Kontestasi Dayah dan Pendidikan Umum di Aceh; Upaya Membangun Keseimbangan Kompetensi Religius dan Akademik

Abstract

Ideally, Islamic educational institutions in Aceh—particularly dayah—should coexist synergistically with general education to develop students’ religious and academic competencies in a balanced manner. However, in reality, both systems often operate in parallel and sometimes in contestation, resulting in gaps in competency integration and inconsistency in educational outcomes. This study aims to analyze the dynamics of contestation between dayah and general education in Aceh and to formulate a model that bridges these two educational domains. Employing a qualitative literature-based method, this research draws on primary sources from contemporary studies on integrated Islamic education and secondary sources consisting of books, journal articles, and relevant policy documents. The findings indicate that while both systems share the vision of producing competent and morally grounded learners, structural, curricular, and sociocultural disparities remain significant obstacles. The study concludes that integration requires not only curricular alignment but also institutional collaboration, contextual innovation, and a shared paradigm of holistic education. This research contributes by offering a conceptual framework that strengthens the balance between religious and academic competencies within Aceh’s dual educational landscape.