Educational Hybridity and Ideological Negotiationin Integrated Islamic Kindergartens in Indonesia
DOI:
https://doi.org/10.26811/peuradeun.v14i2.2624Keywords:
Early Childhood Education, Hybridity, Ideology of Education, Integrated Islamic Education, Integrated Islamic SchoolAbstract
The rapid expansion of Integrated Islamic Kindergartens (TK IT) in Indonesia reflects broader transformations in the relationship between religion, education, and state governance in contemporary Muslim societies. However, existing studies on Sekolah Islam Terpadu (SIT) have largely focused on curriculum implementation and educational management, with limited attention to how these institutions negotiate hybridity between Islamic ideology and formal state education systems. This study aimed to examine the forms and practices of hybridity within TK IT in Padang City, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving six TK IT affiliated with JSIT, ASESI, and non-affiliated institutions. Data were analyzed using thematic analysis based on the interactive model of Miles and Huberman. The findings revealed three dominant forms of hybridity: integrative hybridity in TK IT JSIT, selective-defensive hybridity in TK IT ASESI, and adaptive-pragmatic hybridity in non-affiliated TK IT. These forms of hybridity were reflected in curriculum integration, institutional governance, pedagogical practices, and moral regulation. This study contributes to hybridity scholarship by demonstrating that hybridity within Islamic education involves ideological negotiation, identity construction, and epistemological reconstruction. The findings also provide broader insights into contemporary debates on faith-based education, Islamic educational modernity, and state-religion relations in Muslim societies.
References
Abidin, Z. (2009). Sekolah Islam Terpadu sebagai Sekolah Alternatif di Surakrta (Pengkajian tentang Varian Visi, Misi, Dan Model Kurikulum). Universitas Muhammadiyah Surakarta.
Achituv, S. (2013). What Did the Teacher Say Today? State Religious Kindergarten Teachers Deal With Complex Torah Stories. Journal of Jewish Education, 79(3), 256–296. https://doi.org/10.1080/15244113.2013.815144
Adriany, V. (2018). Neoliberalism and Practices of Early Childhood Education in Asia. Policy Futures in Education, 16(1), 3–10. https://doi.org/10.1177/1478210317739500
Amin, M. I., Haryani, T. N., Arifah, N. H., & Husna, A. M. (2019). Islamic Education in Supporting De-radicalization: A Review of Islamic Education in Pondok Pesantren. Nadwa, 12(2), 259-272. https://doi.org/10.21580/nw.2018.12.2.2581
Arif, M., Kartiko, A., Rusydi, I., Zamroni, M. A., & Hasan, M. S. (2024). The Existence of Madrasah Ibtidaiyah Based on Pesantren: Challenges and Opportunities in The Digital Era. Munaddhomah, 5(4), 367–382. https://doi.org/10.31538/munaddhomah.v5i4.1401
Bakhtiar, B., & Nuhasanah, N. (2008). Sistem Pendidikan Islam Terpadu (Studi terhadap SD Islam Terpadu Se-Kota Pekanbaru).
Ball, S. J. (2009). Privatising Education, Privatising Education Policy, Privatising Educational Research: Network Governance and the “Competition State.” Journal of Education Policy, 24(1), 83–99. https://doi.org/10.1080/02680930802419474
Basit, A. (2016). The Ideological Fragmentation of Indonesian Muslim Students and Da’wa Movements in the Postreformed Era. Indonesian Journal of Islam and Muslim Societies, 6(2), 185–208. https://doi.org/10.18326/ijims.v6i1.185-208
Bhabha, H. K. (1994). The Location of Culture. Routledge.
Burde, D., Middleton, J. A., & Wahl, R. (2015). Islamic Studies as Early Childhood Education in Countries Affected by Conflict: The Role of Mosque Schools in Remote Afghan Villages. International Journal of Educational Development, 41, 70–79. https://doi.org/10.1016/j.ijedudev.2014.10.005
Chen, J. J., Li, H., Wang, J., Chen, J. J., Li, H., & Wang, J. (2017). Implementing the Project Approach: A Case Study of Hybrid Pedagogy in a Hong Kong Kindergarten. Journal of Research in Childhood Education, 31(3), 324–341. https://doi.org/10.1080/02568543.2017.1309479
Denis, J. L., Ferlie, E., & Van Gestel, N. (2015). Understanding Hybridity in Public Organizations. Public Administration, 93(2), 273–289. https://doi.org/10.1111/padm.12175
Doosje, B., Moghaddam, F. M., Kruglanski, A. W., de Wolf, A., Mann, L., & Feddes, A. R. (2016). Terrorism, Radicalization and de-Radicalization. Current Opinion in Psychology, 11, 79–84. https://doi.org/10.1016/j.copsyc.2016.06.008
Dunn, M. B., & Jones, C. (2010). Institutional Logics and Institutional Pluralism: The Contestation of Care and Science Logics in Medical Education, 1967–2005. Administrative Science Quarterly, 55(1), 114–149. https://doi.org/10.2189/asqu.2010.55.1.114
Fahmi, M., Nuruzzaman, M. A., Hilmy, M., Alfiyah, H. Y., Nadlir, Abdul Aziz, N. A., & Huriyah, L. (2025). Multicultural Islamic Education as Strategy for Strengthening Social Cohesion in Islamic School. Nazhruna: Jurnal Pendidikan Islam, 8(1), 154–175. https://doi.org/10.31538/nzh.v8i1.67
Fahmi, M., Nuruzzaman, M. A., Hilmy, M., Alfiyah, H. Y., Nadlir, Abdul Aziz, N. A., & Huriyah, L. (2025). Multicultural Islamic Education as Strategy for Strengthening Social Cohesion in Islamic School. Nazhruna: Jurnal Pendidikan Islam, 8(1), 154–175. https://doi.org/10.31538/nzh.v8i1.67
Fuadi, A. (2019). Model Pendidikan Sekolah Islam Terpadu; Antara Idealisme dan Pragmatisme. UIN Sunan Kalijaga.
Geremew, P. (2021). Hybridity in Postcolonial Indian Novel: The Novel Heat and Dust in Focus. Communication and Linguistics Studies, 7(3), 57-63. https://doi.org/10.11648/j.cls.20210703.13
Gittell, J. H., & Douglass, A. (2012). Relational Bureaucracy: Structuring Reciprocal Relationships into Roles. Academy of Management Review, 37(4), 709–733. https://doi.org/10.5465/amr.2010.0438
Gupta, A. (2015). Pedagogy of Third Space : A Multidimensional Early Childhood Curriculum. Policy Futures in Education, 13(2), 260–272. https://doi.org/10.1177/1478210315579540
Hasan, N. (2012). Education, Young Islamists and Integrated Islamic Schools in Indonesia. Studia Islamika, 19(1), 77–111. https://doi.org/10.15408/sdi.v19i1.370
Hasan, N. (2012). Islamist Party, Electoral Politics and Da’wah Mobilization among Youth: The Prosperous Justice Party (PKS) in Indonesia. Journal of Indonesian Islam, 6(1), 17–47. https://doi.org/10.15642/JIIS.2012.6.1.17-47
Hovdelien, O., & Sødal, H. K. (2022). Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC. Religions, 13(3), 202. https://doi.org/10.3390/rel13030202
Ilyasin, H. (2008). Sekolah Islam Terpadu; Potret Pengembangan Kurikulum Untuk Peningkatan Mutu Pendidikan. Manahij, 1(1), 85-108.
Jamil, A. I. (2017). Pesat, Perkembangan Sekolah Islam Terpadu. Republika.Co.Id.
Kangas, A., & Salmenniemi, S. (2016). Decolonizing Knowledge: Neoliberalism Beyond the Three Worlds. Distinktion: Journal of Social Theory, 17(2), 210–227. https://doi.org/10.1080/1600910X.2016.1184174
Kurnaengsih, K. (2015). Konsep Sekolah Islam Terpadu (Kajian Pengembangan Lembaga Pendidikan Islam di Indonesia). Risâlah Jurnal Pendidikan dan Studi Islam, 2(1), 78-84. https://jurnal.faiunwir.ac.id/index.php/Jurnal_Risalah/article/view/14
Kurunmäki, L. (2004). A Hybrid Profession—the Acquisition of Management Accounting Expertise by Medical Professionals. Accounting, Organizations and Society, 29(3–4), 327–347. https://doi.org/10.1016/S0361-3682(02)00069-7
Kyed, H. M. (2017). Hybridity and Boundary-Making: Exploring the Politics of Hybridisation. Third World Thematics: A TWQ Journal, 2(4), 464–480. https://doi.org/10.1080/23802014.2017.1408423
Langley, A., Golden-Biddle, K., Reay, T., Denis, J.-L., Hébert, Y., Lamothe, L., & Gervais, J. (2012). Identity Struggles in Merging Organizations. The Journal of Applied Behavioral Science, 48(2), 135–167. https://doi.org/10.1177/0021886312438857
Magdalena, M. (2017). Konstruksi Muslim Kaffah dalam Kurikulum Terpadu di Sekolah Islam Terpadu. Proceeding IAIN Batusangkar, 1(1), 477–488. https://repo.uinsyahada.ac.id/1132/
Miles, M. B., & Huberman, A. M. (1992). Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. UI Press.
Moedjiono, I. (2002). Konsep dan Implementasi Pendidikan Islam Terpadu. el-Tarbawi, 5, 78-86. https://journal.uii.ac.id/Tarbawi/article/view/5190
Mudawamah, M. (2013). Manajemen Mutu Lembaga Pendidikan Islam Kajian Sekolah Islam Terpadu. Pustikom UIN Syarif Hidayatullah.
Muhajir, M., Kultsum, U., Choiri, M. M., Mustonah, S., Kulkarni, H., & Karim, A. (2025). Integrating Multicultural Values to Foster Tolerance and Inclusivity in Islamic Religious Education. Jurnal Pendidikan Islam, 11(1), 17–32. https://doi.org/10.15575/jpi.v11i1.44607
Mutiarni, R., Purwano, N., & Nusron, A. (2025). Student Engagement as A Mediator in Team-Based Project–Based Collaborative Digital Learning On Student Learning Outcomes. Eksis: Jurnal Riset Ekonomi Dan Bisnis, 20(1), 1–12. https://doi.org/10.26533/eksis.v20i1.1558
Nasar, I., Sarwan, Rahmi, W., Istifadah, Aziz, M. K. N. A., & Partono. (2025). Determinants of Teacher Motivation and Performance: Individual Characteristics, Job, and Organizational Climate. Munaddhomah, 6(1), 99–121. https://doi.org/10.31538/munaddhomah.v6i1.1635
Nurbaiti, N. (2020). Islamic Education: The Main Path of Islamization in Southeast Asia. Jurnal Pendidikan Islam, 8(2), 345–374. https://doi.org/10.14421/jpi.2019.82.345-374
Rahmat, I. (2008). Ideologi Politik PKS, Dari Masjid Kampus ke Gedung Parlemen. LKIS.
Robingatin, S. (2015). Implementasi Kurikulum Jaringan Sekolah Islam Terpadu di Sekolah Menengah Pertama Islam Terpadu. Syamil: Jurnal Pendidikan Agama Islam, 3(1), 127–154. https://doi.org/10.21093/sy.v3i1.241
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2023). Organization Hybridity in the Dutch Early Childhood Education and Care System: Organization Logic in Relation to Quality and Inclusion. International Journal of Educational Research, 119, 1–12. https://doi.org/10.1016/j.ijer.2023.102180
Saleh, M. N. I., Nudin, B., Khusaini, K., Alim, P., & Putri, I. A. (2020). Islamic Boarding School and the Deradicalization Efforts of Islamic Education in Madura. Jurnal Pendidikan Islam, 8(2), 259–286. https://doi.org/10.14421/jpi.2019.82.259-286
Sarbaitinil, S., & Firdaus, F. (2019). The Character Values In Minangkabau Traditional Martial Arts. International Journal of Scientific & Technology Research, 8(10), 846–850. www.ijstr.org
Shalihin, N., Firdaus, F., & Yusuf, M. (2021). Impact of Islamic Value to School Management: Case Study of Early Childhood Education Programs. Ta’dib, 24(1), 102. https://doi.org/10.31958/jt.v24i1.2879
Sirojuddin, A., Maskuri, & Ghoni, J. (2025). Integration of Higher Education Curriculum with Islamic Boarding Schools in the Perspective of Multicultural Islamic Education. Nazhruna: Jurnal Pendidikan Islam, 8(2), 265–281. https://doi.org/10.31538/nzh.v8i2.163
Skelcher, C. (2012). What do We Mean when We Talk About ‘Hybrids’ and ‘Hybridity’ in Public Management and Governance ? https://epapers.bham.ac.uk/id/eprint/1601/
Skelcher, C., & Smith, S. R. (2015). Theorizing Hybridity: Institutional Logics, Complex Organizations, and Actor Identities: The Case of Nonprofits. Public Administration, 93(2), 433–448. https://doi.org/10.1111/padm.12105
Stockinger, H. (2019). Developing Spirituality – an Equal Right of Every Child?. International Journal of Children’s Spirituality, 24(3), 307–319. https://doi.org/10.1080/1364436X.2019.1646218
Suyatno, S. (2013). Sekolah Islam Terpadu; Filsafat, Ideologi, dan Tren Baru Pendidikan Islam di Indonesia. Jurnal Pendidikan Islam, 2(2), 355-377. https://doi.org/10.14421/jpi.2013.22.355-377
Suyatno, S. (2015). Sekolah Islam Terpadu dalam Peta Sistem Pendidikan Nasional. Al-Qalam: Jurnal Kajian Keislaman, 32(2), 309-330. https://doi.org/10.32678/alqalam.v32i2.553
Syaharuddin, S., Mutiani, M., Rahmia, S. H., Nur’aini, F., & Susilawati, A. (2025). Integrating Cultural and Religious Values in Education: A Web-Based Approach To Promoting Social Awareness in Islamic Schools. Jurnal Pendidikan Islam, 11(1), 47–62. https://doi.org/10.15575/jpi.v11i1.44605
Takunas, R., Mashuri, S., Tahang Basire, J. H., Dulumina, G. B., Syahril, & Mohi, S. M. (2024). Multicultural Islamic Religious Education Learning to Build Religious Harmony. Nazhruna: Jurnal Pendidikan Islam, 7(3), 590–607. https://doi.org/10.31538/nzh.v7i3.18
van der Werf, W. M., Slot, P. L., Kenis, P. N., & Leseman, P. P. M. (2021). Inclusive Practice and Quality of Education and Care in the Dutch Hybrid Early Childhood Education and Care System. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-020-00079-x
Wahidi, R. (2014). Konsep-Konsep Dasar Pendidikan Islam Terpadu. Al-Afkar : Jurnal Keislaman & Peradaban, 2(1). https://doi.org/10.28944/afkar.v2i1.89
Wakano, A., Ernas, S., Sai’dah, U., Lapele, F., & Prihono, E. W. (2025). Beyond Rhetoric and Resistance: Institutional Pathways of Multiculturalism in Islamic Higher Education. Jurnal Pendidikan Islam, 11(2), 293–306. https://doi.org/10.15575/jpi.v11i2.50392
Wiranata, R. R. S. (2019). Konsep Pendidikan Agama Islam Berbasis Islam Terpadu Analisis terhadap Isi Kurikulum SDIT Bias Indonesia Tahun 2018. Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah, 2(1), 24–38. https://doi.org/10.36768/abdau.v2i1.23
Yang, W., & Li, H. (2018). Cultural Ideology Matters in Early Childhood Curriculum Innovations: A Comparative Case Study of Chinese Kindergartens between Hong Kong and Shenzhen. Journal of Curriculum Studies, 50(4), 560–585. https://doi.org/10.1080/00220272.2018.1428367
Yin, R. K. (2003). Case Study Research; Design and Methods (Third Edit). Sage Publication Ltd.
Yusup, M. (2017). Eksklusivisme Beragama Jaringan Sekolah Islam Terpadu (JSIT) Yogyakarta. Religi Jurnal Studi Agama-Agama, 13(01), 75-96. https://doi.org/10.14421/rejusta.2017.1301-05.
Sahrul, & Daulay, A. F. (2025). The Local Wisdom of Indigenous Communities, Religious Leaders, and Intellectuals in Mitigating the Social Impacts of Illegal Gold Mining in West Pasaman, West Sumatra. Miqot: Jurnal Ilmu-Ilmu Keislaman, 49(1), 50–73. https://doi.org/10.30821/miqot.v49i1.1375
Hakim, L., Hadi, R. T., & Ahmad. (2025). Minangkabau Leadership Philosophy: Synthesizing Religion, Adat, and Intellectuals in the History of Islamic Political Thought. Miqot: Jurnal Ilmu-Ilmu Keislaman, 49(1), 117–140. https://doi.org/10.30821/miqot.v49i1.1357
Published
Issue
Section
License
Copyright (c) 2026 Nurus Shalihin, Firdaus Firdaus, Yulia Yulia , M. Yusuf (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as it can lead to productive exchanges, as well greater citation of published work (See The Effect of Open Access).
