Contestation of Transnational Islamic Education Ideologyin Islamic Education : A Study of the Curriculum andLearning Patterns at SD IT Yabis Bontang

Abstract

 This study examines the dynamics of ideological contestation of transnational Islamic education within the context of Islamic primary education in Indonesia, focusing on the curriculum and learning patterns at Yabis Integrated Islamic Elementary School (SD IT Yabis) in Bontang. Adopting a qualitative approach within a case study framework, this research critically explores the influence of transnational Islamic educational ideologies particularly those originating from the Tarbiyah and Salafi movements on educational practices at the primary school level. Data was collected through observations, in-depth interviews, and internal school documentation. The results of the study show that SD IT Yabis does not necessarily adopt transnational ideologies in their entirety, but rather carries out the process of selecting, adapting, and contextualizing of these values to be in harmony with the local characteristics of the Bontang community and the principles of national education. An integrative curriculum that combines religious and general sciences, the application of active learning methods, and the cultivation of religious moderation values are the main strategies of schools in responding to these ideological dynamics. The findings indicate that the contestation of transnational Islamic educational ideologies is not necessarily confrontational; rather, it can serve as a reflective and constructive space for renewing Islamic education in ways that are more contextual, moderate, and responsive to contemporary needs. This study is expected to contribute to the development of more adaptive and inclusive policies and practices in Islamic primary education.