<![CDATA[Islamophobia is a social psychological phenomenon characterized by prejudice and negative stereotypes against Islam, fueled by historical factors, media distortion, and global geopolitical dynamics. In Indonesia, this phenomenon manifests paradoxically as "Domestic Islamophobia," where fear is directed not at religion in sociological terms, but rather at symbols of individual piety, often misinterpreted as seeds of radicalism. The resulting impacts are multidimensional, ranging from social polarization to mental health problems for its victims. This article/study aims to analyze the characteristics and impacts of Islamophobia, and to formulate strategies to overcome it through the synergy of cognitive psychology and Islamic education. This study uses a qualitative-descriptive approach with theoretical analysis based on social psychology literature (Social Contact Theory, Social Learning), Islamic psychology (Malik Badri), and the thoughts of moderate Islamic education figures (Abdurrahman Wahid and M. Quraish Shihab). The analysis shows that Islamophobia is formed through confirmation bias and social categorization. As a solution, psychology plays a role in cognitive restructuring to reduce prejudice and foster positive Muslim role models. Meanwhile, Islamic education plays a role in disseminating humanist and moderate Islamic values (Wasathiyah) to reduce rigid views on religious texts. Implementation is carried out through counseling based on preventive approaches (media literacy, interfaith dialogue) and curative approaches (culturally sensitive counseling, restorative justice). The synergy between psychology and Islamic education creates an effective dual defense system. Psychology plays a role in breaking the chain of prejudice at the individual level, while Islamic education builds an inclusive social value structure to permanently counter Islamophobic narratives.]]>
