<![CDATA[This study aims to provide a comprehensive analysis of the historical transformation of Islamic education in the Indonesian archipelago, spanning five crucial phases: the pre-kingdom era, the Walisongo era, the era of Islamic sultanates and kingdoms, the Dutch colonial period, and its formal integration into the contemporary National Education System. Using a historical-descriptive research method with a literature review and source criticism approach, this study explores how traditional institutions such as suraus, pesantrens, dayahs and madrasahs evolved in response to the socio-political dynamics of the times. The findings indicate that during the early phase and the Walisongo era, Islamic education developed organically on a cultural basis and adaptively through a humanistic approach. During the era of the sultanates, formal institutionalisation took place, democratising access to intellectual pursuits. Entering the Dutch colonial era, the pressure of discriminatory policies (such as the Guru Ordonansi and the Peraturan Sekolah Liar) triggered a defensive-modernist response in the form of the emergence of movement organisations such as Muhammadiyah and Nahdlatul Ulama. In the post-independence era, up to the enactment of the National Education System Act No. 20 of 2003 and the Pesantren Act No. 18 of 2019, the dualism inherited from the colonial era was gradually bridged towards systemic integration, although challenges regarding substantive equality in quality and digital disruption still require the sustained acceleration of professional institutional management.]]>
