The Dynamics of Islamization in the Archipelago from the Perspective of the Theory of the Origins of Routes of Transmission and Patterns of Development

Authors

  • Hasriani Hasriani Institut Agama Islam Negeri Bone Author
  • Eno Puspitasari Institut Agama Islam Negeri Bone Author
  • Erwin Erwin Institut Agama Islam Negeri Bone Author
  • Idrus L Institut Agama Islam Negeri Bone Author

DOI:

https://doi.org/10.65310/rmp5ak19

Keywords:

Islamization of the Archipelago, Origins Theory, Channels of Dissemination, Patterns of Development, Religious Moderation.

Abstract

This study aims to analyze the dynamics of Islamization in the Indonesian Archipelago by integrating perspectives on origins, mechanisms of dissemination, and patterns of development within a conceptual-historical analytical framework. This study employs a qualitative, literature-based approach by examining various relevant primary and secondary sources in the historiography of Islam in the Indonesian Archipelago. The research findings indicate that the process of Islamization did not originate from a single region but was the result of multi-source interactions involving Arabs, Indians, Persians, and Chinese through global trade networks. The spread of Islam occurred through various channels such as trade, marriage, Sufism, education, art, and politics that interacted synergistically. The patterns of Islamic development across various regions of the Nusantara exhibit variations influenced by local geographical, social, and political conditions, yet share a common adaptive and accommodative character toward local cultures. These findings affirm that Islam in the Nusantara was formed through a dialogical process that produced a moderate and inclusive religious character, relevant within the context of contemporary multicultural societies.

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Published

2026-05-02

How to Cite

The Dynamics of Islamization in the Archipelago from the Perspective of the Theory of the Origins of Routes of Transmission and Patterns of Development. (2026). Journal of Social Humanities and Education, 1(4), 142-149. https://doi.org/10.65310/rmp5ak19