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All Journal FIKRI : Jurnal Kajian Agama, Sosial dan Budaya EDUCATUM: Scientific Journal of Education Jurnal Pembelajaran dan Riset Pendidikan International Journal of Sustainable Law ⁠International Journal of Asian Pacific Community Service
Ibnu Anshori
Fakultas Tarbiyah IAIN Sunan Ampel Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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ISLAMIC EDUCATION UNDER STATE LAW: NEGOTIATING GOVERNANCE, AUTONOMY, AND PEDAGOGICAL IDENTITY Anshori, Ibnu; Sasmitaningtyas, Elmi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.185

Abstract

Islamic education operates within increasingly complex legal and governance frameworks shaped by state regulation, accountability demands, and educational standardization. While state law aims to ensure institutional legitimacy and quality assurance, it simultaneously raises questions regarding autonomy and the preservation of pedagogical identity within Islamic educational institutions. This study examines how Islamic education negotiates governance, autonomy, and pedagogical identity under state law through a qualitative library-based research approach. Drawing on scholarly literature, policy documents, and legal texts related to Islamic education and educational governance, the study employs thematic analysis to explore patterns of regulatory adaptation and institutional response. The findings reveal that governance in Islamic education is best understood as a negotiated process rather than a unilateral exercise of state control. Islamic educational institutions tend to adopt selective administrative compliance to meet legal requirements while maintaining substantive autonomy in pedagogical and moral domains. Autonomy emerges as relational and context-dependent, shaped by ongoing interactions between state regulation, institutional leadership, and religious tradition. Pedagogical identity proves to be the most resilient dimension of autonomy, largely sustained through internal leadership authority and the reinterpretation of regulatory frameworks. The study contributes theoretically by advancing the concept of negotiated governance in the context of Islamic education, challenging binary views of regulation versus autonomy. From a policy perspective, the findings suggest that adaptive and dialogical regulatory approaches are more effective in supporting educational quality and institutional sustainability. Overall, this study positions Islamic education as an active educational actor capable of engaging constructively with state law while safeguarding its pedagogical distinctiveness.
PANCASILA EDUCATION AS AN INSTRUMENT FOR SHAPING STUDENTS’ LEGAL CONSCIOUSNESS IN THE ERA OF CONSTITUTIONAL DEMOCRACY Anshori, Ibnu; Rahmawati, Alfi Mufida
EDUCATUM: Scientific Journal of Education Vol. 3 No. 3 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i3.189

Abstract

This study examines Pancasila Education as an instrument for fostering students’ legal consciousness within the context of constitutional democracy. Employing a qualitative approach with a descriptive–analytical design, the research aims to explore how Pancasila values are internalized in educational practices and how they contribute to the formation of students’ legal awareness. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using a juridical–educational perspective. The findings reveal that students’ understanding of law acquired through Pancasila Education predominantly remains at a formal–normative level. Law is commonly perceived as a set of binding rules enforced by sanctions, resulting in instrumental compliance rather than value-based legal consciousness. This condition reflects the early stages of legal awareness as conceptualized by Soerjono Soekanto, in which legal knowledge and understanding have not yet developed into consistent legal attitudes and behavior. Furthermore, the study identifies a gap between the normative objectives of Pancasila Education and its pedagogical implementation. Teaching practices that rely heavily on textual and teacher-centered approaches tend to hinder the development of reflective legal awareness, echoing the critique of banking-style education proposed by Paulo Freire. The analysis also highlights the role of Pancasila Education in cultivating constitutional awareness by linking democratic values, legal responsibility, and students’ social and digital experiences. Drawing on legal culture theory by Lawrence M. Friedman and deliberative democracy theory by Jürgen Habermas, the study demonstrates that dialogical and experiential learning approaches are more effective in internalizing legal values. Overall, the findings suggest that Pancasila Education must be reoriented toward reflective, participatory, and contextual pedagogy to function as a preventive mechanism for building sustainable legal culture in a constitutional democracy.
Co-Authors Agung Hariadi Alfi Mufida Rahmawati Ali Mas'ud Ananto, Gigih Dwi Dhayinta, Shellya Tanaya Fahmi, Muhammad Gunadi, Lie Epifani Rachmad Gunadi, Lie Epifani Rahmat Hamdi, M Hidayat, A. Taufiq Iman Jauhari Irianti, Rosi Maharani, Dewi Mahyadi, Mahyadi Mufida, Alfi Muhammad Rizki Nanometa, Yuventi Novan Habiburrahman Rahmad Rafid Rizky Perdana Bayu Putra Rukmono, Indra Sakau, Yanaria Sasmitaningtyas, Elmi Senata Adi Prasetia Sholehan Supriadi Tjahjono, Dwi