Mapping the Discursive Barriers of Religious Moderation in Islamic Schools: A Systematic Literature Review of Sinta-Indexed Research (2019–2026)
Keywords:
Discursive Barriers, Islamic Schools, Religious Moderation, Systematic Literature Review
Abstract
This systematic literature review investigates the structural and discursive barriers hindering the implementation of state-led religious moderation policies in Indonesian Islamic schools (Madrasahs). Utilizing the PRISMA framework to analyze 35 selected articles from Sinta-indexed journals published between 2019 and 2026, the study maps the implementation bottlenecks into three primary problem clusters: ideological-epistemological resistance, pedagogical-curricular constraints, and institutional policy ambiguities. The findings reveal a profound structural paradox: rather than fostering genuine civic tolerance, the top-down imposition of standardized moderation modules inadvertently triggers a defensive theological response from frontline educators. Driven by fears of 'theological dilution' (pendangkalan akidah) and burdened by rigid administrative compliance metrics, schools frequently resort to institutional decoupling—displaying superficial symbols of compliance while maintaining traditional, exclusionary classroom dynamics. Furthermore, a resource-driven divide exacerbates systemic inequalities between wealthy urban institutions and underfunded rural schools, forcing the latter to rely on informal, localized religious networks that fracture national standardization. This review argues that the current securitized, state-imposed approach destroys pedagogical trust and alienates educators. To overcome this impasse, policymakers must transition from punitive bureaucratic mandates toward a collaborative governance model that re-centers educational autonomy and utilizes traditional Islamic frameworks like wasathiyah.
References
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Fitriah, L., & Ramadhan, H. (2025). Mengukur yang abstrak: Dilema kepala madrasah dalam mengevaluasi karakter moderat siswa. Jurnal Evaluasi Pendidikan, 13(1), 45–59.
Fitriani, A., & Azra, M. (2024). Peran tokoh agama lokal dalam menjembatani kebijakan negara di sekolah pedesaan. Jurnal Dinamika Masyarakat, 10(3), 275–290.
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Hakim, L., & Siregar, F. (2025). Pendangkalan akidah vs harmoni nasional: Negosiasi ideologis guru agama di lapangan. Jurnal Teologi Aktual, 11(1), 33–48.
Hambali, R., & Munir, A. (2024). Politisasi moderasi beragama menjelang transisi politik: Persepsi para pendidik. Jurnal Politik dan Pemerintahan, 15(2), 180–196.
Haris, A. (2023). Pendekatan andragogi dalam peningkatan kapasitas profesional guru Madrasah. Jurnal Pelatihan Pendidik, 9(2), 112–126.
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Hasan, R., & Syarif, M. (2024). Disonansi kognitif siswa Madrasah akibat dualisme pesan nilai di sekolah. Jurnal Psikologi Pendidikan, 12(3), 220–235.
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Huda, N. (2023). Culturally responsive pedagogy dalam pendidikan Islam. Kejawen Press.
Jones, C., Hesterly, W. S., & Borgatti, S. P. (1997). A general theory of network governance: Exchange conditions and social mechanisms. Academy of Management Review, 22(4), 911–945.
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Kundnani, A. (2014). The Muslims are coming! Islamophobia, extremism, and the domestic war on terror. Verso Books.
Kurniawan, I. (2023). Beban administratif guru dalam pelaporan program moderasi beragama. Jurnal Manajemen Pendidikan, 11(2), 134–149.
Ladson-Billings, G. (1995). Toward a theory of culturally responsive pedagogy. American Educational Research Journal, 32(3), 465–491.
Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
Lukens-Bull, R. (2013). Islamic higher education in Indonesia: Continuity and conflict. Palgrave Macmillan.
Matland, R. E. (1995). Synthesizing the implementation literature: The ambiguity-conflict model of policy implementation. Journal of Public Administration Research and Theory, 5(2), 145–174.
Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363.
Muammar, K. (2024). Kegagalan struktural proyek top-down moderasi beragama di Indonesia. Jurnal Kritik Sosial, 8(1), 22–39.
Mubarak, H. (2023). Hukum Goodhart dalam implementasi kebijakan kurikulum merdeka dan moderasi. Jurnal Akuntabilitas Publik, 10(2), 167–181.
Mudzakir, A. (2023). Teori pendidikan demokratis dan aplikasinya pada sekolah Islam modern. Jurnal Pedagogi, 14(4), 401–416.
Nasution, S., & Rahmawati, E. (2025). Ketimpangan infrastruktur dan pemaksaan kebijakan nasional pada sekolah pinggiran. Jurnal Keadilan Sosial, 6(1), 50–66.
Nazaruddin, I., & Utama, S. (2025). Mengganti peran negara: Ketergantungan sekolah rural pada jaringan kiai lokal. Jurnal Tata Kelola Pendidikan, 12(1), 88–103.
Nugroho, A., & Fauzi, M. (2024). Resistensi epistemologis guru terhadap modul toleransi versi kementerian. Jurnal Riset Sinta, 15(2), 210–225.
Pfeffer, J., & Salancik, G. R. (1978). The external control of organizations: A resource dependence perspective. Harper & Row.
Pratama, A., & Utami, S. (2025). Formalitas RPP: Analisis decoupling antara dokumen administratif dan praktik kelas. Jurnal Kurikulum Indonesia, 13(2), 112–128.
Purnomo, H., & Utami, R. (2025). Sertifikasi vs substansi: Evaluasi kritis pelatihan moderasi beragama bagi guru. Jurnal Pengembangan Profesi, 11(1), 77–92.
Rahardjo, T. (2023). Network governance dalam tata kelola institusi keagamaan tradisional. Jurnal Sosiologi Agama, 17(1), 44–59.
Rahman, T., & Sofia, L. (2024). Melampaui kepatuhan administratif: Model integrasi organik dalam pendidikan nilai. Jurnal Etika Pendidikan, 9(3), 302–317.
Rizal, M., & Fitriani, S. (2025). Alienasi kelembagaan akibat pemaksaan kebijakan keamanan di sekolah Islam. Jurnal Kebijakan Publik, 16(1), 99–114.
Rohman, F. (2025). Clash of authority: Otoritas kiai vs indikator kinerja utama kementerian. Jurnal Hukum dan Masyarakat, 14(2), 150–165.
Roslan, M. (2025). Trust deficit in state-sponsored religious curricula: A comparative review. Global Educational Review, 8(1), 12–29.
Rozak, A. (2025). State control and ideological policing in Southeast Asian Islamic schools. Asian Studies Quarterly, 19(2), 85–101.
Saeed, A. (2021). Contemporary approaches to the Quran in Indonesia: Development and controversies. Oxford University Press.
Sanjaya, M., & Kurniawan, D. (2024). Redefining moderation: Safeguarding academic freedom in Islamic classrooms. Indonesian Journal of Educational Studies, 11(4), 312–327.
Saputra, E. (2023). Teori ketergantungan sumber daya dalam tata kelola madrasah swasta. Jurnal Akuntabilitas Madrasah, 7(2), 189–204.
Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human condition have failed. Yale University Press.
Smith, J. (2021). Defensive theology in modern educational policy intervention. Academic Press.
Strathern, M. (1997). ‘Improving ratings’: Audit audit, accountability and movement. European Review, 5(3), 305–321.
Subakir, A. (2024). Mempertahankan wasathiyah asli dari standardisasi birokrasi. Jurnal Pemikiran Islam Pesantren, 10(1), 12–28.
Suryawan, I., & Pratama, R. (2024). Kecemasan prosedural pengawas madrasah akibat ambiguitas metrik evaluasi. Jurnal Administrasi Negara, 15(3), 241–256.
Tan, C. (2023). Securitization of religious education: Policy and practice in Southeast Asia. Comparative Education Review, 67(2), 295–313.
Tayob, A. (2021). Islamic education in Africa and Asia: State control, community initiatives, and globalization. Journal of Muslim Minority Affairs, 41(3), 415–432.
Utama, I. (2023). Disonansi kognitif dan pembentukan karakter di era disrupsi identitas. Jurnal Psikologi Sosial, 11(2), 167–180.
Wahyuni, S. (2023). Analisis ambiguitas kebijakan moderasi beragama di tingkat daerah. Jurnal Tata Pemerintahan, 9(4), 402–417.
Wibowo, A., & Setiawan, B. (2024). Paradoks formalitas: Evaluasi PRISMA terhadap literatur moderasi beragama di Indonesia. Jurnal Meta-Analisis Pendidikan, 6(2), 120–136.
Wulandari, S., & Saputra, R. (2025). Menggugat efektivitas kurikulum moderasi: Perspektif psikologis siswa. Jurnal Bimbingan dan Konseling, 14(1), 34–49.
Zainuddin, M., & Mansur, A. (2024). Paperwork exercise: Reduksi nilai moderasi menjadi beban administratif guru. Jurnal Sinta Pedagogi, 12(1), 55–70.
Zuhdi, M. (2025). Memelihara kemurnian epistemis: Perjuangan guru madrasah terhadap distorsi politik kurikulum. Jurnal Sejarah dan Pendidikan Islam, 13(1), 101–116.
Anam, S., & Rosyid, A. (2025). Reclaiming pedagogical autonomy: Democratic approach to religious moderation in Islamic schools. Journal of Religious Education, 23(1), 45–62.
Anwar, K. (2023). Kebijakan moral negara dan resistensi akar rumput: Analisis instrumentalistik terhadap kurikulum agama. Jurnal Pendidikan Islam, 12(2), 115–130.
Arifin, Z., & Latif, M. (2025). Performa formalitas dalam penilaian akreditasi: Studi kasus implementasi moderasi beragama di Madrasah. Jurnal Akuntabilitas Pendidikan, 13(1), 14–29.
Azra, A. (2022). Essays on Islamic education: Traditional institutions in transition. Yayasan Pustaka Obor Indonesia.
Basri, M. (2023). Teologi defensif pendidik Muslim menghadapi intervensi kebijakan modern. Jurnal Studi Agama, 9(1), 78–93.
Basri, M., & Anwar, S. (2024). Restrukturisasi pelatihan guru: Dari indoktrinasi menuju dialog andragogi. Jurnal Pendidikan dan Kebudayaan, 14(2), 201–215.
Buzan, B., Wæver, O., & de Wilde, J. (1998). Security: A new framework for analysis. Lynne Rienner Publishers.
Casanova, J. (1994). Public religions in the modern world. University of Chicago Press.
DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147–160.
Fadli, M., & Muna, N. (2025). Membumikan wasathiyah: Efektivitas bahasa lokal dalam mereduksi kecurigaan ideologis guru. Jurnal Kurikulum Teoretis, 7(1), 89–104.
Fajri, N. (2023). Isomorfisme institusional dalam standardisasi pendidikan Madrasah. Jurnal Administrasi Pendidikan, 11(3), 310–325.
Fathoni, A., & Hidayah, N. (2024). Kesenjangan sumber daya antara Madrasah urban dan rural dalam adaptasi kebijakan nasional. Jurnal Sosiologi Pendidikan, 16(2), 142–158.
Fauzi, A. (2023). Teori decoupling dalam implementasi kebijakan pendidikan agama di Indonesia. Jurnal Analisis Kebijakan, 8(4), 412–428.
Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
Fitriah, L., & Ramadhan, H. (2025). Mengukur yang abstrak: Dilema kepala madrasah dalam mengevaluasi karakter moderat siswa. Jurnal Evaluasi Pendidikan, 13(1), 45–59.
Fitriani, A., & Azra, M. (2024). Peran tokoh agama lokal dalam menjembatani kebijakan negara di sekolah pedesaan. Jurnal Dinamika Masyarakat, 10(3), 275–290.
Foucault, M. (1977). Discipline and punish: The birth of the prison. Vintage Books.
Gearon, L. (2015). Education, security and intelligence studies. British Journal of Educational Studies, 63(3), 263–279.
Gutmann, A. (1987). Democratic education. Princeton University Press.
Hakim, L., & Siregar, F. (2025). Pendangkalan akidah vs harmoni nasional: Negosiasi ideologis guru agama di lapangan. Jurnal Teologi Aktual, 11(1), 33–48.
Hambali, R., & Munir, A. (2024). Politisasi moderasi beragama menjelang transisi politik: Persepsi para pendidik. Jurnal Politik dan Pemerintahan, 15(2), 180–196.
Haris, A. (2023). Pendekatan andragogi dalam peningkatan kapasitas profesional guru Madrasah. Jurnal Pelatihan Pendidik, 9(2), 112–126.
Hasan, M. (2023). Birokratisasi kesalehan: Kritik terhadap standardisasi moralitas agama oleh negara. Jurnal Pemikiran Islam, 14(1), 55–71.
Hasan, R., & Syarif, M. (2024). Disonansi kognitif siswa Madrasah akibat dualisme pesan nilai di sekolah. Jurnal Psikologi Pendidikan, 12(3), 220–235.
Hidayat, T., & Malik, A. (2024). Mapping policy resistance in Muslim-majority education systems. Southeast Asian Journal of Educational Review, 5(2), 102–118.
Huda, N. (2023). Culturally responsive pedagogy dalam pendidikan Islam. Kejawen Press.
Jones, C., Hesterly, W. S., & Borgatti, S. P. (1997). A general theory of network governance: Exchange conditions and social mechanisms. Academy of Management Review, 22(4), 911–945.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education.
Kundnani, A. (2014). The Muslims are coming! Islamophobia, extremism, and the domestic war on terror. Verso Books.
Kurniawan, I. (2023). Beban administratif guru dalam pelaporan program moderasi beragama. Jurnal Manajemen Pendidikan, 11(2), 134–149.
Ladson-Billings, G. (1995). Toward a theory of culturally responsive pedagogy. American Educational Research Journal, 32(3), 465–491.
Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
Lukens-Bull, R. (2013). Islamic higher education in Indonesia: Continuity and conflict. Palgrave Macmillan.
Matland, R. E. (1995). Synthesizing the implementation literature: The ambiguity-conflict model of policy implementation. Journal of Public Administration Research and Theory, 5(2), 145–174.
Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363.
Muammar, K. (2024). Kegagalan struktural proyek top-down moderasi beragama di Indonesia. Jurnal Kritik Sosial, 8(1), 22–39.
Mubarak, H. (2023). Hukum Goodhart dalam implementasi kebijakan kurikulum merdeka dan moderasi. Jurnal Akuntabilitas Publik, 10(2), 167–181.
Mudzakir, A. (2023). Teori pendidikan demokratis dan aplikasinya pada sekolah Islam modern. Jurnal Pedagogi, 14(4), 401–416.
Nasution, S., & Rahmawati, E. (2025). Ketimpangan infrastruktur dan pemaksaan kebijakan nasional pada sekolah pinggiran. Jurnal Keadilan Sosial, 6(1), 50–66.
Nazaruddin, I., & Utama, S. (2025). Mengganti peran negara: Ketergantungan sekolah rural pada jaringan kiai lokal. Jurnal Tata Kelola Pendidikan, 12(1), 88–103.
Nugroho, A., & Fauzi, M. (2024). Resistensi epistemologis guru terhadap modul toleransi versi kementerian. Jurnal Riset Sinta, 15(2), 210–225.
Pfeffer, J., & Salancik, G. R. (1978). The external control of organizations: A resource dependence perspective. Harper & Row.
Pratama, A., & Utami, S. (2025). Formalitas RPP: Analisis decoupling antara dokumen administratif dan praktik kelas. Jurnal Kurikulum Indonesia, 13(2), 112–128.
Purnomo, H., & Utami, R. (2025). Sertifikasi vs substansi: Evaluasi kritis pelatihan moderasi beragama bagi guru. Jurnal Pengembangan Profesi, 11(1), 77–92.
Rahardjo, T. (2023). Network governance dalam tata kelola institusi keagamaan tradisional. Jurnal Sosiologi Agama, 17(1), 44–59.
Rahman, T., & Sofia, L. (2024). Melampaui kepatuhan administratif: Model integrasi organik dalam pendidikan nilai. Jurnal Etika Pendidikan, 9(3), 302–317.
Rizal, M., & Fitriani, S. (2025). Alienasi kelembagaan akibat pemaksaan kebijakan keamanan di sekolah Islam. Jurnal Kebijakan Publik, 16(1), 99–114.
Rohman, F. (2025). Clash of authority: Otoritas kiai vs indikator kinerja utama kementerian. Jurnal Hukum dan Masyarakat, 14(2), 150–165.
Roslan, M. (2025). Trust deficit in state-sponsored religious curricula: A comparative review. Global Educational Review, 8(1), 12–29.
Rozak, A. (2025). State control and ideological policing in Southeast Asian Islamic schools. Asian Studies Quarterly, 19(2), 85–101.
Saeed, A. (2021). Contemporary approaches to the Quran in Indonesia: Development and controversies. Oxford University Press.
Sanjaya, M., & Kurniawan, D. (2024). Redefining moderation: Safeguarding academic freedom in Islamic classrooms. Indonesian Journal of Educational Studies, 11(4), 312–327.
Saputra, E. (2023). Teori ketergantungan sumber daya dalam tata kelola madrasah swasta. Jurnal Akuntabilitas Madrasah, 7(2), 189–204.
Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human condition have failed. Yale University Press.
Smith, J. (2021). Defensive theology in modern educational policy intervention. Academic Press.
Strathern, M. (1997). ‘Improving ratings’: Audit audit, accountability and movement. European Review, 5(3), 305–321.
Subakir, A. (2024). Mempertahankan wasathiyah asli dari standardisasi birokrasi. Jurnal Pemikiran Islam Pesantren, 10(1), 12–28.
Suryawan, I., & Pratama, R. (2024). Kecemasan prosedural pengawas madrasah akibat ambiguitas metrik evaluasi. Jurnal Administrasi Negara, 15(3), 241–256.
Tan, C. (2023). Securitization of religious education: Policy and practice in Southeast Asia. Comparative Education Review, 67(2), 295–313.
Tayob, A. (2021). Islamic education in Africa and Asia: State control, community initiatives, and globalization. Journal of Muslim Minority Affairs, 41(3), 415–432.
Utama, I. (2023). Disonansi kognitif dan pembentukan karakter di era disrupsi identitas. Jurnal Psikologi Sosial, 11(2), 167–180.
Wahyuni, S. (2023). Analisis ambiguitas kebijakan moderasi beragama di tingkat daerah. Jurnal Tata Pemerintahan, 9(4), 402–417.
Wibowo, A., & Setiawan, B. (2024). Paradoks formalitas: Evaluasi PRISMA terhadap literatur moderasi beragama di Indonesia. Jurnal Meta-Analisis Pendidikan, 6(2), 120–136.
Wulandari, S., & Saputra, R. (2025). Menggugat efektivitas kurikulum moderasi: Perspektif psikologis siswa. Jurnal Bimbingan dan Konseling, 14(1), 34–49.
Zainuddin, M., & Mansur, A. (2024). Paperwork exercise: Reduksi nilai moderasi menjadi beban administratif guru. Jurnal Sinta Pedagogi, 12(1), 55–70.
Zuhdi, M. (2025). Memelihara kemurnian epistemis: Perjuangan guru madrasah terhadap distorsi politik kurikulum. Jurnal Sejarah dan Pendidikan Islam, 13(1), 101–116.
Published
2025-12-30
How to Cite
Supradi, B., Jailani, A. M., Mustafa, M., Ramli, S., Habibullah, M. Y., Pratama, Y. P., & Dwi Putra, R. (2025). Mapping the Discursive Barriers of Religious Moderation in Islamic Schools: A Systematic Literature Review of Sinta-Indexed Research (2019–2026). JPI: Jurnal Pustaka Indonesia, 5(3), 90-103. https://doi.org/10.62159/jpi.v5i3.2236
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Articles
Copyright (c) 2025 Bambang Supradi, Ali Muddin Jailani, Mustafa Mustafa; Syahrur Ramli, M Yoga Habibullah; Yudha Putra Pratama; Radhitiya Dwi Putra
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