Mukhlis, Muhammad Iqbal, Maya Safitri, Hasniyati
This study analyzes the implementation of Sharia-based education in Aceh through the perspective of regional autonomy and children's rights. This multidisciplinary study reveals the tension between Aceh's education policy (Law No. 11/2006 and Qanun Education) and children's rights obligations (CRC Articles 28-29 and Child Protection Law No. 35/2014). The findings show that 34% of schools do not meet inclusive standards, 65% of religious materials lack multiculturalism, and only 28% of teachers are trained in inclusive pedagogy, with a sharp infrastructure gap (rural internet access 23% vs urban 89%). The impact on children's rights is significant: the dropout rate for girls is 35% higher due to child marriage and only 12% of schools are disability-friendly. Policy analysis revealed that 78% of Qanun have not fully adopted the CRC's principles of inclusivity, while 40% of district policies ignore marginalized groups. The research introduced the "Balanced Integration" model which was piloted in 10 schools, successfully increasing the inclusivity indicator by 40% by aligning Islamic values and the CRC Article 29 principles. Qualitative findings show that hybrid programs (tahfiz-STEM) increase college admissions by 40%. Policy implications include: (1) harmonization of Qanun with human rights standards, (2) child-rights-based teacher training, and (3) policy impact monitoring systems. The study offers an operational framework linking regional autonomy, Islamic identity, and children's rights, with specific recommendations to ensure Sharia education in Aceh meets three pillars: local wisdom, religious values, and universal human rights standards. The findings contribute to the global discourse on multicultural education in Muslim societies, showing how educational autonomy can be implemented without sacrificing children's basic rights. * Copyright (c) 2025 Mukhlis et.al.
Faculty of Law, Universitas Malikussaleh, Indonesia; Faculty of Teacher Training and Education, Universitas Malikussaleh, Indonesia; Faculty of Teaching and Education, IAIN Lhokseumawe, Indonesia; Faculty of Teacher Training and Education, Universitas Syiah Kuala, Indonesia
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