Revisiting Kartini’s Legacy: Education as a Pathway to Gender Justice in Islamic and Indonesian Perspectives

Abstract

Objective: This study aims to explore and reinterpret the legacy of Raden Ajeng Kartini in promoting women's education as a foundation for gender justice in Indonesia, especially through the lens of Islamic and socio-cultural perspectives. Theoretical framework: The theoretical framework draws from Islamic ethics—particularly the concepts of ‘adl (justice), ‘ilm (knowledge), and karamah (dignity)—as well as feminist educational theory. These perspectives provide a holistic view of Kartini’s advocacy as both a moral and strategic response to patriarchal norms and colonial structures. Literature review: The literature review reveals that while Kartini’s contributions are widely recognized, most prior studies emphasize her symbolic role rather than her intellectual and philosophical depth. Few works examine the intersections between her thoughts and Islamic teachings on justice, equality, and education. This study addresses that gap by critically analyzing her letters and historical context. Methods: Using a qualitative historical-biographical method, the research involves document analysis of Kartini’s writings and related historical materials, supported by a review of secondary literature from scholarly journals, Islamic sources, and educational theory. Results: The findings indicate that Kartini’s emphasis on education was not merely about literacy, but a broader vision of intellectual liberation, social reform, and nation-building. She challenged both colonial policies and indigenous traditions that marginalized women, asserting that education is a right and a tool for human dignity. Implications: The implications of this research highlight the relevance of Kartini’s thought for current gender and education policies in Indonesia and other Muslim-majority societies. Her vision aligns with global goals like SDG 4 (Quality Education) and SDG 5 (Gender Equality), making her ideas increasingly important in efforts to create inclusive educational systems. Novelty: The novelty of this study lies in positioning Kartini not only as a cultural icon but also as an early Islamic feminist thinker whose educational philosophy remains relevant for gender-inclusive educational reform today.