Voices from Indonesian Legislative on Religious Education Policy

Abstract

Religious violent extremism remains a problem for Indonesia. Recently, three consecutive attacks carried out by violent religious extremists — a suicide bombing in front of a Cathedral Church in Makassar South Sulawesi, the discovery of several prepared high explosive bombs in Condet Jakarta, and a female lone wolf attack on the Indonesian Police Criminal Investigation Agency — shocked the public (Fakta-data di Balik Bom Bunuh Diri, 29 Maret 2021; Polisi sebut Terduga Teroris Condet & Bekasi, 2021; Teroris Penyerang Mabes Polri, 2021). It may not be surprising since there were some early indications from various studies that some Indonesian people still have religious attitudes and behaviors that are exclusive, closed, anti-citizenship, anti-state, and even pro-violence (PPIM, 2016, 2017, 2018; Puspidep, 2017, 2018). The PPIM study results (2018) show that around 58.5 percent of students tend to be religious radical, and 51.1 percent tend to be intolerant to differences within Muslim groups. Then, as many as 34.3 percent of students are intolerant to non-Muslim groups. Radical views that are intolerant toward those who are different are the first step to violent extremism. These studies are a reminder that violent extremism is a problem for all of Indonesian society. Therefore, PPIM surveyed the perceptions of the public, students, teachers, and Indonesian Members of Parliament on violent extremism.In Indonesia, political parties have a vital role. Political parties develop policies, laws, and regulations. Another strategic part is that political parties become important actors in crystallizing citizens' political aspirations, including rules related to religion and religious education (Mujani & Liddle, 2018; Muhtadi & Mietzner, 2019; LIPI, 2018, 2019). Through their representatives — who are elected through a regular fair election once every five years — in the House of Representatives of the Republic of Indonesia, political parties have an essential role in determining public policy through their function as a check and balance institution for the Government. The enactment of religious education as a compulsory subject for all students at all levels has become a debate among the Indonesian public, and whether the Government should regulate religious issues in public education. The issue of religious education in public schools is essential as PPIM's research suggests that the religious subject's teachers may contribute to students' radical views (PPIM, 2017).

Interaction of Islamic Economics and Government Transformation Technology in Indonesian Muslim Society

“…It also includes reforms in the provision of public services and citizen participation in decision-making. Looking at the Indonesian Muslim Community in the country with the largest Muslim population in the world, the government is trying to accommodate these values, and we need to know that religious-based violent extremism is still a problem in Indonesia (Jamhari & Nisa, 2021). It is why a religious phenomenon emerged, which caused certain Islamic groups in Indonesia to spread hatred (religious hate speech), which became the primary rationale.…”