Islamic education in Indonesia must deliver quality, modern governance, and fidelity to its religious identity at once. In 2025, two curricular policies emerged almost simultaneously: the Love-Based Curriculum (Kurikulum Berbasis Cinta) of the Ministry of Religious Affairs and Deep Learning (Pembelajaran Mendalam) of the Ministry of Primary and Secondary Education. Using a stakeholder lens, this article critiques the governance of Islamic educational institutions, assesses how far both policies meet stakeholder needs, and interprets why parents increasingly choose institutions that promise akhlak (moral character) formation. This qualitative study combines library research, critical policy analysis, and an interpretive phenomenological reading of regulations, national statistics, and recent journal articles, analyzed through data condensation, display, and conclusion drawing with source triangulation. Stakeholder mapping remains managerial and treats parents as passive clients, although they confer institutional legitimacy, while institutional diversity lacks adaptive quality standards and integrated data. Both policies fit the demand for humane, meaningful, character-oriented education, yet depend on teacher readiness and cross-ministry harmonization. Parental preference reflects moral anxiety in the digital age. Quality improvement therefore requires fair stakeholder mapping and maslahah-oriented policy integration.
Penelitian
STAKEHOLDER PENDIDIKAN ISLAM: KELEMBAGAAN, KURIKULUM BERBASIS CINTA, PEMBELAJARAN MENDALAM, DAN DAYA TARIK AKHLAK
SINTA 3
Index Akreditasi Jurnal: International Journal Indexed (Copernicus dan / atau DOAJ)
Tanggal Publikasi: 29 Sep 2026
Abstrak
Keyword
stakeholder, Islamic education, Love-Based Curriculum, Deep Learning, character
Sitasi
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