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All Journal IERA, Islamic Education and Research Academy Multidiciplinary Journal of Islamic Studies
Jesi Novita Sari
Universitas Islam Tribakti Lirboyo Kediri
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Other

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Kebijakan Publik dan Pendidikan Islam: Analisis Konsep dan Implementasi dalam Sistem Pendidikan Nasional Muhamad Rifa; Jesi Novita Sari; Auna Nouri; Luthfi Khoirul Umam; Syafiq Ubaidila
Mujalasat: Multidiciplinary Journal of Islamic Studies Vol. 4 No. 2 (2026): Jurnal Mujalasat: Multidiciplinary Journal of Islamic Studies, Juli
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/mujalasat.v4i2.9711

Abstract

This article examines the concept of public policy and Islamic education policy, as well as their implementation within Indonesia’s national education system. Public policy serves as a strategic instrument employed by the government to address societal issues and achieve national development goals, including those in the educational sector. Within this framework, Islamic education policy represents an integral component of public educational policy that aims not only to develop intellectual competencies but also to cultivate moral, spiritual, and religious values among learners. This study employs a qualitative descriptive approach through literature review and document analysis of relevant academic sources concerning public policy and Islamic education in Indonesia. The findings indicate that Islamic education has been institutionally integrated into the national education system through madrasahs, pesantren (Islamic boarding schools), Islamic higher education institutions, and the inclusion of Islamic Religious Education in public schools. The implementation of Islamic education policy is reflected in curriculum integration, institutional strengthening, teacher competency development, and the utilization of digital technology in educational processes. Nevertheless, several challenges remain, including disparities in educational quality across regions, limited educational facilities and infrastructure, and the uneven adoption of digital learning technologies. Therefore, stronger collaboration among government institutions, educational organizations, and society is required to enhance the effectiveness of Islamic education policies and improve the overall quality of national education. The study concludes that Islamic education policy plays a significant role in fostering competent, ethical, and religiously grounded citizens while supporting the broader objectives of Indonesia’s national education system. 
Integrasi Pendidikan Agama Islam dan Kegiatan Sosial dalam Membentuk Karakter Religius Anang Dwi Wahyudi; M. Noval Syarifain Al Cholid; Mifta Rahmawati; Jesi Novita Sari; Maya Sari
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2225

Abstract

Religious instruction in primary schools often stops at knowledge and ritual routines, whereas religious character requires a link between worship and social conduct. This study describes the concept, implementation, and effects of integrating Islamic Religious Education (IRE) with social socialization in shaping the religious character of students at MI Plus Darussaadah Lirboyo, Kediri, a pesantren-affiliated Islamic elementary school. A descriptive qualitative case study design was used. Data were collected in May 2025 through observation, semi-structured interviews with the madrasah head, IRE teachers, and parents, and documentation; they were analyzed with the Miles, Huberman, and Saldaña model and checked through source, technique, and time triangulation and member checking. The findings show that the madrasah understands integration as combining religious values with social activities so that religion is grasped both as ritual worship and as a guide for treating others. It is implemented through congregational prayer, morning Qur’an recitation, memorization of daily prayers and short surahs, regular religious gatherings, weekly community work, Friday Berkah, and support for orphans, with teachers as role models, monthly character evaluation through teacher observation and parent reports, and communication with parents through a dedicated group. According to the madrasah head, teachers, and parents, and based on observation, students became more disciplined in worship, courteous, responsible, and caring, and some of these habits carried over to the home. The obstacles recorded were continuity of values between school and home, the young age of students, supporting facilities, teachers’ time, and diverse family backgrounds
Co-Authors Anang Dwi Wahyudi Auna Nouri Luthfi Khoirul Umam M. Noval Syarifain Al Cholid Maya Sari Mifta Rahmawati Muhamad Rifa Syafiq Ubaidila