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All Journal Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Asrul Ependi Hasibuan
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media

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Peran dan Posisi Pesantren, Madrasah, dan Sekolah Islam Terpadu dalam Implementasi Kebijakan Pendidikan Indonesia Era Reformasi Asrul Ependi Hasibuan; Yuliharti; Hariza Hasyim
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 4 No. 4 (2026): August : Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v4i4.2990

Abstract

The 1998 reform reshaped Indonesia's national education policy architecture, including the state's relationship with Islamic educational institutions. Decentralization of governmental authority and the enactment of Law No. 20 of 2003 on the National Education System opened wider recognition for diverse educational institutions, including pesantren, madrasah, and Integrated Islamic Schools (SIT). However, systematic comparative studies on how these three institution types respond to the same policy regime remain limited, as prior research tends to examine them separately. This article addresses that gap by comparatively analyzing the adaptation patterns of pesantren, madrasah, and SIT to decentralization policy and National Education System regulations in the post-reform period, including the influence of Law No. 18 of 2019 on Pesantren. The study employs a descriptive qualitative method through a systematic literature review of academic literature from Google Scholar, Garuda, DOAJ, and national journal repositories, using content analysis comprising data reduction, thematic categorization, and comparative synthesis. Findings show pesantren retain traditional orientation while pursuing selective modernization through institutional dualism; madrasah strengthen their position as formal institutions through integration into the national accreditation system, though vulnerable to regional quality disparities; while SIT emerges as a market-innovation model blending national curriculum with Islamic values for the urban middle class. These patterns complement one another, affirming that institutional diversity reflects a collective negotiation strategy rather than fragmentation, implying the need for more accommodating, differentiation-based education policy.
Co-Authors Hariza Hasyim Yuliharti