Dualisme Menuju Integrasi : Transformasi Pendidikan Islam Indonesia 1945–1998 Melalui Tinjauan Literatur Sistematis

The purpose This study examines the transformation of Islamic education in Indonesia from a dualistic structure toward integration into the national education system between 1945 and 1998, focusing on state policy, institutional responses, curricular change, and socio-cultural identity. Design/methodology/approach A systematic literature review employed thematic and narrative synthesis, with study selection reported with reference to PRISMA 2020. The selection diagram records 93 identified records and 34 included studies, while the in-depth synthesis draws on 16 studies with explicitly documented characteristics and findings. Exploratory term co-occurrence mapping provides a complementary description of research emphases. Findings Five interrelated themes emerged: post-independence educational dualism, changes in state policy, differentiated institutional adaptation, curricular convergence and epistemological issues, and the continuity of socio-cultural identity. The 1975 Joint Decree of Three Ministers and Law No. 2 of 1989 strengthened regulatory recognition, but madrasahs, pesantren, Islamic schools, and Islamic higher education followed different paths of adjustment. Research implications The integration of Islamic education is best understood as a gradual and uneven institutional process rather than administrative equalization alone. The proposed Dualism-to-Integration Framework distinguishes regulatory recognition, curricular convergence, and epistemological integration as separate dimensions for interpreting the history of Islamic education.