Structural Inequality in Islamic Religious Education: Technocratic Bias, Epistemic Exclusion, And Urban-Rural Disparities in Peripheral Indonesia
DOI:
https://doi.org/10.62730/j1s8kq95Kata Kunci:
Critical policy analysis, Epistemic exclusion, Islamic religious education, Spatial religious capital, Urban-rural disparitiesAbstrak
This study critically examines the structural mechanisms that perpetuate urban-rural disparities in Indonesian Islamic religious education. Integrating Carol Bacchi’s "What’s the Problem Represented to be?" framework within a Critical Policy Analysis design and a systematic document selection protocol, the investigation deconstructs how central policy designs produce spatial marginalization. Findings reveal that disparities are not accidental developmental lags, but engineered outcomes of technocratic standardization—specifically the rigid twenty-four-hour single-school workload requirement for teacher certification—and the digital-first mandates of Emancipated Learning operating amid grid paralysis in remote frontier regions. Furthermore, institutional dualism between the Ministry of Religious Affairs and the Ministry of Education creates fiscal friction that systematically starves peripheral schools. Conceptually, this study introduces the spatial religious capital framework, demonstrating how geographical location actively conditions student access to state-sanctioned moderate Islamic discourse, resulting in epistemic exclusion. To overcome these systemic divides, the paper proposes equity-weighted baseline funding, an inter-ministerial task force to clear teacher certification backlogs, and affirmative placement incentives.
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Hak Cipta (c) 2026 Muzekki Muzekki, Icha Mufassiroh Asy- Syauqi, Heny Wulandari, Nilawati Tajudin, Chairul Amriyah
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