Assessing the Relationship Between the Implementation of an Al-Salaf al-Ṣāliḥ Curriculum and the Religious Attitudes of Santri in Pesantren
DOI:
https://doi.org/10.21111/attadib.v20i2.14909Keywords:
Al-Salaf al-Ṣāliḥ, Curriculum implementation, Religious attitudes, Santri, Pesantren educationAbstract
This article investigates the correlation between the implementation of the Al-Salaf al-Ṣāliḥ curriculum and the religious attitudes of students (santri) at Pesantren Tunas Santri Lamongan, Indonesia. Drawing on classical Islamic sources such as Iḥyā’ ‘Ulūm al-Dīn, Taʿlīm al-Mutaʿallim, and Uṣūl al-Thalāthah, the curriculum emphasizes theological orthodoxy, textual memorization, and moral discipline. Despite its widespread use, empirical studies examining its effectiveness in shaping religiosity within contemporary pesantren contexts remain limited. This study employs a quantitative correlational method involving 120 santri selected through stratified random sampling. Data were gathered using standardized instruments measuring five dimensions of religiosity and curriculum implementation. The findings show a high level of curriculum implementation (M = 4.21; SD = 0.43) and student religiosity (M = 4.08; SD = 0.49). A Pearson correlation revealed a significant positive relationship (r = 0.624, p < 0.001), while regression analysis indicated that curriculum implementation predicts 39% of the variance in religious attitudes (R² = 0.390). These results suggest that the Al-Salaf al-Ṣāliḥ curriculum contributes meaningfully to fostering ritualistic and ideological dimensions of religiosity. However, its influence on intellectual and experiential dimensions remains limited. The study recommends curriculum enrichment that integrates reflective and contextual elements to better align with the spiritual and cognitive needs of students in pluralistic and digital societies.References
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