Yanuardin
Institut Agama Islam Daar Al-Ulum Asahan, Sumatera Utara

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Identity Politics in Muslim Societies and the Ethical Limits of Religious Mobilization Nabilah Batu bara; Nazwatul Jannah Harahap; Rizky Puji Gunawan Nasution; Yanuardin; Ilham Hasan
Young Journal of Social Sciences and Humanities Vol. 2 No. 2 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

Identity politics is a persistent feature of contemporary democratic life, yet its operation in Muslim-majority societies is analytically ambivalent. Religious identity can provide a legitimate basis for recognition, solidarity, moral advocacy, and political participation, but it can also be converted into an exclusionary boundary that intensifies polarization, intolerance, and intergroup conflict. This article examines the drivers, forms, consequences, and ethical limits of religious identity politics, with Indonesia as the principal empirical context. It employs a qualitative literature-review design. The review identifies five interconnected drivers: social cleavage, elite political mobilization, economic inequality, perceived discrimination, and digital-media amplification. These drivers are expressed through religiously framed campaigning, symbolic political representation, in-group/out-group narratives, group fanaticism, and digitally mediated mobilization. The analysis shows that the democratic effects of identity politics depend less on the presence of religious identity than on the mode of mobilization. Identity may strengthen representation and civic participation when it articulates legitimate grievances without denying equal citizenship; it becomes democratically corrosive when religious belonging is instrumentalized to delegitimize opponents or monopolize moral authority. Drawing on Islamic principles of justice, brotherhood, unity, moderation, and recognition of diversity, the article proposes a normative continuum from identity recognition to exclusionary identity mobilization.
Islamic Character Formation through School-Based Habituation: The Roles of Islamic Education Teachers and the Family Environment Wulan Sari; Yanuardin
Young Journal of Social Sciences and Humanities Vol. 2 No. 2 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

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Abstract

Islamic character education in Indonesian public senior high schools faces a recurring tension between students’ participation in school-organized religious rituals and the consistency with which ethical and religious values are enacted in everyday life. This qualitative case study examines the dynamics of Islamic character habituation at SMA Negeri 1 Galang, Deli Serdang, North Sumatra, by integrating three dimensions that are often analyzed separately: the pedagogical strategies of Islamic Religious Education (IRE) teachers, school discipline and religious-culture policies, and the continuity of reinforcement in the family environment. Data were generated through observation, interviews, and document analysis and were analyzed iteratively through data reduction, display, conclusion drawing, and verification, with source and technique triangulation. The findings identify a central analytic category termed habituation discontinuity, defined as the weakening or interruption of school-cultivated religious routines and ethical expectations when students move into home and peer contexts in which those practices are not consistently reinforced. Within the school, character formation was supported by teacher modeling, recurrent disciplinary and religious practices, the Pencerahan Kalbu reflective forum, the Islamic Spirituality Student Organization (Rohis), and adaptive use of digital media. However, ritual participation functioned primarily as a behavioral indicator and could not, by itself, demonstrate moral internalization. The case also showed tensions in dress ethics and Qur’anic literacy that pointed to uneven internalization of religious values. The study contributes an integrative school–family perspective to research on Islamic character education and suggests that sustainable character formation requires a shift from institutionally controlled compliance toward coordinated pedagogical reinforcement across school, family, and community settings.