Regional Autonomy Policy in Islamic Religious Education

Rizky Firnanda; Djorgie Prasandy; M. Rizki Alfareza; Farras Abidah

doi:10.59890/ijasr.v3i9.100

Authors

Rizky Firnanda Universitas Islam Indonesia
Djorgie Prasandy Universitas Ahmad Dahlan
M. Rizki Alfareza Universitas Ahmad Dahlan
Farras Abidah Universitas Ahmad Dahlan

DOI:

https://doi.org/10.59890/ijasr.v3i9.100

Keywords:

Regional Autonomy, Education Policy, Islamic Education, Madrasah

Abstract

This article discusses regional autonomy policies and their implications for the management of Islamic education, particularly madrasahs, in Indonesia. Regional autonomy, which began to be implemented in 2001, brought significant changes to the education system, which was previously centralized but became more decentralized. This research uses the literature study method by reviewing various literature, laws and regulations, as well as previous research findings related to regional autonomy policies in education. The study results indicate that educational decentralization provides opportunities for madrasahs to develop management patterns, curricula, and learning strategies that are more appropriate for local needs. However, on the other hand, the position of madrasas within the framework of regional autonomy still faces challenges, particularly regarding regulatory certainty, funding, and resource disparities between regions. Thus, regional autonomy policies can be both an opportunity and a challenge for Islamic education, requiring synergy between the central government, regional governments, and society to strengthen the position of madrasas as an integral part of the national education system

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