The Philosophy of Islamic Education Policy: An Ontological, Epistemological, and Axiological Analysis of Islamic Religious Education Policy
DOI:
https://doi.org/10.66931/jmpi.v2i01.465Keywords:
Islamic Religious Education Policy, Philosophy of Education, Ontology.Abstract
This study aims to analyze the philosophical foundations of Islamic Religious Education (IRE) policy through the integrated perspectives of ontology, epistemology, and axiology using a qualitative literature review approach. Data were collected from peer-reviewed journal articles, scholarly books, conference proceedings, and institutional reports related to Islamic educational philosophy and educational policy. The literature was analyzed using thematic analysis to identify conceptual patterns, theoretical relationships, and emerging perspectives. The findings indicate that ontology explains the nature and purpose of Islamic education based on the principles of tawhid and holistic human development; epistemology emphasizes the integration of revelation, reason, empirical inquiry, and critical reflection in educational policymaking; while axiology highlights Islamic ethical values as the normative foundation for educational objectives, curriculum development, and institutional governance. This study contributes to the development of Islamic education policy theory by proposing an integrated philosophical framework that bridges fragmented philosophical discussions and provides practical guidance for designing value-based, philosophically coherent, and contextually relevant Islamic Religious Education policies
References
Abdalla, M. (2025). Exploring tarbiyah in Islamic education: A critical review of the English-and Arabic-language literature. Education Sciences, 15(5), 559. https://doi.org/10.3390/educsci15050559
Abdul-Jabbar, W. K., & Makki, Y. (2024). Integrating intercultural philosophy into the high school curriculum: Toward a deliberative pedagogy of Tadabbur in diasporic Muslim education. Religions, 15(2), 189. https://doi.org/10.3390/rel15020189
AlJanadi, Y. (2026). Gender diversity and disclosure: a meta-analysis. International Journal of Disclosure and Governance, 23(1), 197–211. https://doi.org/10.1057/s41310-024-00285-w
Amin, H. (2024). Value-based frameworks and peace education in faith-neutral, faith-based and faith-inspired schools in Islamabad: A comparative analysis. Journal of Peace Education, 21(1), 54–81. https://doi.org/10.1080/17400201.2023.2289655
Arena Jr, D. F., Volpone, S. D., & Jones, K. P. (2023). (Overcoming) Maternity bias in the workplace: A systematic review. Journal of Management, 49(1), 52–84. https://doi.org/10.1177/01492063221086243
Asnawi, N., & Zuhdi, M. (2025). Deconstructing Logocentrism and School-Centrism in Indonesia’s Islamic Education: A Critical Epistemological Analysis. Education Sciences, 15(12), 1615. https://doi.org/10.3390/educsci15121615
Bahri, R., Rofiqi, R., Kusaeri, & Rusydiyah, E. F. (2025). Religious moderation education: a comparative study of Islamic approaches in Indonesia and Malaysia with implications for faith-based education. International Studies in Catholic Education, 1–23. https://doi.org/10.1080/19422539.2025.2519727
Baitussalam, M. I. (2025). The Effectiveness of Islamic Group Counseling in Improving the Self-Esteem of Students at Al-Mashduqiah Islamic Boarding School. DAAR EL-BASYIROH: Journal of Islamic Psychology and Counseling Guidance, 1(01), 1–9. https://doi.org/10.32345/jkd/2344
Cossa, J., Harris, K., & Barat, S. (2025). Modernist education and the myth of development in Africa. International Review of Education, 71(5), 959–978. https://doi.org/10.1007/s11159-025-10192-z
Coverdale, T. C., & Davies, A. B. (2023). Unravelling the relationship between plant diversity and vegetation structural complexity: A review and theoretical framework. Journal of Ecology, 111(7), 1378–1395. https://doi.org/10.1111/1365-2745.14068
Gallien, C., & Saad, E. (2025). Reading Literature as Theology in Islam. An Introduction and Two Case Studies: al-Thaʿālibī and Ḥāfiẓ. Open Theology, 11(1), 20250047. https://doi.org/10.1515/opth-2025-0047
Habsi, M., Affan, M., & Nasution, N. R. (2026). Inner Development as a Transformative Paradigm for Educational Development: A Qualitative Literature Study on Consciousness and Character Formation. Chalim Journal of Teaching and Learning, 6(1), 1–15. https://doi.org/10.31538/cjotl.v6i1.3123
Habsi, M., Hefniy, H., & Munawaroh, M. (2025). Optimization of Social Media Management in Enhancing the Brand Image of Islamic Boarding Schools. Journal of Educational Management Research, 4(5), 1934–1946. https://doi.org/10.61987/jemr.v4i5.1160
Hasan, M. F. (2025). Educational authority and regulatory legitimacy: comparing normative systems in pesantren and public schools in Indonesia. Legal Pluralism and Critical Social Analysis, 57(2–3), 182–206. https://doi.org/10.1080/27706869.2025.2556586
Husni, H., & Hayden, W. (2024). The epistemology of ta’dib in islamic civilizational discourse: reviving and reconstructing contemporary muslim scholars’ views. Journal of Al-Tamaddun, 19(1), 181–197. https://doi.org/10.22452/JAT.vol19no1.14
Hussin, M. Y. M., Muhammad, F., Razak, A. A., & Awang, S. A. (2024). Islamic religious school as an alternative education institution in the global era: A bibliometric and thematic analysis. International Journal of Learning, Teaching and Educational Research, 23(9), 560–591. https://doi.org/10.26803/ijlter.23.9.28
Inda, A., Gibreil, N. A. I., Elbadawi, E. M. N., Salem, S. M. S., & Gurafi, A. (2024). Developing critical thinking in Islamic education: A comparative analysis of traditional and modern institutions. Procedia Environmental Science, Engineering and Management, 11(1), 53–63. https://doi.org/10.67865/ksd/9237
Islamic, G., Ishaq, M., & Dayati, U. (2024). Character education through philosophical values in traditional Islamic boarding schools. Kasetsart Journal of Social Sciences, 45(1), 31–42. https://doi.org/10.34044/j.kjss.2024.45.1.04
Karwadi, Bin Zakaria, A. R., Setiyawan, A., & Ferdi Hasan, M. (2025). Integration of critical pedagogy in Islamic education: a case study of pre-service teacher training. British Journal of Religious Education, 1–22. https://doi.org/10.1080/01416200.2025.2560905
Kosim, M., Muqoddam, F., Mubarok, F., & Laila, N. Q. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1), 2172930. https://doi.org/10.1080/2331186X.2023.2172930
Kouarfaté, B. B. (2025). Axiology of Cultured Meat and Consumer Perception: An Analysis Based on the Phenomenology of Perception. Foods, 15(1), 34. https://doi.org/10.3390/foods15010034
Maemonah, M., Zuhri, H., Masturin, M., Syafii, A., & Aziz, H. (2023). Contestation of Islamic educational institutions in Indonesia: Content analysis on social media. Cogent Education, 10(1), 2164019. https://doi.org/10.1080/2331186X.2022.2164019
Mazzei, M. J., DeBode, J., Gangloff, K. A., & Song, R. (2025). Old habits die hard: A review and assessment of the threat-rigidity literature. Journal of Management, 51(6), 2154–2181. https://doi.org/10.1177/01492063241286493
Memon, N. A., Abdalla, M., & Chown, D. (2024). Laying foundations for Islamic teacher education. Education Sciences, 14(10), 1046. https://doi.org/10.3390/educsci14101046
Meng, L., & Liu, S. (2023). Why apply yinyang philosophy in mixed methods research: Harmony perspectives from ancient Chinese culture. Educational Philosophy and Theory, 55(4), 468–482. https://doi.org/10.1080/00131857.2022.2105695
Mu’alimin, M., Muhith, A. M., & Hepni, H. (2026). School principals’ and teachers’ perspectives on school quality management in Islamic schools: insights from Indonesia. International Journal of Educational Management, 40(4), 727–741. https://doi.org/10.1108/IJEM-05-2025-0387
Mudin, M. I., Ihsan, N. H., & Huringiin, N. (2026). Fortifying the deep ecology platform: Nursi’s’ Tafakkur Imani’as a metaphysical completion to Arne Naess’ deep questioning. Australian Journal of Islamic Studies, 11(3), 1–24. https://doi.org/10.55831/ajis.v11i3.1057
Muis, A. (2026). Incorporating religious moderation values into the Islamic religious education curriculum in secondary education: a systematic review of goals, experiences, methods, and evaluation. British Journal of Religious Education, 48(2), 248–262. https://doi.org/10.1080/01416200.2025.2598619
Mulpeter, N., O’Flaherty, J., & McCormack, O. (2026). ‘A better fit’and an ‘easier sell’: perceptions of a pilot values-based curriculum in publicly managed schools in Ireland. Journal of Beliefs & Values, 1–17. https://doi.org/10.1080/13617672.2026.2644206
Omidvar, O., Hadjimichael, D., Burke, G. T., Pyrko, I., & Chia, R. (2025). Temporal patterns in management: integrating perspectives on rhythms of work and organizing. Academy of Management Annals, 19(2), 861–902. https://doi.org/10.5465/annals.2024.0081
Pascucci, D., Tanrikulu, Ö. D., Ozkirli, A., Houborg, C., Ceylan, G., Zerr, P., Rafiei, M., & Kristjánsson, Á. (2023). Serial dependence in visual perception: A review. Journal of Vision, 23(1), 9. https://doi.org/10.1167/jov.23.1.9
Rahmatullah, M., & Baitussalam, M. I. (2025). The Role of Ethical Leadership in Strengthening Organizational Culture within Islamic Higher Education. DAAR EL-IDARAH: Journal of Islamic Education Management, 1(01), 21–30. https://doi.org/10.66931/jmpi.v1i01.1
Riaz, M., Baloch, F., Siddiqui, M., Ejaz, R., & Bashir, M. (2023). The role of islamic education in promoting peace and tolerance. Al-Qanṭara, 9(4), 308–327. https://doi.org/10.28374/kjskad/293865
Rodrigues, C., Neto-Mendes, A., Santos, M., & Gouveia, A. (2025). Mapping Problems and Approaches in Educational Governance: A Systematic Literature Review. Education Sciences, 15(8), 1048. https://doi.org/10.3390/educsci15081048
Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894
Sijamhodžić-Nadarević, D. (2024). Philosophy and pedagogy of Islamic education in today’s Europe. Journal of Muslims in Europe, 13(3), 365–378. https://doi.org/10.1163/22117954-bja10106
Succarie, A. (2024). Examining the implications of Islamic teacher education and professional learning: Towards professional identity renewal in Islamic schools. Education Sciences, 14(11), 1192. https://doi.org/10.3390/educsci14111192
Syauqi, M. L., Ghozali, M. Y., Khairah, R., Nurzen, K., Muksin, A., Romdhon, M. R., Prasetiawan, A. Y., Rezi, M., Sayska, D. S., & Muftadin, D. (2025). Embedding Islamic values in higher education: Trends, practices, and future research agenda. Research Journal in Advanced Humanities, 6(4). https://doi.org/10.837454/kjs/9238
Utomo, P., & Baitussalam, M. I. (2025). Quality Assurance in Islamic Education A Comparative Study of Accreditation Standards and Sharia Based Educational Values. DAAR EL-IDARAH: Journal of Islamic Education Management, 1(01), 31–40. https://doi.org/10.66931/jmpi.v1i01.5
Weißmüller, K. S., & Zuber, A. (2023). Understanding the micro‐foundations of administrative corruption in the public sector: Findings from a systematic literature review. Public Administration Review, 83(6), 1704–1726. https://doi.org/10.1111/puar.13699
Zainullah, M., Baitussalam, M. I., & Fiestighfarillah, S. (2026). The Effect of Islamic Financial Literacy Mentoring Programs on Improving Islamic Financial Literacy and Financial Behavior among Islamic Boarding School Students. DAAR EL-TAMKIN: Journal of Community Empowerment, 1(01), 63–78. https://doi.org/10.87235/jkas/928364
Downloads
Published
Issue
Section
License
Copyright (c) 2026 DAAR EL-IDARAH: Journal of Islamic Education Management
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
