A Comparative Analysis Of Contemporary Islamic Education Systems: Philosophical, Sociological, And Pedagogical Perspectives From Indonesia, Malaysia, And Egypt
DOI:
https://doi.org/10.37348/cendekia.v11i1.691Keywords:
Islamic Education, Comparative Study, Educational Philosophy, Sociocultural Factors, PedagogyAbstract
Contemporary Islamic education is shaped by diverse social, cultural, and political contexts across Muslim-majority countries. This study conducts a comparative analysis of Islamic education systems in Indonesia, Malaysia, and Egypt, examining their philosophical, sociological, and pedagogical foundations. Utilizing a qualitative approach through literature review, this research explores the similarities and differences in the goals, methods, curricula, and integration of Islamic values in education across these three nations. The study finds that while there are common theological and moral principles, significant variations exist in how Islamic education is integrated into national education frameworks, influenced by political agendas, and adapted to technological advancements. In Indonesia, Islamic education is integrated within the national curriculum through madrasahs and religious education programs in public schools. Malaysia adopts a more centralized approach with a strong governmental control over Islamic education. Meanwhile, Egypt, through Al-Azhar University, maintains a parallel system of Islamic education alongside secular schooling. The research underscores the importance of understanding the socio-political impacts on educational policies and practices. The findings highlight the need for a contextual and adaptive approach to Islamic education, ensuring its relevance and effectiveness in addressing contemporary challenges.
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