Ma`rifat

The objective of this study was to identify the components, indicators, and infrastructures of religious education based on upstream documents and Islamic sources. The research method was applied in terms of its objectives and qualitative in terms of data collection, utilizing a meta-analysis of documents. The required information was gathered through library resources and documents. The statistical population included upstream documents such as document the evolution of basic education ment and all available sources and references related to religious education and its components and indicators. Findings revealed that religious education, in addition to components such as textbook content, teaching methods and teacher skills, the role of administrators and mentors, and family-school interaction—directly influencing the success or failure of educational programs—also includes indicators such as seeking God, comprehensiveness, human dignity, self-esteem, affection, reasoning, moderation, patience, and adherence to religious teachings. Furthermore, religious education must consider five fundamental domains as its foundations: ontology, anthropology, epistemology, axiology, and theology. From an Islamic perspective, the objectives of religious education are divided into two levels: individual and social. The dimensions of religious education are explained in three domains: cognitive (belief-based), affective (attitude-based), and behavioral, each defined through six key relationships: the individual's relationship with oneself, God, others, nature, and political and economic affairs. It can be concluded that the establishment of religious education in the educational system requires not only attention to its foundations, components, and indicators but also the design of appropriate infrastructures. These include designing learning environments and experiences based on religious teachings, employing teachers with a strong internal belief in religious values, developing educational content and methods aligned with religious principles, and reinforcing and promoting a religious approach to thinking and lifestyle.