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All Journal Intiqad: Jurnal Agama dan Pendidikan Islam JURNAL IQRA´ Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar PeTeKa NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam Jurnal Ilmiah Wahana Pendidikan Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Manajemen Pendidikan Islam
Muhamad Faizin
Universitas Singperbangsa Karawang
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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TRANSFORMASI KEBIJAKAN PENDIDIKAN NASIONISIAL DALAM PERSPEKTIF MANAJEMEN PENDIDIKAN ISLAM: ANALS LANDASAN FILOSOFIS, FORMULASI, DAN IMPLEMENTASI KEBIJAKAN Faizin, Muhamad; Rika Sa’diyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56614

Abstract

The transformation of national education policy has become a strategic issue in responding to social, technological, economic, and cultural changes in contemporary society. However, policy transformation is often analyzed separately from its philosophical foundations, formulation processes, and implementation dynamics. This study aims to analyze national education policy transformation from the perspective of Islamic Educational Management by examining philosophical foundations, policy formulation processes, implementation practices, and their implications for strengthening Islamic educational institutions. This study employed a qualitative approach using library research methods. Data were collected from books, scientific journals, government regulations, and relevant policy documents and analyzed through descriptive-analytical techniques. The findings indicate that national education policies in Indonesia are philosophically grounded in Pancasila, the 1945 Constitution, and Islamic educational values emphasizing intellectual, moral, and spiritual development. However, policy formulation remains predominantly top-down and has not fully incorporated evidence-based and participatory approaches. Furthermore, policy implementation is influenced by communication, resources, leadership, bureaucratic structures, and organizational culture. The transformation of education policy has encouraged modernization, accountability, and quality improvement in Islamic educational institutions, although challenges related to institutional readiness, resource disparities, and digital divides remain significant. Therefore, a more adaptive, participatory, equitable, and sustainable policy framework is required to strengthen Islamic educational management in Indonesia.
PENGEMBANGAN MODEL INTEGRATIF KEBIJAKAN PENDIDIKAN BERKELANJUTAN DALAM PERSPEKTIF PENDIDIKAN ISLAM Faizin, Muhamad; Rumiyatun; Ahmad Fikri; Dede Rosyada
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60041

Abstract

Sustainable education has become one of the strategic agendas in global development, positioning education as a primary instrument for building an inclusive, equitable, and future-oriented society, as emphasized in the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. In the Indonesian context, Islamic education holds a strategic position as it not only contributes to the development of students’ intellectual capacities but also plays a significant role in character formation, moral values, and social sustainability. However, the implementation of sustainable education policies within the Islamic education sector continues to face various structural and conceptual challenges, including the dualism of the education system, policy fragmentation among institutions, disparities in educational quality and access, and the limited synergy among stakeholders in educational governance. These conditions indicate a gap between the paradigm of sustainable education, which requires a holistic approach, and the practice of Islamic education policy, which remains relatively partial and sectoral. This article aims to analyze the construction of Islamic education policy from the perspective of sustainable education and to formulate an integrative policy model that aligns with the characteristics and needs of Islamic education in Indonesia. This study employs a library research method using a conceptual approach and critical analysis of various academic literature, policy documents, educational regulations, and research findings related to sustainable education, Islamic education policy, systemic approaches, and the concept of multilevel governance. The analysis is conducted to identify the limitations of existing policy paradigms while exploring strategic principles for developing sustainable Islamic education governance. The findings reveal that Islamic education policies in Indonesia have not yet fully reflected the principles of sustainability, as they remain largely focused on institutional quality improvement, administrative management, and compliance with educational standards. Meanwhile, the aspects of value integration, system sustainability, and cross-stakeholder collaboration have not become the fundamental basis of policy development. Based on these findings, this article proposes an Integrative Model of Sustainable Education Policy built upon three main dimensions: (1) value integration, which connects Islamic educational principles with global sustainability values; (2) system integration, which harmonizes various educational subsystems through a holistic approach; and (3) policy integration, which strengthens coordination and collaboration among different levels of government and educational actors. This model is characterized as adaptive, value-based, collaborative, and long-term oriented, making it a conceptual framework for transforming Islamic education policies into a more responsive system that addresses social change, global challenges, and the needs of future generations.
Co-Authors Abdul Hakim Abdul Kosim Abubakar Agus Susilo Saefullah Ahmad Fikri Ana Tiara Syalwa Anggara, Amelia Putri Asrul Asrul Aziz, Arrohman Alwan Chatur Wassesa Dede Rosyada Dina Nurkholifah Estalita, Elvina Fahmi, Ilham Fathurrohman, N. Fatkhatul Izzahi, Ifa Faujiah, Mutia Halimatussadiah, Firda Hasibuan, Shahibal Kautsar Hinggil Permana Ilham Fahmi Ilham Fahmi Ilham Fahmi, Ilham Jacoba Samusamu Karifal, Muhamad Laily, Ihsan Mohd.Sobri bin Ellias Muhammad Zaidan Neni Yunia Novian M, Mohammad Aidil Nurhalimatussadiah, Kiki NURHASAN Nurhasan Nurhasan Rahmawati, Rahmawati Rika Sa’diyah Rumiyatun Salsabila, Siti Anisa Saprialman Septiyani, Wellina Dian Shalma Azzahra Syifana, Mutiara Taufik Mustofa Tiara Permata Putri