inp.polri.go.id - Jakarta. The Ministry of Religious Affairs issued Technical Instructions for Ramadan Learning 2026 as a reference for madrasas throughout Indonesia, as outlined in the Decree of the Director General of Islamic Education Number 1290 of 2026.
The Director General's Decree emphasizes that learning activities during Ramadan should not only focus on academic aspects, but also be directed at strengthening the spiritual and social dimensions of students.
"Madrasahs have the advantage of integrating religious values with the educational process, so that learning during the holy month can be more meaningful and contextual," said the Director General of Islamic Education at the Ministry of Religious Affairs, Amien Suyitno, on Wednesday (2/18/2026).
This year's Ramadan learning theme focuses on strengthening faith, morals, and social awareness. Learning is divided into three stages. The first stage is filled with Ramadan Tarhib activities that emphasize strengthening family relationships. In this phase, students are guided to build stronger relationships at home as part of their mental and spiritual preparation for Ramadan.
The second stage is the core of learning at madrasas through intensive face-to-face activities. The material focuses on character development through Quranic recitation, understanding the meaning of verses, practicing worship and etiquette, and self-reflection, involving parents in the evaluation process.
The third phase, which takes place during the Eid al-Fitr holiday, emphasizes the implementation of social values, such as fostering friendship and community activities. Madrasas are also encouraged to organize Ramadan Islamic Boarding Schools (Pesantren) for at least three days. The implementation can be adapted to the conditions of each educational unit, ranging from residential models, semi-full-day, to integrated learning.
The Ministry of Religious Affairs emphasizes that Ramadan learning is not directed at achieving quantitative targets such as the obligation to complete the Quran. Instead, the approach prioritizes the quality of reading, understanding, and internalization of religious values in daily life.
"Learning evaluation is not only based on administration, but also through reflection journals, tahsin control cards, and observation sheets for attitude development, especially for students in the early grades of RA and MI," said Suyitno.
Furthermore, madrasas are encouraged to develop social activities such as education on zakat fitrah (alms giving) and sharing takjil (snacks) as part of contextual learning. Collaboration between madrasas and parents is also considered crucial in ensuring the success of student character development during Ramadan.
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