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All Journal MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS Al-MIKRAJ: Jurnal studi Islam dan Humaniora Muslim Heritage Muaddib: Jurnal Pendidikan Agama Islam
Zeni Murtafiati Mizani
UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Isu Gender, Disabilitas, dan Inklusi Sosial dalam Pendidikan Islam: Sebuah Tinjauan Kritis dan Strategis Zeni Murtafiati Mizani
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 02 (2026): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i02.7703

Abstract

Issues of gender, disability, and social inclusion are important dimensions in the development of equitable, sustainable, and rights-based education. In the context of Islamic education in Indonesia, these three issues have not been fully integrated into systemic policies, curricula, and institutional practices. This article aims to map structural-social challenges as well as offer transformative strategies based on theological, sociological, and public policy approaches to realize inclusive Islamic education. Through a critical literature review of national policies such as the GEDSI KOMPAK and SKALA Strategies, as well as an intersectional approach in gender and disability analysis, it was found that Islamic education still faces various obstacles such as social stigma, curative approaches to disability, and patriarchal bias in religious interpretation. This article offers transformative strategies, including: reformulation of the maqāṣid al-shari'ah-based curriculum, inclusion training for educators, institutional affirmation in the 3T area, and integration of GEDSI-based disaggregated data. The concept of Islam as a religion of rahmatan lil 'alamin is a solid theological basis in order to form an Islamic education system that is just, humane, and responsive to the diversity of student needs.
Political Dialectic and Islamic Education Policy: A Study on The Dynamics of Regulation and Autonomy of Islamic Universities in Indonesia Zeni Murtafiati Mizani; Sabarudin; Ahmad Arifi
MUSLIM HERITAGE Vol 11 No 1 (2026): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v11i1.13132

Abstract

The transformation of Islamic Religious Higher Education Institutions (PTKI) in Indonesia highlights ongoing tensions between state regulation and academic autonomy at both PTKIN and PTKIS. This study analyzes how state regulations influence PTKI/PTKIS autonomy, explores the politics of knowledge in scientific integration, identifies autonomy imbalances, and proposes a dialectical framework for educational governance. Using a qualitative case study approach, the research examines policy documents and institutional practices through the perspectives of Michel Foucault, Antonio Gramsci, and Jürgen Habermas. Key findings include: (1) state regulation systematically shapes and restricts PTKI/PTKIS autonomy, particularly in curriculum and academic standards; (2) scientific integration emerges from negotiations between policy and institutional response; (3) autonomy imbalances exist between PTKIN and PTKIS, especially regarding resources and governance; and (4) the interplay of politics, regulation, and autonomy forms a dynamic dialectic, positioning autonomy as negotiated rather than absolute. This study’s novelty lies in its integrated analysis of regulation, institutional practice, and epistemic construction, and its proposal for a deliberative, collaborative governance model to promote more equitable and adaptive Islamic higher education.   Abstract Transformasi Perguruan Tinggi Keagamaan Islam (PTKI) di Indonesia menunjukkan ketegangan antara regulasi negara dan otonomi akademik, baik pada PTKIN maupun PTKIS. Penelitian ini bertujuan untuk menganalisis dinamika regulasi negara terhadap otonomi PTKI/PTKIS, mengkaji politik pengetahuan dalam integrasi keilmuan, mengungkap ketimpangan otonomi, serta merumuskan pola dialektika sebagai dasar pengembangan tata kelola pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus melalui analisis dokumen kebijakan dan praktik kelembagaan, dengan kerangka analisis Michel Foucault, Antonio Gramsci, dan Jürgen Habermas. Hasil penelitian menunjukkan: pertama, regulasi negara secara sistemik membentuk sekaligus membatasi otonomi PTKI/PTKIS, termasuk dalam kurikulum dan standar akademik; kedua, integrasi keilmuan berkembang sebagai hasil negosiasi antara kebijakan dan respons institusi; ketiga, terdapat ketimpangan otonomi antara PTKIN dan PTKIS, terutama dalam sumber daya dan tata kelola; keempat, relasi politik, regulasi, dan otonomi membentuk dialektika dinamis yang menempatkan otonomi sebagai hasil negosiasi, bukan kebebasan absolut. Kebaruan penelitian ini terletak pada integrasi analisis regulasi, praktik kelembagaan, dan konstruksi epistemik secara simultan, serta tawaran model tata kelola kolaboratif berbasis deliberatif untuk memperkuat pendidikan tinggi Islam yang lebih adil dan adaptif. Keywords: Islamic Education Policy; Higher Education Policy; PTKIN; PTKIS; Integration of Knowledge
Political Dialectic and Islamic Education Policy: A Study on The Dynamics of Regulation and Autonomy of Islamic Universities in Indonesia Zeni Murtafiati Mizani; Sabarudin; Ahmad Arifi
MUSLIM HERITAGE Vol 11 No 1 (2026): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v11i1.13132

Abstract

The transformation of Islamic Religious Higher Education Institutions (PTKI) in Indonesia highlights ongoing tensions between state regulation and academic autonomy at both PTKIN and PTKIS. This study analyzes how state regulations influence PTKI/PTKIS autonomy, explores the politics of knowledge in scientific integration, identifies autonomy imbalances, and proposes a dialectical framework for educational governance. Using a qualitative case study approach, the research examines policy documents and institutional practices through the perspectives of Michel Foucault, Antonio Gramsci, and Jürgen Habermas. Key findings include: (1) state regulation systematically shapes and restricts PTKI/PTKIS autonomy, particularly in curriculum and academic standards; (2) scientific integration emerges from negotiations between policy and institutional response; (3) autonomy imbalances exist between PTKIN and PTKIS, especially regarding resources and governance; and (4) the interplay of politics, regulation, and autonomy forms a dynamic dialectic, positioning autonomy as negotiated rather than absolute. This study’s novelty lies in its integrated analysis of regulation, institutional practice, and epistemic construction, and its proposal for a deliberative, collaborative governance model to promote more equitable and adaptive Islamic higher education.   Abstract Transformasi Perguruan Tinggi Keagamaan Islam (PTKI) di Indonesia menunjukkan ketegangan antara regulasi negara dan otonomi akademik, baik pada PTKIN maupun PTKIS. Penelitian ini bertujuan untuk menganalisis dinamika regulasi negara terhadap otonomi PTKI/PTKIS, mengkaji politik pengetahuan dalam integrasi keilmuan, mengungkap ketimpangan otonomi, serta merumuskan pola dialektika sebagai dasar pengembangan tata kelola pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus melalui analisis dokumen kebijakan dan praktik kelembagaan, dengan kerangka analisis Michel Foucault, Antonio Gramsci, dan Jürgen Habermas. Hasil penelitian menunjukkan: pertama, regulasi negara secara sistemik membentuk sekaligus membatasi otonomi PTKI/PTKIS, termasuk dalam kurikulum dan standar akademik; kedua, integrasi keilmuan berkembang sebagai hasil negosiasi antara kebijakan dan respons institusi; ketiga, terdapat ketimpangan otonomi antara PTKIN dan PTKIS, terutama dalam sumber daya dan tata kelola; keempat, relasi politik, regulasi, dan otonomi membentuk dialektika dinamis yang menempatkan otonomi sebagai hasil negosiasi, bukan kebebasan absolut. Kebaruan penelitian ini terletak pada integrasi analisis regulasi, praktik kelembagaan, dan konstruksi epistemik secara simultan, serta tawaran model tata kelola kolaboratif berbasis deliberatif untuk memperkuat pendidikan tinggi Islam yang lebih adil dan adaptif. Keywords: Islamic Education Policy; Higher Education Policy; PTKIN; PTKIS; Integration of Knowledge
Integrasi Filsafat dan Pendidikan: Metodologi Keilmuan Muhammad Iqbal dalam Bingkai Pengembangan Pendidikan Agama Islam Zeni Murtafiati Mizani; Usman; Sibawaihi
Muaddib: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2025): Muaddib: Jurnal Pendidikan Agama Islam
Publisher : https://ejournal.insuriponorogo.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study raises Muhammad Iqbal's thoughts on the formulation of scientific methodology that integrates philosophy and education, especially in the development of comprehensive and transformative Islamic Religious Education (PAI). The background of this study departs from the reality of being divided into two between Western education and traditional Islamic education which tends to be speculative and less responsive to the development of science and technology. Muhammad Iqbal offers a new framework of thought by emphasizing the importance of synthesis between empirical experience and spiritual intuition as the basis of Islamic epistemology. This study uses a qualitative approach with a library research method. Data were obtained through a literature review of Iqbal's primary and secondary works, and were analyzed using content analysis, historical analysis, and narrative-philosophical analysis methods. The research findings show that Muhammad Iqbal's educational thoughts include the duality of physics and metaphysics, and emphasize the importance of developing individuality, physical-spiritual integration, and the role of the intellect and the whispers of the heart in the educational process. His scientific construction makes a significant contribution to the formulation of educational goals, student character, curriculum, and learning methods in PAI. Thus, Iqbal's thoughts are relevant as a basis for reformulating an Islamic education model that is contextual, rational, and remains rooted in Islamic spiritual values.
Co-Authors Ahmad Arifi Sabarudin Sibawaihi Sibawaihi Usman