Unfinished decolonization of Islamic education in Indonesia: The case of Muhammadiyah

This paper examines Muhammadiyah as a pioneering movement in the decolonization of Islamic education in Indonesia. Founded in 1912 by Ahmad Dahlan during the Dutch colonial period, Muhammadiyah emerged as a modern Islamic organization that sought to reform traditional Islamic education while strategically engaging with Western modernity. Rather than adopting a confrontational stance of political resistance against colonial rule, Muhammadiyah pursued cultural and educational reform to empower Muslim society. This study argues that Muhammadiyah’s educational reforms represent a form of epistemic decolonization—selectively appropriating Western educational structures while re-centering Islamic values and rational inquiry. Using historical and qualitative analysis, this paper explores the ideological foundations, institutional strategies, and long-term impacts of Muhammadiyah’s educational project, highlighting both its achievements and its persistent challenges in quality and relevance in the contemporary era.