Reconstructing Islamic Religious Education Policy in Indonesia: A Critical Analysis of Government Regulation No. 55 of 2007

Abstract

This study aims to reconstruct the policy direction of Islamic Religious Education based on the vision, mission, and objectives from the perspective of Government Regulation Number 55 of 2007. This study begins with the fundamental problem of the gap between the normative ideals of PAI which emphasize the formation of faith, piety, and noble character and the reality of implementation, which is still dominated by a cognitive-doctrinal approach and suboptimal internalization of values. The study uses a qualitative approach through library research with critical analysis of policy documents, Islamic education literature, and contemporary educational theory.

The results indicate that conceptually, the vision, mission, and objectives of PAI align with the regulatory framework, but have not been effectively operationalized in learning practices. The main weaknesses lie in the lack of integration of affective and practical dimensions, minimal pedagogical innovation, and weak relevance to global challenges such as social pluralism and digital disruption. Therefore, a reconstruction of the policy direction of PAI is needed based on three main paradigms: integrative (strengthening the integration of knowledge and values), humanistic (placing students as learning subjects), and transformative (orienting toward behavioral change and social awareness).

This research confirms that the reconstruction of Islamic Religious Education  policy must be directed at strengthening values-based curricula, contextual and reflective learning, and a comprehensive and authentic evaluation system. Thus, PAI is expected to bridge the gap between normative vision and implemented reality and play a strategic role in shaping a generation that is religious, moderate, and adaptive to global dynamics.