysis of Indonesian Islamic Higher Education Institutions in the Era of Globalization,” Int. J. Learn. Teach. Educ. Res., vol. 23, no. 9, pp. 78–102, 2024, https://doi.org/10.26803/ijlter.23.9.5.
[7] M. Tolchah and M. A. Mu’ammar, “Islamic education in the globalization era; challenges, opportunities, and contribution of islamic education in indonesia,” Humanit. Soc. Sci. Rev., vol. 7, no. 4, pp. 1031–1037, 2019, https://doi.org/10.18510/hssr.2019.74141.
[8] S. Sibawaihi, S. Suyatno, S. Suyadi, and V. Fernandes, “Transforming Islamic higher education institutions in Indonesia from ‘institutes/colleges’ into ‘universities’: Globalization or glocalization?,” Manag. Educ., 2024, https://doi.org/10.1177/08920206241268506.
[9] N. Muthohirin, A. A. Aziz, C. Mahfud, F. Mukhlis, and R. Hikmawati, “ISLAMIC SCIENCES IN TRANSITION: Post-Reformation Developments in Indonesia’s State Islamic Universities,” Ulumuna, vol. 29, no. 1, pp. 429–460, 2025, https://doi.org/10.20414/ujis.v29i1.849.
[10] R. Auguiste, “Archives and invention: The archives structuring presence in documentary film practice,” J. Media Pract., vol. 16, no. 1, pp. 8–24, 2015, https://doi.org/10.1080/14682753.2015.1015798.
[11] E. N. Morenko, E. L. Chernyak, and B. G. Mirkin, “Conceptual maps: Construction over a text collection and analysis,” Commun. Comput. Inf. Sci., vol. 436, pp. 163–168, 2014, https://doi.org/10.1007/978-3-319-12580-0_16.
[12] P. Li, N. Castelo, Z. Katona, and M. Sarvary, “Frontiers: Determining the Validity of Large Language Models for Automated Perceptual Analysis,” Mark. Sci., vol. 43, no. 2, pp. 254–266, 2024, https://doi.org/10.1287/mksc.2023.0454.
[13] D. Walsh, “Teleology,” in The Oxford Handbook of Philosophy of Biology, 2009. https://doi.org/10.1093/oxfordhb/9780195182057.003.0006.
[14] M. Firouzkouhi and A. Zargham-Boroujeni, “Data analysis in oral history: A new approach in historical research,” Iran. J. Nurs. Midwifery Res., vol. 20, no. 2, pp. 161–164, 2015, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032794993&partnerID=40&md5=9053052d76f5812ab9dd2476f0f55b52
[15] J. Westberg, “Historical methods in educational research: sources, contextualisation, periodisation and analysis,” Paedagog. Hist., vol. 61, no. 6, pp. 994–1014, 2025, https://doi.org/10.1080/00309230.2025.2473704.
[16] G. E. Aylesworth, “Dialogue, text, narrative: Confronting gadamer and ricoeur,” in Gadamer and Hermeneutics: Science, Culture, Literature, 2016, pp. 63–81. https://doi.org/10.4324/9781315543024.
[17] P. S. Dreyer and B. D. Pedersen, “Distanciation in Ricoeur’s theory of interpretation: Narrations in a study of life experiences of living with chronic illness and home mechanical ventilation: Feature,” Nurs. Inq., vol. 16, no. 1, pp. 64–73, 2009, https://doi.org/10.1111/j.1440-1800.2009.00433.x.
[18] M. C. Castillo Merlo, “The notion of mimesis in Ricoeur’s philosophy,” Contrastes, vol. 24, no. 2, pp. 61–79, 2019, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078085860&partnerID=40&md5=94d48b19dc125bc9b50e3b65d204728c
[19] B. Stimpson and I. Calvert, “Qur’anic educational philosophy: Foundational principles of education in Islam’s holiest text,” Religions, vol. 12, no. 2, pp. 1–17, 2021, https://doi.org/10.3390/rel12020082.
[20] F. Mardatillah, M. Muchlinarwati, and D. Abdurrahman, “Integrating Islamic Educational Values in Higher Education: A Framework for Social Cohesion and Peacebuilding in Aceh,” J. Peacebuilding Dev., vol. 20, no. 2 Special Issue: Freedom of Religion, Development, and Peacebuilding, pp. 150–170, 2025, https://doi.org/10.1177/15423166251342683.
[21] A. Karisma and Abdurakhman, “Dualistic/integral: The transformation of the madrasa into a national education system (1975-1989),” Dissecting History and Problematizing the Past in Indonesia. pp. 321–336, 2021. [Online]. Available: https://api.elsevier.com/content/abstract/scopus_id/85111284018
[22] M. R. Purwanto, T. Mukharrom, Supriadi, and P. J. Rahmah, “Optimization of Student Character Education through the Pesantren Program at the Islamic Boarding School of the Universitas Islam Indonesia,” Rev. Int. Geogr. Educ. Online, vol. 11, no. 5, pp. 2829–2837, 2021, https://doi.org/10.48047/rigeo.11.05.179.
[23] H. Jubba, M. Pabbajah, I. Abdullah, and Juhansar, “Reorienting Moral Education for Millennial Muslims: The Changing Role of Islamic Boarding Schools in Indonesia,” Islam. Q., vol. 65, no. 3, pp. 423–441, 2021, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136086010&partnerID=40&md5=109c07cec27c3bbdfa2ddc2e765aec35
[24] M. J. Sofi, S. Manaf, and J. Ali, “PESANTREN IN DYNAMIC TRANSFORMATION: Harmonizing Classical Roots and Modern Practices,” Miqot J. Ilmu-ilmu Keislam., vol. 49, no. 2, pp. 333–353, 2025,https://doi.org/10.30821/miqot.v49i2.1459.
[25] T. Hamami, “Muhammadiyah and Nahdlatul Ulama Education: Two Main Pillars of National Education in Indonesia,” J. Pendidik. Agama Islam, vol. 18, no. 2, pp. 307–330, 2021, https://doi.org/10.14421/jpai.2021.182-06.
[26] K. Niam and R. Lukens-Bull, “Contemporary Changes in Islamic Higher Education in Indonesia: Dynamic Encounter between Modernisation and Tradition,” J. Al-Tamaddun, vol. 20, no. 1, pp. 189–200, 2025,https://doi.org/10.22452/JAT.vol20no1.14.
[27] A. Subhan, “Al-madrasah (Madrasah) am al-madrasah al-’āmmah (Sekolah): al-Mufaḍḍalah ‘inda atbā’ jam’iyyah al-Muḥammadiyyah wa Nahḍah al-’Ulamā` fī Indūnīsiyā,” Stud. Islam., vol. 30, no. 3, pp. 561–594, 2023, https://doi.org/10.36712/sdi.v30i3.38201.
[28] J. M. Halstead, “An Islamic concept of education,” Comp. Educ., vol. 40, no. 4, pp. 517–529, 2004, https://doi.org/10.1080/0305006042000284510.
[29] S. Hadi, S. Affani, and M. A. Al-Akiti, “The Challenge of Integrating Science and Religion in Indonesia and Malaysia,” Teosof. J. Tasawuf dan Pemikir. Islam, vol. 14, no. 1, pp. 96–122, 2024, https://doi.org/10.15642/teosofi.2024.14.1.96-122.
[30] M. B. Aziz, R. Nurhasanah, A. A. Abidin, F. Dwiyama, and M. Toha, “Cultural Heritage as a Driver of Educational Choices: Evaluating the Role of Bugis Values in the Selection of Islamic Private Schools in Indonesia,” Nazhruna J. Pendidik. Islam, vol. 7, no. 3, pp. 726–741, 2024, https://doi.org/10.31538/nzh.v7i3.110.
[31] M. Y. Mahmud, S. Fitriani, F. Chaniago, S. Farwati, and S. R. Sakunti, “Educational Excellence and Strategic Promotion: Strengthening Islamic School Branding through 7P Integration,” Munaddhomah, vol. 6, no. 4, pp. 661–676, 2025, https://doi.org/10.31538/munaddhomah.v6i4.1907.
[32] D. Mohammed, Q. Aini, D. Supriyanti, and M. Anggraeni, “Assimilate The Qur’an’s View with Science and Technology Perspectives,” APTISI Trans. Technopreneursh., vol. 3, no. 1, pp. 42–47, 2021, https://doi.org/10.34306/att.v3i1.141.
[33] Wasehudin, A. Rohman, M. B. N. Wajdi, and Marwan, “Transforming Islamic Education Through Merdeka Curriculum in Pesantren,” J. Pendidik. Islam, vol. 9, no. 2, pp. 255–266, 2023, https://doi.org/10.15575/jpi.v9i2.28918.
[34] E. Suresman, A. Faqihuddin, and M. Abdullah, “From sorogan to digital learning: a systematic literature network analysis of pesantren learning models,” Cogent Educ., vol. 12, no. 1, 2025, https://doi.org/10.1080/2331186X.2025.2580776.
[35] A. B. Yussuf and K. Salenda, “THE IMPACT OF MADRASAH INTEGRATION IN THE NATIONAL EDUCATION SYSTEM ON THE ACADEMIC QUALITY OF MADRASAH ALIYAH ALUMNI IN SOUTH SULAWESI,” Ulumuna, vol. 28, no. 2, pp. 1017–1048, 2024, https://doi.org/10.20414/ujis.v28i2.1091.
[36] A. Salim, I. Suyuti, M. Gafarurrozi, L. Badriah, and N. M. S. A. B. N. Abdullah, “Transformation of State Religious School Competence: An Analysis of the 1975 Joint Ministerial Decree and Its Implications in Indonesia,” J. Pendidik. Agama Islam, vol. 21, no. 2, pp. 442–460, 2024, https://doi.org/10.14421/jpai.v21i2.9481.
[37] M. Astuti, F. Ismail, S. Fatimah, and W. Puspita, “The Relevance Of The Merdeka Curriculum In Improving The Quality Of Islamic Education In Indonesia,” Int. J. Learn. Teach. Educ. Res., vol. 23, no. 6, pp. 56–72, 2024, https://doi.org/10.26803/ijlter.23.6.3.
[38] M. Abdul Fattah Santoso, M. Thoyibi, and A. Aly, “Integration of education: The case study of islamic elementary schools in surakarta, Indonesia,” Humanit. Soc. Sci. Rev., vol. 7, no. 4, pp. 1046–1052, 2019, https://doi.org/10.18510/hssr.2019.74143.
[39] Z. E. Triantini, “NEGOTIATING IDENTITY AND RELIGIOUS EXPRESSION IN EARLY CHILDHOOD A Case Study of SDITs in Lombok, Indonesia,” Al-Jami’ah, vol. 62, no. 2, pp. 277–303, 2024, https://doi.org/10.14421/ajis.2024.622.277-303.
[40] M. Ilyasin, “Exploring excellency-based curriculum for indonesian primary schools in relation to the social community environment,” J. Soc. Stud. Educ. Res., vol. 10, no. 4, pp. 246–265, 2019, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077445411&partnerID=40&md5=74773990e6fd0e03360a4e0a7db49b3c
[41] A. Ikhwan, F. K. Zukhrufin, and A. Triyuliasari, “Integrated Islamic School Marketing Management in Indonesia: Competitive or Business Oriented?,” Munaddhomah, vol. 6, no. 2, pp. 174–191, 2025, https://doi.org/10.31538/munaddhomah.v6i2.1759 .
[42] S. Sukman and M. R. Bustami, “EMPOWERING MARGINALIZED INDIGENOUS MUSLIM COMMUNITIES THROUGH ISLAMIC EDUCATION,” J. Pendidik. Islam, vol. 11, no. 1, pp. 204–215, 2025, https://doi.org/10.15575/jpi.v11i1.45277.
[43] E. S. Yunilarosi, “Challenges in Institutional Accreditation Management (AIPT) and Its Ineffectiveness in Improving the Quality of Islamic Higher Education in Indonesia,” Asian J. Hum. Serv., vol. 29, pp. 338–352, 2025, https://doi.org/10.14391/ajhs.29.338.
[44] A. T. Fathani, N. A. Azmi, M. Mughni, I. R. Islami, and A. Syukri, “Towards Sustainable Development of Islamic Higher Education: A Meta-Analysis of Challenges And Opportunities,” Millah J. Relig. Stud., vol. 21, no. 3, pp. 741–770, 2022, https://doi.org/10.20885/millah.vol21.iss3.art5.
[45] A. M. O. AL Zbon and S. M. Smadi, “The role of the family in the emotional growth of the adolescent in light of the Islamic education,” Int. J. Adolesc. Youth, vol. 22, no. 1, pp. 78–92, 2017, https://doi.org/10.1080/02673843.2015.1124792.
[46] N. Hussein, “Islam and Families,” in The Wiley Blackwell Encyclopedia of Family Studies, 2016, pp. 1–4. https://doi.org/ 10.1002/9781119085621.wbefs329.
[47] S. I. S. Al-Hawary et al., “The education of children in an Islamic family based on the Holy Qur’an,” HTS Teol. Stud. / Theol. Stud., vol. 79, no. 2, 2023, https://doi.org/ 10.4102/hts.v79i2.8273.
[48] F. S. Ahmed Zidan and M. S. Daoud, “Abu al-Layth al-Samarqandi and His Educational Guidance: The Rights of The Wife and Raising The Child,” Dragoman, vol. 2025, no. 19, pp. 537–549, 2025, https://doi.org/10.63132/ati.2025.educat.0852.
[49] M.-C. Saint-Jacques, D. Turcotte, and N. Oubrayrie-Roussel, “L’éducation familiale à l’heure des compétences parentales,” Enfances, Fam. Gener., no. 16, pp. 1–16, 2012, https://doi.org/10.7202/1012798ar.
[50] A. Eickhorst, “Parent education as a central factor for resilient child development,” Public Heal. Forum, vol. 31, no. 2, pp. 100–103, 2023, https://doi.org/10.1515/pubhef-2023-0013.
[51] M. S. G. O. Alazemi, M. F. R. Abdullah, and A. H. Usman, “The Role of the Family in Child Education and National Development: The Example of Ibrāhīm’s Family in the Quran,” Pakistan J. Life Soc. Sci., vol. 22, no. 2, pp. 3420–3436, 2024, https://doi.org/10.57239/PJLSS-2024-22.2.00251.
[52] H. R. Syamsuni, A. Rahman, W. M. A. Adlin Wan Draman, N. Syamsiah, and M. Asykur, “Integrating the values of Islamic Religious Education in the daily lives of rural families: a gender study,” Indones. J. Islam Muslim Soc., vol. 15, no. 1, pp. 57–83, 2025, https://doi.org/10.18326/ijims.v15i1.57-83.
[53] J. Dunn, “Moral development in early childhood and social interaction in the family,” in Handbook of Moral Development, Second Edition, 2013, pp. 135–159. https://doi.org/10.4324/9780203581957.
[54] N. N. Chofifah et al., “Parental strategies in instilling Islamic values in children: A case study,” Res. J. Adv. Humanit., vol. 6, no. 2, 2025, https://doi.org/10.58256/xrmwwp32.
[55] H. Dominke, J. Barenthien, E. Oppermann, L. Burghardt, and M. Steffensky, “The Quality of Interactions in the Home Science Environment and Associations With Children’s Science Learning,” Sci. Educ., vol. 109, no. 5, pp. 1365–1383, 2025, https://doi.org/10.1002/sce.21964.
[56] S. Kaya and C. Lundeen, “Capturing Parents’ Individual and Institutional Interest Toward Involvement in Science Education,” J. Sci. Teacher Educ., vol. 21, no. 7, pp. 825–841, 2010, https://doi.org/10.1007/s10972-009-9173-4.
[57] A. Syahbudin, A. Basir, A. Karim, and M. Barni, “The Role of Parents in Family Education on Surah At-Tahrim (Study of Interpretation Maudhū’ī li Sūrah Wāhidah),” Munaddhomah, vol. 3, no. 3, pp. 272–283, 2022, https://doi.org/10.31538/munaddhomah.v3i3.285.
[58] T. S. A. B. T. Kasim, S. F. B. Yaakob, and N. F. B. M. Razif, “Family Influence on Female’s Blood Education in the Context of Islamic Practice in Malaysia,” El-Usrah, vol. 7, no. 2, pp. 623–647, 2024, https://doi.org/10.22373/ujhk.v7i2.26252.
[59] N. Martinez-Yarza, J. Solabarrieta-Eizaguirre, and R. Santibáñez-Gruber, “The impact of family involvement on students’ social-emotional development: the mediational role of school engagement,” Eur. J. Psychol. Educ., vol. 39, no. 4, pp. 4297–4327, 2024, https://doi.org/10.1007/s10212-024-00862-1.
[60] A. Nirwana, “Parenting problems in the digital age and their solution development in the frame of value education,” Multidiscip. Rev., vol. 7, no. 8, 2024, https://doi.org/10.31893/multirev.2024163.
[61] R. Globokar, “Impact of digital media on emotional, social and moral development of children,” Nov. Prisut., vol. 16, no. 3, pp. 545–560, 2018, https://doi.org/10.31192/np.16.3.8.
[62] Rahayu and S. S. Lim, Balancing Religion, Technology and Parenthood: Indonesian Muslim Mothers’ Supervision of Children’s Internet Use. 2016. https://doi.org/10.1007/978-94-017-7441-3_3.
[63] H. Alami, “General overview on educational Institutions in Islamic civilization,” Life Sci. J., vol. 9, no. 4, pp. 698–702, 2012, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84877052109&partnerID=40&md5=b3c1c824c0508ff02aaca0676ddc9e25
[64] K. J. I. Badrasawi, A. S. Preece, C. N. Hashim, and N. M. S. Azizi, “The concept of Murabbi in Muslim education with reference to selected teaching methods of the prophet Muhammad (The Greek passage),” Al-Shajarah, no. Special Issue, pp. 327–357, 2017, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85039919781&partnerID=40&md5=360fcf50a71e27172c802660dd046301
[65] F. Ahmed, “The potential of Halaqah to be a transformative Islamic dialogic pedagogy,” in The Routledge International Handbook of Research on Dialogic Education, 2019, pp. 647–659. https://doi.org/10.4324/9780429441677-53.
[66] I. Usman, “Revitalizing the role and function of the mosque as a center for Da’wah activities and community development,” Samarah, vol. 4, no. 1, pp. 1–24, 2020, https://doi.org/10.22373/sjhk.v4i1.7050.
[67] S. M. Imamuddin, “MOSQUE AS A CENTRE OF EDUCATION IN THE EARLY MIDDLE AGES,” Islam. Stud., vol. 23, no. 3, pp. 159–170, Jan. 1984, [Online]. Available: http://www.jstor.org/stable/20847268
[68] M. A. C. Noh, A. H. Tamuri, K. A. Razak, and A. Suhid, “The study of quranic teaching and learning: United Kingdom experience,” Mediterr. J. Soc. Sci., vol. 5, no. 16, pp. 313–317, 2014, https://doi.org/10.5901/mjss.2014.v5n16p313.
[69] K. Wesselhoeft, “Islam – Communities and Practices,” in Encyclopedia of Religious Ethics, 2022, pp. 792–801. doi: https://doi.org/10.1002/9781118499528.ch91.
[70] Ahmad Amir Aziz and Miftahul Huda, “Contribution of Islamic University to Development of Mosque-Based Non-Formal Islamic Education in Lombok Indonesia,” Al-Hayat J. Islam. Educ., vol. 8, no. 3, pp. 982–998, 2024, https://doi.org/10.35723/ajie.v8i3.677 .
[71] N. Al-Refai, “The impact of a mosque-based islamic education to young British Muslim Professionals,” Int. J. Learn. Teach. Educ. Res., vol. 19, no. 9, pp. 220–237, 2020, https://doi.org/10.26803/ijlter.19.9.12.
[72] D. Burde, J. A. Middleton, and R. Wahl, “Islamic studies as early childhood education in countries affected by conflict: The role of mosque schools in remote Afghan villages,” Int. J. Educ. Dev., vol. 41, pp. 70–79, 2015, https://doi.org/10.1016/j.ijedudev.2014.10.005.
[73] M. N. Abd Wakil, A. Ab Rahman, and A. S. Baharuddin, “Empowering Mosque Institutions as Local Economic Aid Centers in Malaysia,” J. Fatwa Manag. Res., vol. 29, no. 2, pp. 115–126, 2024, https://doi.org/10.33102/jfatwa.vol29no2.584.
[74] T. N. Tekin, “Mosque as an extracurricular place of learning,” in Philosophical Education Beyond the Classroom, 2024, pp. 291–299. https://doi.org/10.1007/978-3-476-05948-2_17.
[75] A. Ibourk and K. Elmakhloufi, “La mosquée au service des objectifs économiques des programmes d’alphabétisation des adultes au Maroc,” Int. Rev. Educ., vol. 71, no. 4, pp. 591–603, 2025, https://doi.org/10.1007/s11159-025-10135-8.
[76] L. C. Yin, N. Utaberta, N. A. Ismail, N. F. M. Ariffin, M. Y. M. Yunos, and S. Ismail, “Critical analysis on the role of mosque as an educational institution within the contemporary muslim society in Malaysia,” Adv. Environ. Biol., vol. 9, no. 24, pp. 30–33, 2015, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063819661&partnerID=40&md5=05f81eb388fb06dc0820a1871723b349
[77] N. Nurfuadi, “The Development of Teachers’ Pedagogical Competencies of Islamic Religious Education based on Learning Quality Management,” J. Iqra’ Kaji. Ilmu Pendidik., vol. 5, no. 2 SE-Articles, pp. 151–163, Dec. 2020, https://doi.org/10.25217/ji.v5i2.1014.
[78] R. Moslimany, A. Otaibi, and F. Shaikh, “Designing a holistic curriculum: Challenges and opportunities in islamic education,” J. Islam. Stud., vol. 1, no. 1, pp. 52–73, Jun. 2024, https://doi.org/10.35335/beztg009.
[79] G. Rhodes et al., “Reframing educator preparation to collaboratively prepare teachers and administrators: challenges and advantages,” Dev. Learn. Organ., vol. 36, no. 3, pp. 18–21, 2022, https://doi.org/10.1108/DLO-04-2021-0065.
[80] M. Lehmeidi, “Collaborative leadership models: Building effective teams across educational institutions,” in Diverse Leadership Perspectives in Education: From K-12 to Higher Education, 2025, pp. 479–508. https://doi.org/10.4018/979-8-3693-6115-3.ch018.
[81] B. KARAKUŞ YILDIZ and A. TAŞ, “Examination of Participation in Lifelong Learning in the Context of Non-Formal Education Courses,” Milli Egit., vol. 52, no. 239, pp. 2335–2356, 2023, https://doi.org/10.37669/milliegitim.1130974.
[82] O. Kravchenko et al., “Non-Formal Education in the Context of Implementation of Educational Programs: Practical Experience,” OIDA Int. J. Sustain. Dev., vol. 18, no. 12, pp. 415–430, 2025, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-105025110334&partnerID=40&md5=0bee83dc392240ed9bd65e94d0da4da8
[83] Z. Lessy, “Revisiting Islamic Studies: Cementing Bases for Integrating Science and Religion in Islamic Higher Educational Institutions,” J. Pendidik. Agama Islam, vol. 18, no. 1, pp. 1–20, 2021, https://doi.org/10.14421/jpai.2021.181-01.
[84] Khozin and Umiarso, “The philosophy and methodology of islam-science integration: Unravelling the transformation of indonesian islamic higher institutions,” Ulumuna, vol. 23, no. 1, pp. 135–162, 2019, https://doi.org/10.20414/ujis.v23i1.359.
[85] T. Khoir, S. Ma’arif, M. Z. Elizabeth, and K. I. Permata, “The narrowing spaces for Islamic knowledge at Islamic higher education in Indonesia: opportunity and challenge,” High. Educ., vol. 90, no. 4, pp. 1145–1173, 2025, https://doi.org/10.1007/s10734-024-01370-3.
[86] B. N. Duran and S. Suhendi, “INDONESIAN FIQH IN HIGHER EDUCATION: A PATHWAY TO MODERATE AND INCLUSIVE ISLAMIC VALUES,” J. Pendidik. Islam, vol. 10, no. 1, pp. 149–162, 2024, https://doi.org/10.15575/jpi.v10i1.26151.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Hotmatua Harahap, Irwan Hasibuan, Muhammad Darwis Dasopang, Irwandi Sihombing (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
