At-Ta'dib

Modernization of Pesantren Education According to Azyumardi Azra and Abdullah Syukri Zarkasyi (A Comparative Study)

Ilham Mulyadi — 2025-12-31

The idea of modernization as an effort to adapt and maintain pesantren education amid the challenges of the times has become a dilemma for pesantren. The issue of modernizing pesantren education boils down to what kind of modernism is offered in the idea of pesantren modernization. Differences in modernism can be seen in the thoughts of Azyumardi Azra and Abdullah Syukri Zarkasyi, which have implications for differences in the ideas of modernization of pesantren education in several aspects. The objectives of this study are: (1) To identify the idea of modernizing pesantren education in the thinking of Azyumardi Azra. (2) To identify the idea of modernizing pesantren education in the thinking of Abdullah Syukri Zarkasyi. (3) To identify the differences between the ideas of modernization proposed by Azyumardi Azra and Abdullah Syukri Zarkasyi. This research is a literature study that uses the works of Azyumardi Azra and Abdullah Syukri Zarkasyi as primary sources. All writings that refer to these two figures are used as secondary sources. This study uses a philosophical and comparative approach to analyze and compare the thoughts of the two figures. The conclusions of this study show that: Modernism in Azyumardi Azra's thinking is understood as development and modernism in Abdullah Syukri Zarkasyi's thinking is understood as renewal (Tajdid wa Islah). These differences in modernism have an impact on the differences in the ideas of modernization of pesantren education in terms of institutional aspects, management, curriculum, and methodology, although there are some similarities in the thoughts of both figures.

Bridging Faith and Knowledge: Integrating Holistic Education and Character Formation at Gontor Modern Islamic Boarding School

Alhamuddin — 2025-12-31

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.

Between Tradition and Modernity: A Qualitative Inquiry into Teachers’ Professional Learning in Pesantren

Muhamad Hafidz Nujud Faiz — 2025-12-31

Islamic boarding schools, as traditional Islamic educational institutions, face the challenge of integrating modern learning methods without neglecting deeply rooted values and traditions. Amidst this dynamic, teacher professional development is crucial to ensure that teachers can bridge the gap between tradition and modernity. However, there is still little research that examines the process of teacher professional development in depth within the pesantren environment. This study aims to qualitatively explore and understand the experiences, challenges, and strategies of teachers in developing their professionalism in pesantren, which are situated at the crossroads between tradition and modernity. This research employs qualitative methods, utilizing a case study approach. Data was collected using a thematic approach to identify patterns and meanings that emerged from the participants’ narratives. The significance of this research is to provide a rich and contextual understanding of the professional learning process of teachers in the pesantren environment. The results of this study are expected to serve as a reference for policymakers and pesantren educational institutions in designing relevant and sustainable teacher development programs, thereby producing graduates who are competent in the modern era while still adhering to traditional values.

Assessing the Relationship Between the Implementation of an Al-Salaf al-Ṣāliḥ Curriculum and the Religious Attitudes of Santri in Pesantren

Muhammad Hambal Shafwan — 2025-12-31

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.

The Theory of Language Ring: A Strategy for Foreign Language Diffusion in Pesantren

Abdurrahim Yapono — 2025-12-31

Purpose Kyai (head master) of Pesantren who creates the environment within pesantren plays a crucial force to the acquisition of foreign language and its immersion. This study aims to formulate and develop the Theory of Language Ring; a hierarchical-concentric model of language diffusion within the sociolinguistic and psycholinguistic system of Pesantren, with a primary case study on Gontor, its kyai, teachers, students and ecosystem. Method — The method of study is qualitative and developmental research, using a phenomenological approach. The data collection include observation on Gontor's kyai, teachers, students, its environment and alumni. Theories of sociolinguistic, psycholinguistic and scientific theories of circular motion in physics also referred. The data management process involves data reduction, data display, data analysis, and conclusion. Findings — The study findings demonstrate that Language Ring is the unique languages-immersion acquisition at Gontor. The language authority within speech communities and its hierarchy and prestige, covert prestige, and overt prestige in the relation to kyai and his disciples wherein learners are immersed in a linguistic stream spoken by kyai, as the strong factor that influences the language diffusion of all students, including newcomers. Implication - It is hoped that the Theory of Language Ring may enrich approaches within Pesantren especially speaking skills; and serve as a reference for further studies. Originality — Contributes a new theory in the field of Islamic sociolinguistics and language education; and serves as a reference for pesantren and schools' leadership in implementing culturally-based foreign language diffusion strategies.

Developing Arabic Qawāʿid Test Based on CEFR Standard for Intermediate Level Students of Pesantren

Ihwan Mahmudi — 2025-12-31

Arabic qawāʿid is a fundamental component in mastering the Arabic language, particularly for intermediate students in Islamic boarding schools (pesantren). However, the absence of standardized testing models that align with international frameworks often limits the effectiveness of grammar instruction. This study aims to develop an Arabic qawāʿid test based on the Common European Framework of Reference for Languages (CEFR) that is pedagogically appropriate for intermediate-level learners. The research adopts a descriptive qualitative method, employing library research as the primary approach, referencing authoritative texts on Arabic grammar teaching and CEFR standards. The resulting test design incorporates CEFR descriptors for the A2–B1 levels and emphasizes grammatical structures relevant to students’ learning progression. The findings demonstrate that the CEFR-aligned test format not only improves students’ comprehension of Arabic grammar but also enhances their learning motivation and self-confidence in applying grammatical concepts. Nevertheless, this study acknowledges certain limitations in scope, such as the focus on select grammar topics and limited empirical validation. Therefore, future studies are encouraged to explore broader grammatical areas and include empirical trials to test reliability and effectiveness. In conclusion, this research contributes to the development of more structured, internationally-aligned assessment tools for Arabic grammar instruction in religious education settings.

Strategic Analysis of S&L Learning at Pesantren-Based Schools: SWOT Study at Nurul Iman Cigalontang Islamic Boarding School at MTs Level

Ali Abdul Halim Mahmud — 2025-12-31

The implementation of scientific learning at MTs Nurul Iman faces various challenges, including limitations in developing studentsâ€™ critical thinking and independent learning skills, as well as their resistance to newly introduced methods. This study aims to analyze the implementation of the Scientific and Direct Learning (S&L) strategy at MTs Nurul Iman using a SWOT analysis. The main challenges include difficulties in fostering critical thinking and independent learning, resistance to new teaching methods, and constraints in facilities and time. Using a qualitative descriptive method through interviews, observations, and documentation, this study found that the S&L strategy has strengths in providing clear guidance and high discipline, as well as promoting studentsâ€™ critical thinking and independence. However, weaknesses include studentsâ€™ low analytical skills, lack of learning motivation, and limited facilities. Opportunities that can be leveraged involve strengthening moral and academic values in a balanced manner, while the main threats include student resistance, limited instructional time, and frequent changes in educational policies. By understanding these factors, schools can develop new strategies or refine existing ones to enhance learning effectiveness.

Integration of Moral Values in the Keputrian Program: an Effort to Strengthen the Character of Muslim Girls at Muhammadiyah Boarding School Jetis

Salamah Sa'diatul Wafa — 2025-12-31

The Keputrian Program at MBS Jetis serves as a non-formal educational platform aimed at fostering the moral and spiritual development of young Muslim women through Islamic values. In light of the contemporary challenges faced by female adolescents, it is essential to implement a character education model that integrates spiritual, social, and life skills aspects. This study aims to describe the integration strategies of moral values within the Keputrian Program and to examine its impact on the character formation of female students. The research adopts a qualitative descriptive approach using observation, in-depth interviews, and documentation. Theoretical foundations are drawn from classical Islamic character education concepts, particularly from scholars such as Al-Ghazali and Al-Zarnuji, emphasizing the unity of knowledge (‘ilm), action (‘amal), and attitude (khuluq). The findings reveal that core values such as iffah (modesty), amanah (trustworthiness), humility (tawadhu’), and exemplary behavior are cultivated through strategies including role modeling (uswah hasanah), habit formation, and internalization via reflection and discussion. These methods have led to observable changes in the students’ daily behavior, the development of moral awareness as part of their Muslimah identity, and their readiness to serve as role models in their communities.

Self-Directed Learning in Pesantren: A Comparative Insight from Montessori Education and Ibn Ṭufail’s Ḥayy ibn Yaqẓān

Faradilla Awwaluna Musyaffa — 2025-12-31

Twenty-first century education requires an approach that encourages students to be independent and actively participate in the learning process. Self-Directed Learning (SDL) is a relevant pedagogical approach for addressing these challenges. This study aims to analyze and compare the pedagogical values of the SDL approach from two perspectives: the Montessori method from the western educational tradition and the Mulāzamat al-Fikr wa al-Nafs approach from the classical Islamic educational tradition, as presented in the story of Ḥayy ibn Yaqẓān by Ibn Ṭufail. This study employs a qualitative approach with a literature review. Data were collected from primary sources, such as the original works of Maria Montessori and the classical text Ḥayy ibn Yaqẓān by Ibn Ṭufail, as well as secondary sources, such as relevant scientific articles and reference books. Content analysis was used to identify and classify text content, uncovering the core principles of SDL according to Montessori and Ibn Ṭufail, comparing them within the context of modern education particularly pesantren (Islamic boarding school), and synthesizing the findings to contribute conceptually to Islamic educational development. The study’s results are presented in comparative tables and diagrams that visualize the intersections and differences in the two approaches’ pedagogical values. The findings demonstrate that both approaches prioritize students as active participants, emphasize the significance of direct experience and environmental exploration, promote the cultivation of independence, reflective thinking, and spiritual awareness The integration of Montessori’s structured principles with the philosophical-spiritual approach of Ḥayy ibn Yaqẓān holds significant potential as a conceptual foundation for developing a holistic-spiritual Islamic education model that effectively responds to the evolving needs and development of pesantren as contemporary Islamic educational institutions.

Implementation of Neuropedagogy in Strengthening the Panca Jiwa in Pesantren

Dwi Puji Lestari Dwi — 2025-12-31

This paper explores the implementation of neuropedagogy in strengthening the Panca Jiwa values at pesantren (Islamic boarding schools). The background of the study emphasizes the importance of character education in pesantren, which is traditionally rooted in religious values that shape the personality of santri (students). The purpose of this study is to analyze how neuropedagogical strategies can enhance the internalization of the Panca Jiwa values, which include sincerity, simplicity, independence, Islamic brotherhood (ukhuwah Islamiyah), and freedom. The study utilizes a library research method, gathering data from scientific sources, journals, and books related to neuropedagogy, character education, and pesantren culture. The results show that integrating neuropedagogy with pesantren's traditional values can foster a more profound understanding and emotional connection to these values. This approach not only addresses cognitive learning but also supports emotional and social development, aligning with the educational goals of pesantren. The conclusion highlights the potential of neuropedagogy as an innovative strategy to improve the character education of santri, making it more personal, emotional, and impactful in shaping their moral and intellectual development. The study suggests further exploration of this approach for optimal adaptation to contemporary educational needs.