The Dynamics of Islamic Education in the Nusantara during the Colonial Period and Its Relevance in the Modern Era

Abstract

This study examines the dynamics of Islamic education in Indonesia from the colonial period to the modern era by emphasizing its historical continuity and transformation. The study aims to analyze the conditions and characteristics of Islamic education during the colonial period, colonial policies and their impacts, as well as the transformation of modern Islamic education and the integration of adab values with critical thinking. This research employs a qualitative approach using library research. Data were collected from relevant books and scholarly articles and analyzed descriptively through data reduction, data display, and conclusion drawing. The findings show that prior to colonial intervention, Islamic education had developed independently through institutions such as pesantren, surau, and dayah, with a strong emphasis on moral formation and religious knowledge. During the colonial period, particularly under Dutch rule, Islamic education faced pressure through discriminatory policies that led to educational dualism. Under British rule, changes were relatively limited, while during the Japanese occupation, initially accommodative policies shifted toward mobilization for war purposes. These dynamics contributed to the emergence of modern Islamic education through the development of madrasah, the integration of religious and general sciences, and the reform of teaching methods. In the contemporary context, the main challenge lies in the imbalance between adab values and critical thinking skills. Therefore, integrating both aspects becomes essential in developing Islamic education that is adaptive, character-oriented, and relevant to current demands.