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Abstract
The prominent role of religious organizations such as Muhammadiyah and Nahdlatul Ulama, the establishment of the Ministry of Religious Affairs in 1946, and the adoption of strategic policies—including the 1975 Joint Decree of the Three Ministers, Law No. 20 of 2003, and Law No. 18 of 2019—have provided formal legitimacy and strengthened the position of Islamic education. These developments have had far-reaching implications. Islamic education is now recognized as an integral and equal component of the national education system, plays a crucial role in shaping the nation's character and morality, and serves as a foundation for integrating general and religious knowledge. Nevertheless, Islamic education continues to face structural inequalities, including limited funding for nonformal religious education, particularly Madrasah Diniyah Takmiliyah (MDT) and Qur'anic Education Institutions (LPQ); compensation for nonpermanent teachers that remains below the regional minimum wage; inadequate pesantren infrastructure; and discrimination against madrasah graduates in admissions to public universities. Strong political commitment and equitable budget allocations are therefore necessary for Islamic education to fulfill its potential as a center for cultivating the moral character of Indonesia's younger generation and advancing the vision of Golden Indonesia 2045.
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References
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References
Djamas, N. (2009). Dinamika pendidikan Islam di Indonesia pascakemerdekaan. Rajawali Pers.
Fatoni, A., Prasetyowati, F., & Sutiah. (2026). Dinamika kebijakan pendidikan Islam di Indonesia: Analisis historis era Orde Lama, Orde Baru, dan Reformasi. Al-Muaddib: Jurnal Kajian Ilmu Kependidikan, 8(1), 117–130.
Hamzah, A. (2020). Metode penelitian kepustakaan (library research). Literasi Nusantara.
Hilmin, H., Noviani, D., & Yanuarti, E. (2023). Internalisasi nilai-nilai moderasi beragama dalam Kurikulum Merdeka Belajar Pendidikan Agama Islam. Symfonia: Jurnal Pendidikan Agama Islam, 3(1), 57–68. https://doi.org/10.53649/symfonia.v3i1.34
Mahfudh, M. A. S. (2014, September 7). Madrasah dari masa ke masa. NU Online. https://nu.or.id/taushiyah/madrasah-dari-masa-ke-masa-VBuqI
Malik, M. S., Astuti, K. D., Ardhyantama, V., Imaduddin, M., Andriningrum, H., & Wardani, H. K. (2025). The historical development of primary and Islamic education in Indonesia: From empire to Reform era. DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar, 8(1), 33–44. https://doi.org/10.21831/didaktika.v8i1.83921
Mirzaqon, A. T., & Purwoko, B. (2018). Studi kepustakaan mengenai landasan teori dan praktik konseling expressive writing. Jurnal BK UNESA, 8(1), 1–8. https://ejournal.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/22037
Nasar, M. F. (2025, October 14). Menjaga martabat sekolah agama. Kementerian Agama Republik Indonesia. https://kemenag.go.id/opini/menjaga-martabat-sekolah-agama-0gwk9
Permadi, D. P., & Yantari, H. F. (2024). Internalisasi moderasi beragama dalam Kurikulum Merdeka Belajar di SDN 02 Gempolan Kecamatan Kerjo Kabupaten Karanganyar Jawa Tengah melalui budaya sekolah. Educandum: Jurnal Ilmiah Pendidikan, 10(1). https://garuda.kemdiktisaintek.go.id/documents/detail/4794903
Republic of Indonesia. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Republic of Indonesia. (2019). Undang-Undang Republik Indonesia Nomor 18 Tahun 2019 tentang Pesantren.
Saleh, A. (2025, September 29). Urgensi pendidikan keagamaan Islam dalam sistem pendidikan nasional. Kementerian Agama Republik Indonesia. https://kemenag.go.id/opini/urgensi-pendidikan-keagamaan-islam-dalam-sistem-pendidikan-nasional-vvoHD