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Islamic Early Childhood Education in Jambi, Indonesia: Historical Development, Policy Transformation, and Institutional Change (1945–2025)
Kompri K, Mastikawati M, Husin H ·
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Abstract
Abstract This study examines the historical development, policy transformation, and institutional change of Islamic early childhood education (IECE) in Jambi Province, Indonesia, from 1945 to 2025. Drawing on qualitative historical analysis, policy document review, and multi-decade institutional data, the study traces the evolution of Raudhatul Athfal (RA) — Islamic kindergartens under the Ministry of Religious Affairs — from informally organized community institutions in the post-independence era to systematized, accreditation-mandated educational units under the Merdeka Belajar (Freedom to Learn) curriculum framework. The research identifies four distinct developmental phases: (1) foundational community-based establishment (1945–1975); (2) state-mediated institutionalization (1976–1998); (3) decentralization and standards-building under Reformasi (1999–2013); and (4) quality-oriented consolidation within the Merdeka Belajar era (2014–2025). Findings indicate that IECE in Jambi underwent significant quantitative growth — with RA institutions increasing from under 400 in 2000 to over 1,200 by 2023 — alongside qualitative improvements in teacher qualification, curriculum integration, and accreditation compliance. Policy analysis reveals persistent tensions between Islamic identity preservation and national educational standardization, as well as between decentralized governance and centralized quality assurance. The study contributes an empirically grounded regional case to the international literature on Islamic education policy and ECE governance in Muslim-majority contexts.