Campus Mosques as Non-Formal Educational Spaces: A Systematic Review of Indonesia & Brunei

Asdianur Hadi

doi:10.30999/pises.v1i1.3881

Authors

Asdianur Hadi Universitas Islam Nusantara, Indonesia

DOI:

https://doi.org/10.30999/pises.v1i1.3881

Keywords:

Campus Mosque, Nonformal Education, Mentoring/Halaqah, Qur’anic Literacy, Indonesia–Brunei

Abstract

This article presents a systematic literature review of campus mosques as spaces for nonformal education in Indonesia and Brunei Darussalam, grounded in the civilizational heritage of the Malay-Nusantara Islamic tradition. The review maps key practices— mentoring/ḥalaqah, Qur’anic literacy (tadabbur/khatam), character and leadership formation, as well as civic and religious moderation. Thematic analysis yields five core insights: (1) small group models consistently nurture worship habits, integrity, and soft skills; (2) institutional integration of Islamic values (e.g., HEI values in technology universities) through modular nonformal curricula with rubric-based assessment; (3) governance by mosque boards and academic units, supported by campus policy, determines program sustainability; (4) campus mosques increasingly function as hubs of socio-intellectual collaboration across disciplines and communities; and (5) in Brunei, the Melayu Islam Beraja (MIB) framework, Islamic education policies, and lifelong learning practices sustain university-mosque-based learning. The article recommends standardized outcome indicators, longitudinal multi-campus documentation, and Indonesia–Brunei networking for replicating effective practices.

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