A Comparative Analysis of Classical and Modern Islamic  Educational Concepts in Indonesia

Aswan Aswan; Sutrisno Sutrisno; Suhardi Suhardi

doi:10.35445/alishlah.v18i2.9908

A Comparative Analysis of Classical and Modern Islamic Educational Concepts in Indonesia

Aswan Aswan, Sutrisno Sutrisno, Suhardi Suhardi

Abstract

Islamic education in Indonesia has undergone significant transformation as traditional educational institutions increasingly adapt to contemporary educational demands. However, previous studies have predominantly examined classical and modern Islamic education separately, leaving limited understanding of their comparative characteristics and emerging convergence. This study aims to comparatively analyze the concepts of classical and modern Islamic education in Indonesia by examining their philosophical foundations, institutional development, curriculum, instructional practices, and educational orientations. This study employed a qualitative library research design using a systematic literature analysis approach. Relevant scholarly publications, academic books, policy documents, and peer-reviewed journal articles published primarily between 2015 and 2025 were collected from major academic databases and analyzed through qualitative content analysis to identify recurring themes and patterns across both educational paradigms. The findings reveal that classical and modern Islamic education share a common commitment to Islamic values while differing in curriculum design, institutional management, and pedagogical approaches. Nevertheless, contemporary Islamic educational institutions increasingly demonstrate convergence through curriculum integration, technological adoption, interdisciplinary learning, and the preservation of Islamic character education, resulting in hybrid educational models that balance religious authenticity with educational innovation. The study concludes that the transformation of Islamic education in Indonesia is characterized by integration rather than dichotomy. This comparative synthesis contributes to the discourse on Islamic educational modernization by demonstrating that sustainable educational development depends on harmonizing tradition and innovation. Future empirical studies are recommended to investigate how these hybrid educational models influence teaching practices, institutional effectiveness, and student learning outcomes across diverse Islamic educational settings.

Keywords

classical Islamic education; modern Islamic education; curriculum integration; educational modernization; Indonesia

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DOI: https://doi.org/10.35445/alishlah.v18i2.9908