Implementation of the Al-Salaf al-Ṣāliḥ Curriculum and Santri Religious Attitudes in Pesantren
DOI:
https://doi.org/10.21111/attadib.v20i2.14909Keywords:
Al-Salaf al-Ṣāliḥ, Curriculum implementation, Religious attitudes, Santri, Pesantren educationAbstract
Pesantren play a central role in Islamic education in Indonesia by transmitting religious values and shaping students’ religious identity through curricula rooted in classical Islamic traditions. One of the dominant models is the Al-Salaf al-Ṣāliḥ curriculum, which emphasizes theological orthodoxy, textual memorization, and moral discipline. However, empirical evidence regarding its effectiveness in shaping students’ religiosity in contemporary contexts remains limited. This study 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. Using a quantitative correlational design, data were collected from 120 santri selected through stratified random sampling using standardized instruments measuring curriculum implementation and five dimensions of religiosity. The results indicate high levels of curriculum implementation (M = 4.21; SD = 0.43) and student religiosity (M = 4.08; SD = 0.49). Pearson correlation analysis shows a significant positive relationship (r = 0.624, p < 0.001), while regression analysis reveals that curriculum implementation explains 39% of the variance in religious attitudes (R² = 0.390). These findings suggest that the Al-Salaf al-Ṣāliḥ curriculum contributes substantially to ritualistic and ideological dimensions of religiosity, though its impact on intellectual and experiential dimensions remains limited. The study recommends curriculum enrichment through reflective and contextual approaches to better address the challenges of pluralistic and digital societies.References
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