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All Journal Indonesian Journal of Islamic Religious Education (INJIRE) Edukasia Islamika: Jurnal Pendidikan Islam
Hatim Gazali
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Religion Humanities Education Library & Information Science Social Sciences Other

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Salafi-Jihadist Movements and Ideology in Educational Institutions: Exploring the Nexus with Religious Moderation Hatim Gazali; Dewi Anggraeni; Mariam Eit Ahmed
Edukasia Islamika : Jurnal Pendidikan Islam Vol 8 No 1 (2023): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v8i1.365

Abstract

The global proliferation of Salafi-Jihadist movements has raised serious concerns about  ideological infiltration into educational institutions, particularly in predominantly Muslim  countries like Indonesia. This study aims to explore how Salafi-Jihadist ideology manifests  within Islamic educational institutions and how such influence interacts with state-promoted  religious moderation programs. Positioned within a critical historical framework, this research  employs a qualitative design that integrates content analysis of scholarly literature and actor based inquiry to map the ideological characteristics of Salafi-Jihadism and the institutional  responses to its spread. The findings highlight three key insights: first, Salafi-Jihadist  movements present a doctrinally rigid and exclusionary interpretation of Islam that challenges  inclusive religious practices; second, the ideological appeal of Salafi-Jihadism lies in its claim  to scriptural authenticity and puritanical simplicity, making it attractive to specific youth  cohorts; and third, religious moderation initiatives—particularly through curriculum reform,  institutional policy, and cultural engagement—serve as effective counter-strategies to mitigate  radical influences. These findings offer important implications for policymakers, educators,  and religious leaders, emphasizing the urgency of developing preventive frameworks that  integrate theological inclusivity and critical pedagogy. Ultimately, the study contributes to a  deeper understanding of the ideological contestations within Islamic education and proposes  grounded strategies to safeguard religious institutions from extremism
Analisis Sejarah Kebijakan dan Muatan Isi PAI pada KI-KD Kurikulum 2013 dan CP Kurikulum Merdeka Hatim Gazali; M. Munir
Indonesian Journal of Islamic Religious Education Vol. 3 No. 1 (2025): Indonesian Journal of Islamic Religious Education (INJIRE)
Publisher : ADPISI (Asosiasi Dosen Pendidikan Agama Islam Se-Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63243/efrbcv36

Abstract

This article explores the evolution of Islamic Religious Education (PAI) policy in Indonesia, tracing its development from the colonial era to the present day. It also examines how PAI content is represented in the Core Competencies and Basic Competencies (KI-KD) of the 2013 Curriculum and in the Learning Outcomes (CP) of the Merdeka Curriculum. The study adopts a qualitative approach, utilizing historical analysis and content analysis to investigate both policy developments and curriculum content related to PAI. The findings reveal that state policies on PAI have been dynamic, closely tied to the broader political landscape of Islam in Indonesia. These range from the prohibition of PAI in schools during the colonial period, to the official recognition of Islamic education institutions such as madrasahs during the New Order era, and finally to the acknowledgment of pesantren (Islamic boarding schools) during the Reformasi period. In terms of content, PAI in the 2013 Curriculum (KI-KD) includes a wide range of competencies. However, inconsistencies were found between the graduation standards (SKL), content standards (SI), and the core/basic competencies themselves. In contrast, the PAI component of the Merdeka Curriculum demonstrates more coherent learning progressions across phases and outlines competencies that are more integrated and conceptually advanced.
Co-Authors Dewi Anggraeni M. Munir Mariam Eit Ahmed