Article Sidebar

Submitted
October 27, 2025
Accepted
December 5, 2025
Published
December 12, 2025
Download
PDF
Statistic
Read Counter : 115 Download : 8

Main Article Content

Abstract

This study examines the transformation of religious education policy in Indonesia from the dominance of one religion to a more inclusive and dialogical confessional pluralism. This issue is important because, for decades, religious education policy has reflected a hegemonic orientation favoring one religion, potentially creating social segregation and hindering the development of interfaith tolerance. Using a literature study method with thematic and content analysis, this study examines various academic sources, national policy documents, and educational frameworks to identify patterns of paradigm shift, driving factors, and challenges in the implementation of religious education policy in Indonesia. The research findings indicate a substantial paradigm shift from faith-based teaching focused on doctrinal knowledge and ritual observance to a humanistic model emphasizing moral values, religious moderation, and civic character formation. Post-reform socio-political dynamics, globalization, and national initiatives such as Religious Moderation and the Pancasila Student Profile program drive this transformation. However, the implementation of confessional pluralism still faces ideological, structural, and cultural obstacles, including resistance to pluralist values ​​and limited teacher capacity. This study concludes that religious pluralism represents a new paradigm that positions religious education as a strategic instrument for building an inclusive, moderate, and civilized society. These findings reinforce the urgency of religious education reform as a foundation for strengthening social cohesion and interfaith harmony in Indonesia.

Keywords

Religious Education Confessional Pluralism Religious Moderation Education Policy Secularism

Article Details

License

Copyright (c) 2025 Eko Ngabdul Shodikin, Ruwandi, Muh Saerozi

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY-SA) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.

How to Cite
Shodikin, E. N. ., Ruwandi, & Saerozi, M. (2025). Transformation of Religious Education Policy in Indonesia: From Dominance to Confessional Pluralism. El-Tarbawi, 18(2), 167–205. https://doi.org/10.20885/tarbawi.vol18.iss2.art2
Download Citation
Endnote/Zotero/Mendeley (RIS)

References

  1. Abbott, A. (2022). Digital paper: A manual for research and writing with library and internet materials. University of Chicago Press.
  2. Abdillah, H. T., Firdaus, E., Syafei, M., Budiyanti, N., & Tantowi, Y. A. (2025). Religious Character-Based Inclusive Education In General Course For Difabel Students At University. Jurnal Pendidikan Islam, 11(1), 189–203. https://doi.org/10.15575/jpi.v11i1.44011 DOI: https://doi.org/10.15575/jpi.v11i1.44011
  3. Abdurrohman, Pageh, I. M., Mudana, I. W., & Margi, I. K. (2025). The Role of the Hidden Curriculum in Fostering Tolerance: A Case Study of Public High Schools in Mataram City. Educational Process: International Journal, 15. https://doi.org/10.22521/edupij.2025.15.160 DOI: https://doi.org/10.22521/edupij.2025.15.160
  4. Adiyono, A., Nurhayati, S., Islam, M. S., Al-Badawi, H., Sain, Z. H., Wafi, H. A., & Vargheese, K. J. (2025). A transdisciplinary approach to character development: Islamic teachings and Pancasila values in shaping global and faithful students. Indonesian Journal on Learning and Advanced Education (IJOLAE), 198–217. http://10.23917/ijolae.v7i1.24017 DOI: https://doi.org/10.23917/ijolae.v7i1.24017
  5. Afifuddin, A., Amri, M., Latif, A., Rosmini, R., & Bin-Tahir, S. Z. (2025). Negotiating multicultural values within centralized education systems: a case study of Indonesia. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1620685 DOI: https://doi.org/10.3389/feduc.2025.1620685
  6. Agung, S., Sari, D. M. W., Khairani, D., Arifin, V., Budiwan, T. I., & Aripiyanto, S. (2022). Development of Mobile Religious-Consultation Application: Design Thinking Approach. https://doi.org/10.1109/CITSM56380.2022.9935983 DOI: https://doi.org/10.1109/CITSM56380.2022.9935983
  7. Al Qurtuby, S. (2025). Resurgent Religion and the Challenges for Inter-and Intra-religious Relations and Dialogue in Southeast Asia. Religious Inquiries, 14(1), 20–44. https://doi.org/10.22034/ri.2024.418540.1799
  8. Alam, S., & Pradhan, H. D. (2021). Pluralism of Religion Based on Sharia as An Anticipation of Intolerance in Muslims Majority Countries of The Southeast Asian. Religia, 24(1), 64–78. https://doi.org/10.28918/religia.v24i1.2885 DOI: https://doi.org/10.28918/religia.v24i1.2885
  9. Alhafidz, M. R., PS, A. M. B. K., & Khoirunisa, A. (2024). Monotheism in Indonesian Religion: Between Pancasila and Governmental Rules. Jurnal Global Islamika, 3(1), 31–51. https://doi.org/10.5281/zenodo.13857396
  10. Anis Aprianti, & Siti Tiara Maulia. (2023). Kebijakan Pendidikan : Dampak Kebijakan Perubahan Kurikulum Pendidikan Bagi Guru Dan Peserta Didik. Jurnal Pendidikan Dan Sastra Inggris, 3(1), 181–190. https://doi.org/10.55606/jupensi.v3i1.1507 DOI: https://doi.org/10.55606/jupensi.v3i1.1507
  11. Annisa, N. N., & Tabassum, N. (2023). Challenges of multiculturalism: Integration of religion in state policy. Religion and Policy Journal, 1(1), 8–15. https://doi.org/10.15575/rpj.v1i1.433 DOI: https://doi.org/10.15575/rpj.v1i1.433
  12. Aprilianto, D., Aslamiyah, S. S., Zahidi, S., Crisnasari, N. A., & Hidayatussholihah, R. (2025). Generation Z’s Perception of Religious Tolerance and Implementing Islamic Law in Indonesia. Al-Istinbath: Jurnal Hukum Islam, 10(1), 194–218. https://doi.org/10.29240/jhi.v10i1.11962 DOI: https://doi.org/10.29240/jhi.v10i1.11962
  13. Aslati, Rahman, Silawati, Hardani, S., & Albahi, M. (2025). The Role of Women in Politics in Indonesia: Critical Review of Islamic Law. Samarah, 9(2), 1108–1129. https://doi.org/10.22373/dqmjva57
  14. Astawaa, D. N. W., Handayani, N. N. L., & Meylani, V. (2024). The Effectiveness of Local Culture-Based Human Values in Efforts to Strengthen Pancasila Student Profiles in Elementary Schools. International Journal of Multidisciplinary: Applied Business and Education Research, 5(4), 1414–1422. https://doi.org/10.11594/ijmaber.05.04.26 DOI: https://doi.org/10.11594/ijmaber.05.04.26
  15. Busni, R., & Dila, R. R. (2025). Instilling Humanitarian Values from an Early Age: A Phenomenological Study of the Experience of the Second Principle of Pancasila in Elementary Madrasahs. Cendekiawan: Jurnal Pendidikan Dan Studi Keislaman, 4(3), 830–839. https://doi.org/10.61253/cendekiawan.v4i3.405 DOI: https://doi.org/10.61253/cendekiawan.v4i3.405
  16. Ciocan, C. T. (2024). Interfaith Dialogue as a Tool for Combating Discrimination: Theological Insights and Practical Applications. Dialogo, 11(1), 518–548. https://10.51917/dialogo.2024.11.1.34 DOI: https://doi.org/10.51917/dialogo.2024.11.1.34
  17. Creswell W. J. and Creswell J. D. (2018). Qualitative, quantitative, and mixed methods approaches. Research Design Qualitative Quantitative and Mixed Methods Approaches. In Research Design (Vol. 5, Issue June). SAGE Publications.
  18. Damanik, B. H., Humaizi, Zulkarnain, I., & Lubis, L. A. (2025). Civic Education Through Military-Civil Collaboration: A Communication Strategy Model by Kodim 0317/TBK for Senior High School Students in Indonesia. Educational Process: International Journal, 17. https://doi.org/10.22521/edupij.2025.17.338 DOI: https://doi.org/10.22521/edupij.2025.17.338
  19. Efferi, A., Noor Aflah, K., Dermawan, O., Islahuddin, I., & Waeno, M. (2025). Exploring Educational Dynamics in Conflict-Affected Areas of Southern Thailand: A Qualitative Case Study with an Islamic Education Approach. Nazhruna: Jurnal Pendidikan Islam, 8(1), 176–194. https://doi.org/10.31538/nzh.v8i1.23 DOI: https://doi.org/10.31538/nzh.v8i1.23
  20. Embong, R., Abdul Rahman, A. A., Ibrahim, M., Tee Abdullah, R., Adam, F., Syed Omar, S. H., Abdul Wahid, N., & Che Omar, N. A. (2017). Integrated Education As a Solution for Educational Dualism From Said Nursi’S Perspective. PEOPLE: International Journal of Social Sciences, 3(2), 914–928. https://doi.org/10.20319/pijss.2017.32.914928 DOI: https://doi.org/10.20319/pijss.2017.32.914928
  21. Ergeshov, E. (2025). Legal and Ethical Aspects of Teaching Religion in Schools. Pharos Journal of Theology, 106(3). https://doi.org/10.46222/pharosjot.106.3011 DOI: https://doi.org/10.46222/pharosjot.106.3011
  22. Fahmi, F., Rofiq, A., & Zuhriyah, I. A. (2024). Transformation of Student Character Building through Religious-Based Child-Friendly School Programs: Responding to Challenges and Creating Sustainable Character Education Solutions. Educazione: Journal of Education and Learning, 2(1), 52–65. https://doi.org/10.61987/educazione.v2i1.551 DOI: https://doi.org/10.61987/educazione.v2i1.551
  23. Fazal, F. A., & Chakravarty, R. (2021). Researcher development models and library research support. Library Hi Tech News, 38(4), 18–22. DOI: https://doi.org/10.1108/LHTN-04-2021-0015
  24. Fazlurrahman H, M. (2019). Policy disharmony in indonesia (Dialectics of national education reform). Humanities and Social Sciences Reviews, 7(3), 331–337. https://doi.org/10.18510/hssr.2019.7349 DOI: https://doi.org/10.18510/hssr.2019.7349
  25. Friesen, N., & Hölterhof, T. (2022). Fulfilment: Crisis, discontinuity and the dark side of education. Journal of Philosophy of Education, 56(4), 547–559. https://doi.org/10.1111/1467-9752.12676 DOI: https://doi.org/10.1111/1467-9752.12676
  26. Galadanci, A. A., Ibrahim, U. A., Farouk, Z. L., Abdulqadir, I., Carroll, Y. M., Ding, J., Kang, G., Idris, I. M., Musa, B. M., Mukaddas, A. S., Sani, B. M., Hussaini, N. N., Umar, B. A., Gambo, A. I., Galadanci, H. S., Estepp, J. H., Galadanci, N. A., & DeBaun, M. R. (2023). Knowledge and Perception of Religious Leaders on Premarital Genetic Counseling for Sickle Cell Disease in Kano, Northern Nigeria. Nigerian Journal of Basic and Clinical Sciences, 20(2), 125–130. https://doi.org/10.4103/njbcs.njbcs_42_23 DOI: https://doi.org/10.4103/njbcs.njbcs_42_23
  27. Gamaleal, I. C. (2024). The Influence of Christian Religious Education on Attitudes of Tolerance Among Religious Communities. Ministries and Theology, 2(1), 27–37. https://doi.org/10.35335/etqhm356 DOI: https://doi.org/10.35335/etqhm356
  28. Gherasim, D. (2024). The Moral-Religious Educational Model. The Role of the Model in Religious Education. The Role of the Young Person in the Formation of His Personality. Analele Ştiinţifice Ale Universităţii» Alexandru Ioan Cuza «din Iaşi. Teologie Ortodoxă, 29(2), 81–100. https://doi.org/10.47743/ASTO.2024.29.2.6
  29. Gonzalez, A. (2025). Sustainable and inclusive; transforming residential undergraduate fieldtrips in an age of the climate crisis. Journal of Geography in Higher Education, 49(2), 245–268. https://doi.org/10.1080/03098265.2024.2403083 DOI: https://doi.org/10.1080/03098265.2024.2403083
  30. Gulyanto, B., Sambayu, H., Sepristiwanto, M., Panjaitan, G. S. P., & Zahra, C. P. S. A. (2024). Consistency of Merdeka Curriculum Towards the Profile of Pancasila Students at the Various Education Levels: A Contextual Study. Edunesia: Jurnal Ilmiah Pendidikan, 5(3), 1224–1241. DOI: https://doi.org/10.51276/edu.v5i3.887
  31. Haley, C. M., Escontrías, O. A., Sun, Q., & Schwartz, S. B. (2025). Exploring the climate for lesbian, gay, bisexual, and queer faculty, administrators, and staff in oral health education: Insights from the American Dental Education Association 2022 climate study. Journal of Dental Education, 89(5), 731–742. https://doi.org/10.1002/jdd.13709 DOI: https://doi.org/10.1002/jdd.13709
  32. Hariyanto. (2025). Buddhist Epistemology and Critical Thinking: Ethical, Cognitive, and Pedagogical Insights for Interdisciplinary Education. Human Arenas. https://doi.org/10.1007/s42087-025-00508-8 DOI: https://doi.org/10.1007/s42087-025-00508-8
  33. Hastuty, A. (2025). Construction of intercultural dialogue through multicultural education approach: A comprehensive review of Islamic religious education perspective. International Journal of Health, Economics, and Social Sciences (IJHESS), 7(1), 139–143. https://doi.org/10.56338/ijhess.v7i1.6717
  34. Hosaini, H., Kandiri, K., Minhaji, M., & Alehirish, M. H. M. (2024). Human Values Based on Pancasila Viewed from Islamic Education. Al-Hayat: Journal of Islamic Education, 8(2), 539–549. https://doi.org/10.35723/ajie.v8i2.549 DOI: https://doi.org/10.35723/ajie.v8i2.549
  35. Hosen, M. K., & Shukri, S. F. M. (2023). Execution Strategies Of Islamic Governance: The Case Of Türkiye (2010-2020). Hamdard Islamicus, 46(1), 87–109. https://doi.org/10.57144/hi.v46i1.656 DOI: https://doi.org/10.57144/hi.v46i1.656
  36. Hutabarat, F. (2023). Navigating diversity: Exploring religious pluralism and social harmony in Indonesian society. European Journal of Theology and Philosophy, 3(6), 6–13. https://10.24018/theology.2023.3.6.125 DOI: https://doi.org/10.24018/theology.2023.3.6.125
  37. Idi, A. (2018). The political ethnicity of the Dutch colonialism towards the Islamic sultanates in Indonesia: The socio-historical perspectives. Journal of Social Sciences Research, 4(12), 432–439. https://doi.org/10.32861/jssr.412.432.439 DOI: https://doi.org/10.32861/jssr.412.432.439
  38. Ikhrom, I., Abdullah, I., Kafipour, R., Mubaraq, Z., & Sutiyono, A. (2023). Intolerance in Islamic textbooks: The quest for an Islamic teaching model for Indonesian schools. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2268454 DOI: https://doi.org/10.1080/2331186X.2023.2268454
  39. Intan, B. F. (2023). Religious pluralism, public religion, and principled pluralism in Indonesia. Transformation, 40(4), 334–349. https://doi.org/10.1177/02653788231206020 DOI: https://doi.org/10.1177/02653788231206020
  40. Intan, B. F., & Bangun, C. (2022). Principled Pluralism and the Prevention of Religious Terrorism in Indonesia. Religions, 13(5). https://doi.org/10.3390/rel13050429 DOI: https://doi.org/10.3390/rel13050429
  41. Irham. (2025). Policies and patterns of integration of science and religion in Indonesian Islamic higher education. Higher Education. https://doi.org/10.1007/s10734-024-01378-9 DOI: https://doi.org/10.1007/s10734-024-01378-9
  42. Islam, T. (2025). The Role of Interfaith Education in Primary Schools Towards Promoting Children’s Awareness of Harmony: Dhaka City Perspective. University of Dhaka.
  43. Islamy, A. (2022). Moderasi Beragama Dalam Ideologi Pancasila. POROS ONIM: Jurnal Sosial Keagamaan, 3(1), 18–30. https://doi.org/10.53491/porosonim.v3i1.333 DOI: https://doi.org/10.53491/porosonim.v3i1.333
  44. Jakandar, L. I. E., Pantiwati, Y., Sunaryo, H., & Fikriah, A. (2025). Integration of Religious Values in Character Education: Building the Morals of the Golden Generation. Al-Hayat: Journal of Islamic Education, 9(1), 124–141. https://doi.org/10.35723/ajie.v9i1.107 DOI: https://doi.org/10.35723/ajie.v9i1.107
  45. Jannah, N., Nawangsari, D., Ubaidillah, U., & Hepni, H. (2025). Theoretical Implications for the Core Knowledge of Islamic Religious Education in the Disruptive Era. Falasifa: Jurnal Studi Keislaman, 16(01), 48–60. https://doi.org/10.62097/falasifa.v16i01.2163 DOI: https://doi.org/10.62097/falasifa.v16i01.2163
  46. Jarilkapovich, M. A. (2025). The Role of Modern Education and The Teacher’s Pedagogical Skills in The Application of Pedagogical Teaching Methods. International Journal of Pedagogics, 5(04), 266–268. https://10.37547/ijp/Volume05Issue04-70 DOI: https://doi.org/10.37547/ijp/Volume05Issue04-70
  47. Junaidi, Afrinaldi, Artika, F. S., & Al-Momani, M. O. (2024). Religious Ideology Dissemination and Contestation in Indonesian Islamic Educational Institutions. Ulumuna, 28(2), 825–856. https://doi.org/10.20414/ujis.v28i2.1055 DOI: https://doi.org/10.20414/ujis.v28i2.1055
  48. Karim, A. R., Hasanuddin, M. I., Fuad, A. Z., Abu Bakar, M. Y., Muhaemin, M., & Arifuddin, A. (2024). Exploring The Rationality of Religious-Rational Islamic Thinkers Towards The Compatibility of The Islamic Education. Tarbiyah : Jurnal Ilmiah Kependidikan, 13(2), 187–208. https://doi.org/10.18592/tarbiyah.v13i2.13638 DOI: https://doi.org/10.18592/tarbiyah.v13i2.13638
  49. Karisma, A., & Abdurakhman. (2021). Dualistic/integral: The transformation of the madrasa into a national education system (1975-1989). In Dissecting History and Problematizing the Past in Indonesia (pp. 321–336). https://10.37547/ijp/Volume05Issue04-70
  50. Khalid, A., & Lopez, M. (2023). Interfaith Dialogue and Peace Building: Exploring the Role of Religious Institutions. International Journal of Religion and Humanities, 1(01), 1–13.
  51. Kistoro, H. C. A., Ru’iya, S., Husna, D., & Burhan, N. M. (2022). Dynamics of the Implementation of Experience-Based Religious Learning in Indonesian and Malaysian Senior High Schools. Jurnal Pendidikan Agama Islam, 19(2), 283–296. https://doi.org/10.14421/jpai.2022.192-08 DOI: https://doi.org/10.14421/jpai.2022.192-08
  52. Komariah, N., & Nihayah, I. (2023). Improving The Personality Character of Students Through Learning Islamic Religious Education. At-Tadzkir: Islamic Education Journal, 2(1), 65–77. https://doi.org/10.59373/attadzkir.v2i1.15 DOI: https://doi.org/10.59373/attadzkir.v2i1.15
  53. Kuhlthau, C. C. (2025). Seeking meaning: A process approach to library and information services. Bloomsbury Publishing USA. DOI: https://doi.org/10.5040/9798216193487
  54. Kurniawan, D. A., Sholeh, M., & Zulkhi, M. D. (2022). The influence of application of local-wisdom-based modules toward peace-loving characters of elementary school students. Indonesian Journal on Learning and Advanced Education (IJOLAE), 157–170. https://10.23917/ijolae.v4i2.17068 DOI: https://doi.org/10.23917/ijolae.v4i2.17068
  55. Kusmawati, W. E., Ghojaji, A. D., Eramansyah, M. G., Putri, R. E., Istianah, S., Asbari, M., & PURWANTO, A. (2022). Pancasila Based Character Education to Form Good and Smart Citizens. Journal of Community Service and Engagement, 2(4), 11–18. https://doi.org/https://doi.org/10.9999/jocosae.v2i4.62
  56. Laelah, N. A., Insiyah, S., Halili, & Hasani, I. (2023). Survey Report Tolerance of High School Student (Bonar Tigor Naipospos (ed.)). Pustaka Masyarakat Setara.
  57. Larson, E. M. (2022). Learning to navigate the ethics of boundaries: schools, youth, and inter‐religious relationships in Manado, Indonesia. Journal of the Royal Anthropological Institute, 28(2), 432–450. https://10.1111/1467-9655.13702 DOI: https://doi.org/10.1111/1467-9655.13702
  58. Ma’ruf, A. A. (2024). Promoting interfaith dialogue and mitigating religious conflicts in Indonesia. JLAST: Journal of Law and Social Transformation, 2(1), 1–7. https://doi.org/10.62527/jlast.2.1.7
  59. Maghfiroh, L., & Arif, M. (2025). Strengthening Madrasah Teachers’ Competence in Enhancing Religious Moderation Understanding in West Nusa Tenggara. Al-Afkar, Journal For Islamic Studies, 8(2), 1226–1238. https://doi.org/10.31943/afkarjournal.v8i2.1427
  60. Mahajan, H., & Dureja, R. (2024). Nigam Pratibha Vidyalaya – aligning new hire with the art integration philosophy. Emerald Emerging Markets Case Studies, 14(3), 1–26. https://doi.org/10.1108/EEMCS-10-2023-0424 DOI: https://doi.org/10.1108/EEMCS-10-2023-0424
  61. Mardatillah, F., Gumilang, R. M., Wahyudi, M. A., Rawanita, M., & Muhammad, M. (2025). Epistemological Reconstruction Of Islamic Education: Developing A Transformative Pedagogical Model To Foster Creativity. Jurnal Ilmiah Peuradeun, 13(2), 1071–1094. https://doi.org/10.26811/peuradeun.v13i2.2200 DOI: https://doi.org/10.26811/peuradeun.v13i2.2200
  62. Mufarokah, A., Anwar, H. S., & Mudhofar, A. (2025). Curriculum changes in Indonesia: Implementation and its challenges in religious institutions. Journal of Educational Research and Practice, 3(1), 16–31. https://10.70376/jerp.v3i1.266 DOI: https://doi.org/10.70376/jerp.v3i1.266
  63. Muhsin, M., Kususiyanah, A., & Maksum, M. N. R. (2024). Religious Moderation in Indonesian Islamic Universities: Policy Implementation and Identity Formation at IAIN Ponorogo. Ascarya: Journal of Islamic Science, Culture and Social Studies, 4(2), 54–66. https://doi.org/10.53754/iscs.v4i2.713 DOI: https://doi.org/10.53754/iscs.v4i2.713
  64. Mumtaz, N. M., Muafiah, E., & Witro, D. (2024). Educational Policy Analysis: Examining Pesantren Policies and Their Implications on the Independence of Kyai and Pesantren in the Contemporary Era. Jurnal Pendidikan Agama Islam, 21(2), 287–306. https://doi.org/10.14421/jpai.v21i2.9612 DOI: https://doi.org/10.14421/jpai.v21i2.9612
  65. Muzakki, Z., & Nurdin, N. (2022). Formation of student character in Islamic religious education. EDUKASIA Jurnal Pendidikan Dan Pembelajaran, 3(3), 937–948. https://doi.org/10.62775/edukasia.v3i3.219 DOI: https://doi.org/10.62775/edukasia.v3i3.219
  66. Muzayanah, U. H., Maskuri, & Ghony, D. (2025). The Harmonization of multicultural Islamic education values in diversity: A case from Indonesia. Edelweiss Applied Science and Technology, 9(3), 1212–1226. https://doi.org/10.55214/25768484.v9i3.5468 DOI: https://doi.org/10.55214/25768484.v9i3.5468
  67. Nadhif Muhammad Mumtaz. (2022). Kebijakan Pendidikan Islam dari Masa ke Masa. Jurnal Pendidikan Tambusai, 6(2), 414. https://doi.org/https://doi.org/10.31004/jptam.v6i2.5149
  68. Nurbayani, N., & Amiruddin, A. (2024). Teacher Strategies in Implementing Religious Moderation Values in Islamic Educational Institutions. Al-Hayat: Journal of Islamic Education, 8(2), 778–787. https://doi.org/10.35723/ajie.v8i2 DOI: https://doi.org/10.35723/ajie.v8i2.672
  69. Nurshat, A., Yegenissova, A., Laura, B., Abusseitov, B., Zhorabekova, A. N., Bagdat, B., & Elmira, U. (2021). Competences given to disabled students within the scope of inclusive education. World Journal on Educational Technology: Current Issues, 13(4), 696–706. https://doi.org/10.18844/wjet.v13i4.6256 DOI: https://doi.org/10.18844/wjet.v13i4.6256
  70. Patra, L. (2022). Value education: Eastern and western human value and virtues. Journal of Indian Council of Philosophical Research, 39(2), 69–84. https://doi.org/10.1007/s40961-022-00281-x DOI: https://doi.org/10.1007/s40961-022-00281-x
  71. Perkasa, V. D., & Leonard, A. B. (2022). Strategizing Religious Oppression: Christianity and Indonesia’s Democracy Resilience. In Consolidating Democracy: Resilience and Challenges in Indonesia and South Korea (pp. 111–129). Springer. DOI: https://doi.org/10.1007/978-3-031-13284-1_6
  72. Prayitno, H. J., Hidayat, S., Ali, M., & Sugiarto, F. (2024). Character Strengthening Model of Religious Moderation Praxis Method to Improve and Develop Student Morale. Revista de Gestão Social e Ambiental, 18(2), 1–23. https://doi.org/10.24857/rgsa.v18n2-076 DOI: https://doi.org/10.24857/rgsa.v18n2-076
  73. Prayitno, T., Mansyur, A. S., Hambali, A., & Nurul’aen, Y. (2022). The Development of Islamic-Based Pancasila and Civic Education Curriculum at Junior High School: Research at Junior High Schools in Cluster 5 Bandung Regency. Journal of Social Science, 3(1), 183–197. https://10.46799/jss.v3i1.296 DOI: https://doi.org/10.46799/jss.v3i1.296
  74. Rahmawati, R., Rosita, R., & Asbari, M. (2022). The role and challenges of Islamic religious education in the age of globalization. Journal of Information Systems and Management (JISMA), 1(1), 6–11. https://doi.org/10.4444/jisma.v1i1.2
  75. Rosidah, U., Tobroni, T., & Faridi, F. (2024). Interfaith dialogue in Islamic religious education. Jurnal Konseling Pendidikan Islam, 5(1), 120–133. https://doi.org/10.32806/jkpi.v5i1.129 DOI: https://doi.org/10.32806/jkpi.v5i1.129
  76. Saada, N., & Magadlah, H. (2021). The meanings and possible implications of critical Islamic religious education. British Journal of Religious Education, 43(2), 206–217. https://doi.org/10.1080/01416200.2020.1785844 DOI: https://doi.org/10.1080/01416200.2020.1785844
  77. Salim, A., Suyuti, I., Gafarurrozi, M., Badriah, L., & Nik Abdullah, N. M. S. A. (2024). Transformation of State Religious School Competence: An Analysis of the 1975 Joint Ministerial Decree and Its Implications in Indonesia. Jurnal Pendidikan Agama Islam, 21(2), 442–460. https://doi.org/10.14421/jpai.v21i2.9481 DOI: https://doi.org/10.14421/jpai.v21i2.9481
  78. Seran, Y. (2025). The role of interfaith dialogue in enhancing social tolerance in multicultural communities. Jurnal Konseling Dan Pendidikan, 13(2), 326–334. https://10.29210/1143700 DOI: https://doi.org/10.29210/1143700
  79. Shodiq, S. F. (2024). The Role of Religious Education in Cultivating Emotional Intelligence and Resilience Among Students in Diverse Communities. Jurnal Pendidikan Progresif, 14(3), 1770–1783. https://10.23960/jpp.v14.i3.2024120 DOI: https://doi.org/10.23960/jpp.v14.i3.2024120
  80. Sinaga, L. V., Fernando, Z. J., & Sidauruk, J. (2024). Kirpan Sikh in Indonesian Legal Context: An Analysis of Religious Freedom Protection and The Dynamics of Criminal Law Reform. Journal of Southeast Asian Human Rights, 8(1), 57–88. https://doi.org/10.19184/jseahr.v8i1.34051 DOI: https://doi.org/10.19184/jseahr.v8i1.34051
  81. Sumi, A. A. (2025). The Role of Interreligious Dialogue in Promoting Communal Harmony: Bangladesh Perspective. University of Dhaka.
  82. Suryani, A., & Muslim, A. B. (2024). Religious tolerance, intellectual humility, and democratic education. In Embracing diversity: Preparing future teachers to foster religious tolerance (pp. 13–34). Springer. DOI: https://doi.org/10.1007/978-981-97-1616-6_2
  83. Sutopo, A., Setiawan, Z., & Prayitno, H. J. (2022). Progressive Learning with a Prophetic Approach at SMA Muhammadiyah PK Surakarta. Proceedings of the International Conference of Learning on Advance Education (ICOLAE 2021), 662 (Icolae 2021). https://doi.org/10.2991/assehr.k.220503.133 DOI: https://doi.org/10.2991/assehr.k.220503.133
  84. Tim PPIM UIN Syarif Hidayatullah. (2020). “Api Dalam Sekam” Keberagamaan Muslim Gen-Z, Survei Nasional Tentang Keberagamaan Di Sekolah Dan Universitas Di Indonesia. Pusat Pengkajian Islam dan Masyarakat (PPIM) UIN Syarif Hidayatullah. https://ppim.uinjkt.ac.id/wp-content/uploads/2020/11/Survey-Nasional-Keberagamaan-GenZ.pdf
  85. Triasmoroadi, H. (2023). Building Bridges of Multifaith Awareness: A Visionary Proposal from the East Java Christian Church. Societas Dei: Jurnal Agama Dan Masyarakat, 10(2), 185–207. https://doi.org/10.33550/sd.v10i2.406 DOI: https://doi.org/10.33550/sd.v10i2.406
  86. Viinikka, K., Ubani, M., & Lipiäinen, T. (2022). Religious education as a 21st century practice: A quantitative study of the perceptions of in-service and pre-service teachers concerning new learning skills. Religion & Education, 49(1), 1–22. https://doi.org/10.1080/15507394.2021.2009304 DOI: https://doi.org/10.1080/15507394.2021.2009304
  87. Wardi, M., Fithriyyah, M. U., Hidayat, T., Ismail, I., & Supandi, S. (2023). Implementation of Religious Moderation Values through Strengthening Diversity Tolerance in Madrasah. Jurnal Pendidikan Islam, 9(2), 241–254. https://doi.org/10.15575/jpi.v9i2.27952 DOI: https://doi.org/10.15575/jpi.v9i2.27952
  88. Yani, F., & Darmayanti, E. (2020). Implementasi Nilai-Nilai Pancasila Melalui Pendidikan Pancasila Sebagai Upaya Membangun Sikap Toleransi Pada Mahasiswa di Universitas Potensi Utama. Jurnal Lex Justitia, 2(1), 48–58. https://10.22303/lj.2.1.2020.48-58 DOI: https://doi.org/10.22303/lj.2.1.2020.48-58
  89. Yusra, K., Lestari, Y. B., & Chen, W. (2025). Comparative education in Indonesia: an exploration into service providers, contents and methods of delivery. International Journal of Comparative Education and Development, 27(1), 69–85. https://doi.org/10.1108/IJCED-10-2023-0094 DOI: https://doi.org/10.1108/IJCED-10-2023-0094
  90. Zembylas, M., & Loukaidis, L. (2021). Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus. Teaching and Teacher Education, 97, 103225. https://doi.org/10.1016/j.tate.2020.103225Getrightsandcontent DOI: https://doi.org/10.1016/j.tate.2020.103225