Navigating the Paradox of Religious and Kepercayaan Education in Indonesia

Constitutional Recognition Amid Institutional Marginalization

Abstract

Changes in Indonesia's educational framework consistently align with shifts in the governing administration. Each variation of these educational reforms reveals a recurring pattern: indigenous religious groups, holding minority status, regularly face discrimination as a result of these policies. Unfortunately, the acknowledgment of indigenous religious education as a valid form of instruction within Indonesia remains elusive. The primary driver of this discriminatory practice is rooted in the principles of kepercayaan education, which is currently regulated by the KEMENDIBKUD guidelines. Critics widely believe that kepercayaan education represents exclusion, deviating from inclusivity and misaligning with the fundamental principles outlined in the 1945 constitution. Earlier scholarship convincingly argues that the marginalization of indigenous education directly stems from orchestrated religious politics. I assert that this prejudicial treatment extends beyond the dominance of "world religions" and is fundamentally based on what I refer to as "religious exclusion." This exclusionary practice includes the transformation of indigenous education into a secular and anthropocentric framework. A clear example of this exclusion is visible in the intentional separation of religious education from its indigenous counterpart. This is illustrated in the current administration, where the Ministry of Education and Culture oversees indigenous education, while governance of the six officially recognized religions is under the Ministry of Religion. Within the existing state paradigm, indigenous education is confined to the realm of secularism, stripped of its religious character.

Key Words: Education, Freedom, Indigenous, Kepercayaan, Religious