Bridging Faith and Knowledge: Integrating Holistic Education and Character Formation at Gontor Modern Islamic Boarding School
DOI:
https://doi.org/10.21111/attadib.v20i2.14681Keywords:
Holistic Education, Character Development, Gontor Curriculum, Islamic Education, Integrated KnowledgeAbstract
This study addressed the fragmentation between faith and knowledge that has contributed to the weakening of integrity-based character formation in contemporary Islamic education. The study aimed to explore and interpret how holistic Islamic education was reframed to bridge faith and knowledge in strengthening integrity-based character formation within the pesantren context. A qualitative case study design was employed. Data were collected through in-depth interviews using snowball sampling with teachers, institutional leaders, and alumni, as well as through document analysis of curriculum materials and various national and international scholarly articles. Data were analyzed using thematic analysis through processes of coding, categorization, and interpretation. The findings indicated that holistic Islamic education operated through three interrelated dimensions: (1) epistemological integration between faith and knowledge, (2) internalization of integrity values through pedagogical practices and institutional culture, and (3) educators’ role modeling as a key mechanism for character reinforcement. These processes demonstrated that holistic Islamic education not only integrated domains of knowledge but also systematically cultivated integrity-based character, including honesty, discipline, and moral responsibility, through sustained educational practices. Based on these findings, the study recommends that holistic Islamic education approaches that bridge faith and knowledge be considered in curriculum development and pedagogical practices to strengthen integrity-based character formation in contemporary Islamic education.References
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