Comparison of Islamic Education in Indonesia and Brunei Darussalam

Abstract

This research is motivated by the importance of understanding the role of Islamic education in preserving and developing Malay-Islamic civilization in the archipelago, particularly in Indonesia and Brunei Darussalam, which, despite having the same Islamic historical roots, have developed within different national policy and philosophical frameworks. The purpose of this study is to conduct a comparative analysis of the Islamic education systems in both countries, examine the integration of Islamic values with local culture, and evaluate their contribution to the formation of Islamic civilization character and identity. The methodology used is a descriptive qualitative approach through literature study and comparative analysis of policy documents, academic journals, official reports, and relevant classical and contemporary literature. The results show that Indonesia has developed pluralistic and decentralized Islamic education through Islamic boarding schools, madrasas, and Islamic universities that are adaptive to modern science and technology, while Brunei emphasizes vertically integrated Islamic education under the Malay Islamic Beraja (MIB) philosophy, with a focus on uniformity of values, loyalty to religion and the king, and socio-political stability. The novelty of this research lies in mapping Islamic educational values that connect tradition and modernity in their respective national contexts, while offering a cross-country comparative perspective that supports the strengthening of Islamic civilization. The implications of this research show that Islamic education not only plays a role in preserving spiritual and cultural values, but also serves as a strategic instrument in nation-building, research development, and regional collaboration to strengthen the position of Islamic civilization in the era of globalization.