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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Hendra Julianto
Universitas Muhammadiyah Malang
Education

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KEBIJAKAN POLITIK KOLONIAL BELANDA DAN JEPANG TERHADAP PENDIDIKAN ISLAM DI INDONESIA Hendra Julianto; Faridi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17318

Abstract

Islamic education in Indonesia underwent significant changes due to the intervention of Dutch and Japanese colonial powers, which, according to educational colonialism theory, should have weakened its institutional existence, yet in reality demonstrated remarkable resilience. This study aims to comparatively analyze the political policies of Dutch and Japanese colonial rule toward Islamic education, as well as to reveal the survival strategies and cultural resistance of Islamic educational institutions amid the pressures of both regimes. The research employed a library research method, examining various literature sources such as scientific journals and relevant prior studies, with data analyzed qualitatively-descriptively through identification, comparison, and synthesis across sources. The results show that the Dutch implemented a repressive approach through regulations such as the Teacher Ordinance and the Wild School Ordinance, which restricted the operations of pesantren and madrasahs, while Japan displayed a superficial leniency that remained oriented toward wartime propaganda interests. Despite facing different structural pressures, Islamic educational institutions managed to survive through networks of ulama, community solidarity, and curriculum flexibility, thereby functioning as both educational institutions and bases of cultural resistance and collective Muslim identity. These findings are relevant to the formulation of fairer and more inclusive education policies, in line with the achievement of SDG 4.
ZIKIR DAN KETENANGAN JIWA DALAM PERSPEKTIF PSIKOLOGIS-EDUKATIF Hendra Julianto; Syamsurizal Yazid
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17319

Abstract

This study aims to examine the concept of dhikr and inner peace, as well as to analyze the relationship between the two from a psychological-educational perspective. Field findings indicate that individuals who consistently practice dhikr exhibit greater emotional stability compared to the theoretical ideal, which suggests that such stability should require a longer and more complex process, thereby revealing a gap worth further investigation. This study employs a qualitative approach using a field research design, through participatory observation, in-depth interviews, and documentation, analyzed using an interactive analysis model and strengthened through source and method triangulation. The results show that dhikr functions as a psychological-educational habituation process that gradually shapes emotional regulation and reflective thinking patterns, rather than occurring instantly. The relationship between the intensity of dhikr and inner peace is reciprocal, where the quality of mindful engagement in dhikr also determines its effectiveness in fostering mental stability. These findings contribute to the achievement of the SDGs, particularly in the area of mental health and psychological well-being, while offering an integrative model between spiritual values and educational processes as an alternative approach to sustainably strengthening mental health.
Co-Authors Faridi Faridi Syamsurizal Yazid