Comparative Dialectics of Islamic Religious Education Objectives in Schools and Madrasahs: A Philosophical and Juridical Perspective

Abstract

Discourse regarding Islamic Religious Education (IRE) in Indonesia is frequently constrained by a structural dichotomy between public schools, administered by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), and madrasas, under the authority of the Ministry of Religious Affairs. This study aims to analyze the dialectics of IRE objectives through philosophical and juridical lenses to elucidate the divergences and convergences within national education policy paradigms. Employing a qualitative approach via library research and critical content analysis of primary regulations—including the National Education System Law, Ministry of Education and Culture Regulation (Permendikbudristek) No. 12 of 2024, and Minister of Religious Affairs Decree (KMA) No. 183 of 2019—this study dissects the tension between the civic morality mandates of the Pancasila Student Profile in schools and the deep theological traditions (tafakkuh fiddin) cultivated in madrasas. Findings indicate that despite administrative divergences and differences in instructional depth, both institutions converge on a shared philosophical foundation: the formation of the moderate Insan Kamil (perfect human). However, policy fragmentation generates an epistemological gap that impedes the integration of religious values and scientific knowledge. This research concludes that epistemological reintegration is imperative to dissolve the dichotomy between "religious" and "secular" sciences. Policy implications underscore the necessity of harmonizing competency standards rooted in religious moderation to produce graduates who are scientifically competent and spiritually mature, thereby serving as pillars of an inclusive and religious Indonesian civilization.