Negosiasi nilai keislaman dalam kebijakan pendidikan daerah: studi atas perbup Jombang no.41 tahun 2019 tentang muatan lokal keagamaan dan diniyah periode 2020–2024

This research is motivated by the enactment of Jombang Regent Regulation Number 41 of 2019 concerning Diniyah and Religious Local Content as a form of institutionalizing Islamic values within regional education policy. As a region with strong pesantren traditions and a religious culture, Jombang demonstrates how Islamic values are integrated into formal education through public policy. This study aims to analyze: (1) the social, political, and religious factors underlying the policy’s inception; (2) the dynamics of negotiating Islamic values during its formulation; and (3) the policy’s role in internalizing Islamic values within formal education. This study employs a qualitative case study approach. Data were collected through in-depth interviews, observations, and document analysis involving local government officials, education bureaucrats, religious leaders, school principals, and teachers. Data were analyzed using the Miles, Huberman, and Saldaña model and validated through triangulation and member checking. The study draws on Anthony Giddens’ theory of state intervention, Chantal Mouffe’s agonistic politics, and Michael Apple’s theories of ideology and curriculum. The findings reveal that the enactment of Jombang Regent Regulation Number 41 of 2019 was shaped by the interaction of social, political, and religious factors, particularly the need to strengthen religious education, the strong pesantren tradition, and local government support. The policy formulation process involved negotiations among government actors, educational institutions, religious leaders, pesantren, and the community through dialogue and compromise. Furthermore, the policy functions as an instrument for institutionalizing Islamic values covering aqidah, ibadah, and akhlaq—within formal education. The study concludes that regional education policy serves not only as an administrative instrument but also as a space for negotiating and legitimizing Islamic values in the public sphere of education.