Community-Based Islamic Education Model in London: Implications for Indonesia
DOI:
https://doi.org/10.5281/zenodo.20115567Keywords:
Islamic Education; Community-Based Learning; Islamic Pedagogy; PAI; Character EducationAbstract
Background: Islamic education is shaped by differing institutional contexts, particularly between Indonesia’s formal state-based system and London’s community-based Islamic education. These differences raise critical questions regarding how teacher ethical formation is constructed and practiced across contexts.
Methods: This study employs a qualitative comparative conceptual analysis using library research. Data were drawn from scholarly literature and policy documents on Islamic education in Indonesia and the United Kingdom. The analysis is guided by the frameworks of tarbiyah (holistic education), ta’dib (ethical formation), and community-based learning theory.
Results: Findings show that teacher ethical formation in London is primarily grounded in community trust, moral responsibility, and experiential engagement within mosques and supplementary schools. In contrast, Indonesia emphasizes formal teacher professionalism through certification and curriculum standardization, although ethical internalization in classroom practice remains inconsistent.
Discussion: The study indicates that teacher ethical formation is not only determined by institutional regulation but also by social and community-based learning environments. The London model highlights strong moral identity formation through informal educational ecosystems, while the Indonesian model reflects structured professionalism with varying ethical depth in practice.
Conclusion: Effective Islamic Religious Education requires integration between formal institutional structures and community-based moral ecosystems to strengthen teacher ethical formation.
Novelty: This study develops a comparative conceptual perspective on teacher ethical formation in community-based (London) and institutional (Indonesia) Islamic education, moving beyond descriptive comparisons toward analytical synthesis.
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