Journal title Edukasia Islamika: Jurnal Pendidikan Islam Initials Edukasia Islamika Frequency 2 Issues per year (June and December) DOI Prefix 10.28918 by ISSN 2548-723X and E-ISSN: 2548-5822 Editor-in-chief Prof. Dr. H. Muhlisin, M.Ag Publisher UIN K.H. Abdurrahman Wahid Pekalongan Citation Analysis Sinta, Garuda, Dimensions, DOAJ, Google Schoolar, Moraref Edukasia Islamika: Jurnal Pendidikan Islam (ISSN: 2548-723X and E-ISSN: 2548-5822) is a peer-reviewed journal published bi-annually in June and December by the Faculty of Tarbiyah and Teacher Training, UIN K.H. Abdurrahman Wahid Pekalongan, Indonesia. This journal specializes in Islamic education studies involving religious moderation and pesantren (Islamic boarding schools). Edukasia Islamika: Jurnal Pendidikan Islam promotes researchers, scholars, and professionals in the realm of Islamic education to communicate their original research and current issues on the subject. The language used in this journal is English. The journal has been a CrossRef member since 2017. It indicates that all articles published in this journal possess a unique DOI number.
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Humanist Islamic Education: Realizing Harmony and Love for Humanity through Asta Protas
Islamic education today faces the challenge of declining social awareness and a growing sense of individualism among students. These conditions call for an educational model that balances academic knowledge, religious practice, and humanistic values. This study aims to analyze the implementation of humanistic Islamic education through the Asta Protas program and to describe the process of internalizing the values of harmony and love for humanity among students. The study uses a qualitative case study design at MTs Al Yakin Pungpungan. Data were obtained through observation, in-depth interviews, and documentation involving the head of the madrasa, teachers, program mentors, and students. Data analysis uses the interactive model of Miles, Huberman, and Saldaña. The research results show that Asta Protas serves as the main instrument for implementing humanist Islamic education through the culture of greetings, alms and charity, cooperation, social activities, teacher role modeling, habituation, and students' social experiences. The internalization of values is carried out through the stages of value transformation, value transaction, and value transinternalization, which increase students' empathy, tolerance, cooperation, social care, and responsibility. This study also found that a humanist madrasa culture emerged, marked by harmonious relationships between teachers and students, polite communication, and a conducive learning environment. These findings strengthen Abdurrahman Mas’ud's theory of humanist Islamic education, showing that integrating role modeling, habituation, social experience, and madrasa culture can be an effective means of fostering harmony and love for humanity.
Copyright (c) 2026 Edukasia Islamika http://creativecommons.org/licenses/by/4.0/
Curriculum as a Value-Transmission System: Internalizing Religious Moderation through the Curriculum of Pesantren Al-Ikhlash Based on the Salaf Educational Tradition
Research on religious moderation in Islamic boarding schools (pesantren) has largely conceptualized religious moderation as either an educational outcome or a curricular program, while limited attention has been given to curriculum as an integrated value-transmission system encompassing philosophical, pedagogical, cultural, and leadership dimensions. This study aims to examine how the curriculum of Pesantren Al-Ikhlash, grounded in the salaf educational tradition, internalizes religious moderation through the integration of curriculum philosophy, curriculum structure, the study of kitab kuning (classical Islamic texts), sorogan and bandongan pedagogies, kiai leadership, the hidden curriculum, and institutional culture. The study employed an intrinsic qualitative case study design. Data were collected through in-depth interviews, participant observation, and document analysis and were analyzed using Reflexive Thematic Analysis. The findings reveal that religious moderation is not taught as a stand-alone subject but is systematically embedded throughout the curriculum as an integral education process. The study of kitab kuning provides the epistemological foundation for balanced religious understanding by exposing students to the diversity of classical Islamic scholarship and legitimate scholarly disagreement (ikhtilāf). Meanwhile, sorogan and bandongan function as pedagogical mechanisms for transmitting ethical conduct, intellectual humility, and respect for diversity, while kiai leadership, the hidden curriculum, and institutional culture reinforce value internalization through exemplary leadership and daily pedagogical practices. The study proposes a conceptual model that positions curriculum as an integrated means of transmitting ethical values, thereby extending Islamic curriculum theory by demonstrating that religious moderation constitutes a structural characteristic of the pesantren educational ecosystem rather than merely an instructional outcome. This model contributes to the advancement of value-based curriculum theory in Islamic education and offers a comprehensive framework for developing religious moderation curricula in Islamic educational institutions.
Islamic Education for Religious Moderation and Cultural Identity among the Sasak Community
Studies on religious moderation in Islamic education have predominantly approached moderation as a normative educational outcome, while giving limited attention to local culture as a pedagogical mechanism through which religious values are interpreted, experienced, and internalized in everyday life. This study examines the internalization of religious moderation as a manifestation of wasatiyyah through Islamic education in the Sasak community. It develops an Islamic pedagogical model grounded in local culture for the digital age. Existing studies have largely discussed religious moderation within normative educational frameworks while paying limited attention to local culture as a pedagogical mechanism of value internalization. Using a qualitative descriptive-analytical approach, data were collected through literature review and non-participant observation in pesantren, majelis taklim, and socio-cultural settings across Lombok Island, and analyzed thematically and interpretively. The findings reveal that religious moderation is internalized through socio-cultural pedagogical processes embedded in everyday community life. The moral modelling, habituative pedagogy, experiential learning, symbolic pedagogy, hidden curriculum, and community-based learning mechanisms embedded in traditional practices such as begibung, nyongkolan, and awig-awig, as well as cultural performances such as Gendang Beleq, Rebana Gending, and Wayang Sasak, are internalized to instill tolerance, deliberation, social balance, and collective responsibility. The novelty of this study lies in the formulation of an Islamic pedagogical model grounded in local culture that integrates these mechanisms in a single framework. The model offers a culturally based approach to strengthening religious moderation in contemporary Muslim societies.
Kiai Leadership and Islamic Boarding School Cultural Strategies in Strengthening Religious Moderation in Indonesia
The present study aims to showcase in depth the unique role of Kiai (Islamic scholars) leadership in institutionalizing and disseminating the narrative of religious moderation in pesantren (Islamic boarding schools), and to explore the cultural strategies these schools use as effective bulwarks in deradicalization efforts. This study was designed with a qualitative, interpretive case study of several traditional and modern pesantren that played a central role in promoting tolerance in Banyuwangi, Indonesia. Data were gathered through in-depth interviews with Kiai and senior santri (pesantren students), participant observation of teaching and learning activities, and documentation of Islamic boarding school records. Study findings demonstrate that the Kiai leadership in Blokagung was uniquely charismatic and collegial, successfully institutionalizing religious moderation through the integration of the Salaf and the modern era and the establishment of UIMSYA. His primary cultural strategy was to instill the values ​​of Aswaja (tawazun, tasammuh) as an ideological inoculation. The Kiai/Nyai became actors who built social resilience grounded in concern and guided the politics of akhlaqi. This made the Islamic boarding school an effective bastion of deradicalization, disseminating moderate narratives in a structured and legitimate manner. The study provides a theoretical framework that contextualizes traditional Kiai leadership as a model of indigenous leadership in counter-extremism, offering valuable insights for global public policy on the use of community-based educational institutions to foster social cohesion and counter-radicalism.
Decoding Leadership Pedagogy in Lutung Kasarung: A Semiotic Analysis of Constitutionalism and Religious Moderation
The crisis of leadership in Indonesia is marked by a weakening of moral integrity, the dominance of elite interests, low democratic accountability, social polarization, and the challenge of managing diversity. Although the study of religious leadership and moderation has advanced, the integration of Sundanese local wisdom with the moderate leadership paradigm remains limited. This research aims to analyze the symbolic meaning of the Lutung Kasarung legend and to formulate an authentic leadership framework relevant to religious moderation. The research uses a qualitative approach based on literature studies with the main source of Ajip Rosidi's work (2023) and literature from the last decade. The data were analyzed descriptively through Roland Barthes' mythological semiotics. The results show that Kamandaka figures embody integrity, justice, humility, empathy, deliberation, and collective responsibility, which align with the principles of religious moderation: tawassuṭ, tawāzun, tasāmuḥ, and i'tidāl. The novelty of the research lies in integrating semiotics, local wisdom, constitutional values, and religious moderation into a contextual leadership pedagogy. These findings confirm that local narratives can be an alternative learning resource to strengthen inclusive leadership in Islamic education.
Negotiating Religious Moderation In The Digital Sphere: Digital Literacy, Gender Gaps, and Radicalism Exposure Among Pesantren Students
The digital globalization phenomenon has strengthened the role of online media in the spread of various ideas, including radicalism, which poses a significant challenge for Islamic boarding schools as centers of Islamic education. This research aims to evaluate students' digital literacy in addressing radicalism and to analyze variation in literacy levels by region and gender across six provinces on the island of Java. The research method used is a quantitative survey. The methodological stages consist of: (1) validation and reliability of digital literacy instruments based on the Ministry of Communication and Information framework; (2) determination of the population and equitable distribution of student samples by stratified random sampling in six regions; (3) data collection through a constructed online questionnaire; (4) systematic data processing through coding and cleaning; and (5) descriptive statistical analysis, comparison of mean and standard deviation scores, and score categorization for each demographic and gender variable. The study's results indicate that students are predominantly categorized as having "Intermediate" and "high" digital literacy levels across all regions. By gender, female students were more likely to be in the "high" category (31.5%) than male students (27.7%), while the "Intermediate" category was almost equally represented in both groups. However, the "low" and "very low" categories persist across all groups and regions, indicating that digital literacy challenges remain to be addressed. The implications of this study emphasize the need to integrate digital literacy into the curriculum and culture of pesantren education in a way that is responsive to current issues. Adaptive digital literacy programs have the potential to develop students' critical thinking skills, enhance their resilience to online radicalization, and foster religious moderation in the digital era.
Pesantren Ecotheology-Based Environmental Management: A Case Study of Pondok Pesantren in Lombok, Indonesia
This study examines how Islamic eco-theological values are translated into environmental management practices in an Indonesian pesantren. The case of Pondok Pesantren Nurul Haramain was selected because its long-standing environmental initiatives, including reforestation, seedling nurseries, waste management, and ecological education provide a concrete setting for examining how religious values become institutional environmental practices. The study addresses a gap in the literature by analyzing not merely the normative presence of Islamic environmental values, but the institutional process through which these values are interpreted, legitimized, and transformed into managerial practices. Using a qualitative case study design, data were collected through semi-structured interviews, participant observation, and document analysis, and were examined through thematic analysis. The findings reveal four interconnected dimensions of pesantren-based environmental management: theological legitimation through the concepts of khalifah, amanah, and mizan; role-model leadership by religious authorities; environmental education through curriculum, habituation, and learning spaces; and material ecological practices such as greening, seedling distribution, and waste management. The study contributes to Islamic education, pesantren studies, and faith-based environmental governance by conceptualizing pesantren environmental management as an institutional process that connects theology, authority, pedagogy, and ecological praxis.
Eco-Spirituality in “Sedekah Laut” Tradition: The Basis of Religious Moderation and Ecological Education in Coastal Communities
This article critically examines the meaning, values, symbols, and relationships between actors in the “Sedekah Laut” tradition as a manifestation of culturally and spiritually based environmental education. “Sedekah Laut” serves as a mitigation tool amidst the climate crisis. Through ecofeminist theory, this study integrates women, nature, and spirituality. This research positioned “Sedekah Laut” not only as a pillar of religious moderation in the cultural aspect but also as a space for ecological education that embraces gender equity. The location of this qualitative research was Wonokerto District, Pekalongan Regency. Data were obtained through interviews, observation, and documentation and analyzed using the Miles and Huberman model. The research results indicate that “Sedekah Laut” possesses ecological philosophy, meaning, and symbolism. It serves as an inclusive and adaptive instrument for addressing the climate crisis. “Sedekah Laut” serves as a space for environmental education, emphasizing women as key actors, both in the domestic and ritual spheres. This study offers a novelty in the form of a reconstruction of environmental education based on local traditions and spirituality that favors women and nature. The theoretical implications of this study expand the scope of environmental education to include spiritual-ecological aspects, while in practice, “Sedekah Laut” can serve as a model for ecological education that is inclusive, contextual, emancipatory, sustainable, and focused on climate justice.
Copyright (c) 2025 Edukasia Islamika http://creativecommons.org/licenses/by/4.0/
Instilling the Values of Religious Moderation in Preventing Bullying Behavior in Islamic Boarding School-Based Educational Institutions
The prevalence of bullying in junior high schools has prompted the need for a values-based character education approach, particularly through the instillation of religious moderation values. This study aims to analyze how religious moderation values ​​can serve as a preventive measure against bullying behavior at Nurul Jadid Junior High School. The study employs a qualitative approach with a field research strategy, implemented through case studies that involve observation, in-depth interviews, and documentation. The results show that activities that integrate moderate values, such as tolerance, empathy, justice, and deliberation, in both religious and social contexts contribute to shaping more inclusive student attitudes and to preventing discriminatory or aggressive behavior towards peers. In addition, teacher involvement, a dialogic learning structure, and a supportive school environment strengthen the value of religious moderation. This approach shows that religious moderation is not merely a normative concept but an educational practice lived in students' daily lives. This study concludes that the systematic and sustainable instillation of religious moderation values has the potential to create a safe and harmonious school climate, making it an effective long-term strategy for preventing bullying at Nurul Jadid Paiton Probolinggo Junior High School.
From Religious Doctrine to Constructive Dialogue: A Phenomenological Analysis of Religious Moderation Practices among NU and Muhammadiyah Students
This study aims to describe the lived experiences of NU and Muhammadiyah students in practicing religious moderation at UIN Sunan Kudus through a phenomenological approach. It reveals how students understand, internalize, and negotiate between their organizational religious doctrines and the demands of constructive dialogue within the dynamics of campus social life. The research employs a qualitative descriptive method, with data collected through in-depth interviews using purposive sampling techniques, participatory observation, and documentation involving students affiliated with NU and Muhammadiyah organizations. The validity of the data was ensured through triangulation of sources, methods, and theories. Data were analyzed through the processes of reduction, presentation, and conclusion drawing. The findings indicate that NU and Muhammadiyah students are able to demonstrate inclusive awareness in interpreting the concept of religious moderation within the dynamic context of pluralistic campus dialogue. The novelty of this study confirms that religious moderation is not only relevant in interreligious settings, but also significantly contributes to strengthening intra-religious moderation to prevent conflict and foster harmonious communities. It further recommends enhancing religious moderation programs through student-based activities.
From Andalusia to Modern Europe: Tracing of Islamic Cultural Heritage and Its Educational Influence on Religious Moderation in Indonesia
This article explores the cultural heritage of Islam in Andalusia and its role in religious moderation education in Indonesia. This qualitative research uses a historical approach and implementative analysis through the study of texts, history and related themes, by exploring the historical role of Andalusia as a center for inter-religious intellectual exchange. The results of this research reveal that: 1) the Islamic cultural heritage in Andalusia is a center of intellectual activity that combines various interdisciplinary scientific traditions and multicultural values ​​of tolerance from Islam, Christianity and Judaism, which has a significant and sustainable impact in modern Europe; 2) the concept of convivencia practiced in Andalusia depicts Muslims, Christians and Jews living together in an atmosphere of mutual respect and collaboration, thus giving birth to a civilization rich in various traditions; and 3) the Islamic cultural heritage in Andalusia not only contributes to intellectual progress in Europe, but also provides valuable insights for Indonesia in building an inclusive and tolerant education system to strengthening Religious Moderation. This research implies that the developing intellectual heritage in Andalusia contributes to the strengthening of scientific traditions and encourages respect for diversity and intercultural dialogue in a multicultural society.
Character and Family Violence Prevention Education in Madrasah Tsanawiyah: Anti-Parricide Learning Model
This study aims to analyze the potential, strategies, and implications of anti-parricide education in Islamic Junior High Schools (MTs). Using a qualitative approach with a phenomenological design and the Miles and Huberman data analysis model, the study was conducted at MTs Hasyim Asy'ari Bawang, Batang, through 24-hour observations, in-depth interviews, and document analysis such as syllabi, guidance and counseling modules, and student behavior records. The main findings indicate that the potential for parricide is triggered by three indicators: student aggressive behavior, untreated mental health disorders, and unstable or violent family environments. The school responded by integrating character values ​​into the curriculum, strengthening guidance and counseling services, and creating a religious madrasa environment. This aligns with the teachings of Al-Ghazali's theory of moral education. However, challenges such as domestic violence, limited teacher competency, and the negative influence of social media hamper the effectiveness of these strategies. The theoretical contribution of this research lies in the development of a contextual anti-parricide education model based on madrasahs, while its practical contribution is in the form of policy recommendations for strengthening character education and early prevention systems involving synergy between schools, families, and communities.
Symbolism of Ismullah and Local Wisdom of Cirebon: Visualization of Perfect Prayer in the Cirebon Kaprabonan Manuscript
Islamic manuscripts play a crucial role in preserving the intellectual and spiritual heritage of Muslim communities, including the symbolic and esoteric dimensions of Islamic education. However, studies on Syattariyah manuscripts in Java, especially those exploring symbolic visualization of ritual practices remain limited and tend to focus either on philological description or doctrinal transmission rather than interpretive meaning. This study aims to analyze the symbolic construction of the Perfect Prayer (Sholat Sempurna) within the Kaprabonan manuscript of Cirebon and explore its relevance to contemporary spiritual education. A qualitative research design was employed, using manuscript analysis, content analysis, and hermeneutic interpretation guided by Ernst Cassirer's philosophy of symbolic forms. The analysis demonstrates that each stage of the prayer corresponds to symbolic elements of the Ismullah (الله): standing aligns with Alif, bowing with the first Lam, prostration with the second Lam, and sitting with Ha. This structure forms a symbolic framework linking bodily movement, spiritual consciousness, and metaphysical unity with God. The findings indicate that this symbolic system functions not only as a ritual framework but also as a pedagogical model for cultivating spiritual awareness, ethical balance, and contemplative discipline. Furthermore, the symbolic interpretation of Sholat Sempurna reflects the balanced and inclusive values of Islamic moderation (wasathiyah), connecting spiritual depth with cultural wisdom and social harmony. This study contributes to current scholarship in Islamic education, Sufi studies, and religious symbolism by demonstrating how local manuscript traditions can inform contemporary discourse on spirituality, tolerance, and character formation.
Cyber-Based Integrative Learning Design In Pesantren: A Systematic Literature Review On Islamic Education Transformation
The rapid development of digital technology has created significant challenges and opportunities for Islamic boarding schools (pesantren) in maintaining their educational identity while adapting to the demands of the digital era. This condition necessitates innovative learning transformations that integrate Islamic values with technological advancements through sociological approaches that consider social, cultural, and educational dynamics within pesantren communities. Therefore, this study aims to analyze the application of sociological approaches in transforming pesantren learning through digital platforms and to identify their implications for students’ academic and character development. This research employs a Systematic Literature Review (SLR) to examine and synthesize relevant scholarly publications on digital learning transformation, sociological perspectives in education, and pesantren development. The collected literature was analyzed thematically to identify key patterns, challenges, and outcomes associated with the implementation of cyber-based integrative learning models. The findings reveal that integrating digital platforms into pesantren education significantly enhances students’ technological competencies, learning effectiveness, academic performance, and access to broader knowledge resources. Furthermore, students demonstrate greater openness toward contemporary scientific knowledge while maintaining strong adherence to Islamic teachings and values. The interaction among students, educators, and digital technology fosters collaborative learning environments, strengthens social awareness, improves adaptability to educational changes, and supports the development of critical thinking skills. The study implies that the transformation of pesantren education through a sociological and cyber-based integrative approach not only contributes to academic advancement but also reinforces students’ Islamic identity, character formation, and social responsibility. These findings provide strategic insights for policymakers, pesantren leaders, and educators in designing sustainable digital learning systems that are both technologically adaptive and grounded in Islamic values.
Implementation Strategies of Mosque-Based Religious Moderation Pioneers in Fostering Social and Religious Harmony
In recent years, the issue of religious moderation has become a central concern in national religious discourse, along with increasing social polarization and the spread of extremist ideologies that potentially threaten social cohesion. Mosques, as religious institutions deeply rooted in community life, possess significant potential to serve as agents in promoting wasathiyah (moderate) Islamic values. This study aims to explore the lived experiences, perceptions, and meaning-making processes of mosque stakeholders as they implement the Masjid Pelopor Moderasi Beragama (MPMB) program in Aceh to foster social and interreligious harmony. Employing a qualitative approach with a phenomenological case study design, this research was conducted in three representative settings: Istiqamah Benuaraja Mosque in Aceh Tamiang, MAN 1 Mosque in Aceh Tenggara, and the Campus Mosque of UIN Ar-Raniry in Banda Aceh. Data were collected through in-depth interviews, participatory observation, and document analysis to uncover the subjective experiences and contextual interpretations of imams, mosque administrators, educators, and community members. The findings reveal that each mosque developed contextual strategies grounded in its experiential understanding of local community dynamics. Participants emphasized community-based approaches rooted in local wisdom, the integration of moderate religious values into formal education, and the development of digital campus-based da'wah. Despite these efforts, challenges persist, including limited conceptual literacy about religious moderation, insufficient human resources and funding, the absence of standardized training modules, and weak monitoring and evaluation systems. Theoretically, this study contributes to expanding phenomenological insights into institutional religious practices within contemporary Islamic scholarship. In practice, the findings provide a grounded basis for developing policies and training curricula on religious moderation that are more systematic and responsive to the real experiences of mosque communities.
Pesantren and Digital Literacy: Fiqh-Based Assessment of Islamic Teachers’ Competency in Strengthening Religious Moderation
This study highlights the urgency of developing the digital competence of Islamic Education (PAI) teachers through a fiqh-based approach oriented toward strengthening religious moderation, using a systematic literature review (SLR). The findings reveal that the integration of digital technologies in PAI learning faces several challenges, including limited training programs, the absence of valid evaluation instruments, low institutional readiness, and limited teacher motivation. The study emphasizes that digital competence is not merely a pedagogical necessity, but also an educational form of ijtihad that supports inclusive, adaptive, and non-extremist religious practices. Through the Technology Acceptance Model in Islamic Education, this study shows that religious perspectives play a dominant role in technology acceptance; therefore, digital literacy must be developed in alignment with fiqh principles such as maslahah and ijtihad as well as core values of religious moderation,particularly tawassuth (moderation), tasamuh (tolerance),and itidal (balanced judgment) in navigating digital information. Strengthening PAI teachers’ digital competence not only improves learning quality and student engagement, but also reinforces religious moderation within the Islamic education ecosystem in the digital era.
Social Support In Pesantren In Shaping Santri's Religious Moderation Identity: An Analysis Based On Social Identity Theory
This study investigates the significant role of social support within pesantren in shaping santri's religious moderation identity. The escalating global challenges to religious harmony highlight the critical need to cultivate a balanced, tolerant, and inclusive understanding of Islam, particularly among the youth. Pesantren, as traditional Islamic educational institutions in Indonesia, possess immense potential in fostering such an identity. While qualitative studies have broadly acknowledged this role, there is a distinct lack of systematic quantitative research specifically analyzing the multi-dimensional aspects of social support—from educators, peers, and institutional policies/culture—and their direct impact on santri's religious moderation identity, particularly when framed by Social Identity Theory. This research, conducted in selected pesantren in Karesidenan Kedu, Central Java, employed a quantitative approach with a correlational design. Data from 380 santri were collected using a structured questionnaire via simple random sampling and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that all dimensions of social support within pesantren—namely, support from educators, support from peers, and support from pesantren policy and culture—each have a significant positive influence on santri's religious moderation identity. This indicates that the comprehensive social ecosystem within pesantren profoundly shapes santri's self-identification as moderate, their openness to diverse religious views, and their rejection of extremism. The research contributes empirical evidence to Social Identity Theory, demonstrating its applicability in understanding religious identity formation within traditional educational settings, and provides practical implications for pesantren management to strategically enhance these social support mechanisms for fostering stronger moderate religious identities among santri.
Religious Inclusiveness in Schools: An Integrative Exploration of Educational Realities in Radicalism Red Zone Areas
The issue of religious radicalism, both in opinion and action, remains a common challenge in Indonesia. This phenomenon is not only prevalent in society but also extends to educational institutions, including schools. Religious inclusivity is a key to understanding and overcoming this issue. This study aims to explore the level of religious inclusivity among students, teachers, and educational staff, as well as to document the implementation of inclusivity principles in school activities and learning environments in red-zone schools, one of which is in Cirebon. The method employed is a mixed-methods approach involving 155 participants, including students, teachers, and educational staff. This approach combines a verified questionnaire, based on expert judgment, to obtain quantitative data, with observations, interviews, and documentation to collect qualitative data. The research findings indicate that these results can serve as a reference for mapping issues as an initial step in developing a school model that integrates religious inclusivity into every program and learning environment, thereby minimizing the potential for radicalism. The novelty of this research lies in the comprehensive mapping of the level of religious inclusivity in schools in red zones of radicalism, which has rarely been revealed before, while also offering a conceptual framework that can be adapted to the educational context in other areas prone to radicalism.
Integrating Creative Digital Content in Pesantren: Improving Santri’s Digital Literacy And Islamic Learning
Pesantren faces challenges in adapting traditional teaching methods to the development of digital technology. The digital literacy gap and limited infrastructure are the main obstacles to implementing the digitalization of learning. One solution is using creative digital content to improve learners' digital literacy and creativity. This study aims to analyze the implementation of creative digital content in learning in pesantren and assess its impact on digital literacy and creativity of students. In addition, this study also examines the main challenges of pesantren digitalization and proposes strategic solutions to ensure its effectiveness and sustainability. A qualitative approach with a case study at PPATQ Raudlatul Falah Bermi Gembong Pati Central Java was used as the research location, and the Observations were also made at four Islamic boarding schools in the Central Java region. Data were collected through interviews with Santri and Ustadz, joint observation and document analysis. The data were analyzed thematically to identify patterns in the pesantren education system. The results showed that digitization improved santri's understanding of learning materials and their memory. Santris, who actively participates in digital content creation, is more creative and has better digital skills than traditional methods. However, some challenges include inadequate teacher training and limited internet access. Therefore, strategies are needed to control and strengthen the infrastructure. This study contributes to developing digital learning models in Pesantren and provides policy recommendations for Pesantren leaders and stakeholders to support the transformation of Islamic education through technology
Unveiling Fiqh Munakahat in Mandailing Natal Pesantren: Exploring Gender Awareness and Women’s Marital Rights
This study aims to examine how fiqh munakahat is taught in pesantren (Islamic boarding schools) and its implications for gender understanding and women’s rights in marriage. The research focuses on three pesantren in Mandailing Natal: Ma’had Darul Ikhlas, Pesantren Roihanul Jannah, and Ma’had Darul Ulum Muara Mais. Employing a qualitative approach with a multisite case study design, data were collected through participant observation, in-depth interviews, and document analysis. The findings reveal that the teaching of fiqh munakahat in these pesantren is still predominantly influenced by traditional interpretations, which tend to be patriarchal, with minimal discussion on women's rights. However, amidst this dominant narrative, seeds of transformation are emerging, particularly among the younger generation of pesantren students who are beginning to embrace progressive perspectives on gender. Resistance to modernity, limited intellectual capacity among instructors, and the influence of local culture present significant challenges to promoting gender equality. Nevertheless, advancements in information technology and the growing critical awareness among santri (students) offer substantial opportunities for reform. This study underscores the urgency for pesantren to incorporate gender perspectives into the fiqh munakahat curriculum as a step toward justice and equality. The research contributes to the literature on gender in Islam and pesantren education as agents of social transformation
The Implementation of Inclusive Islamic Religious Education Learning In Schools
The presence of diverse religions, groups, and cultures in schools highlights the need for an inclusive Islamic learning model that actively instills values of tolerance. This study critically examines the implementation of Inclusive Islamic Religious Education (PAI) in two contrasting schools in Malang City: SMA Taman Harapan, characterized by interfaith diversity, and MAN 2 Malang, characterized by intra-Islamic diversity. Using a descriptive qualitative approach with a multiple-case study design, data were gathered through in-depth interviews, observations, and document analysis, and analyzed using the Miles, Huberman, and Saldana model. Results indicate that Islamic Religious Education teachers in both settings employ inclusive strategies—such as interactive dialogue, problem-based learning, contextual teaching, and project-based learning—that effectively foster mutual respect, enhance religious tolerance, and counteract radicalism among students. Ultimately, this research asserts that inclusive Islamic Religious Education is essential for strengthening tolerance and combating radicalism, presenting a viable model for humanistic and tolerant religious education in diverse school environments. The study substantially contributes empirical evidence by demonstrating the practical benefits of inclusive approaches in varying contexts, moving beyond normative claims to real-world educational impact.
The The Strategic Role of Kiai in Embedding Qur'anic Educational Values within Rural Communities
Grounding Qur'anic values means actualizing Qur'anic teachings in the context of real life in society. Kiai have a strategic role as guardians of morality and bastions of Qur'anic values. They are able to reorient the values of society in a subtle but effective way, such as through ta’lim assemblies, Friday sermons, and through daily social interactions. However, it cannot be denied that the strategic role of kiai in grounding Qur'anic values faces various challenges. This research uses a qualitative approach with a case study method. This approach was chosen because it is able to explore in depth the complex and contextual social realities related to the strategic role of kiai in grounding Qur'anic values in the lives of rural communities. Various research findings include Kia Huda's community base and social network, strategies for grounding Qur'anic values and thematic analysis of findings in the field. Social role, Kiai Huda is considered a central figure in solving social and spiritual problems of the community. Kiai Huda's da'wah strategy uses local language and a family approach. Residents feel very close to Kiai Huda by responding enthusiastically to his da'wah. The community becomes more open, harmonious and responsive to Islamic values in daily life as a result of the Qur'anic values provided by Kiai Huda. The strategic role of kiai in grounding Qur'anic values in the community.
Nilai Pendidikan dalam Tradisi Mitoni: Studi Tradisi Perempuan Jawa Santri Mendidik Anak dalam Kandungan di Pati, Jawa Tengah
Mitoni is a Javanese tradition that performs special rituals. This tradition highlights a philosophical meaning for Javanese women, particularly educational values for a baby in the womb. Concerning its development, these values have shifted from its original meaning promoted by both native Javanese women and Javanese santri (students in Islamic boarding schools) women. This present study aims to explore educational values for the baby during Mitoni. A descriptive study of continuity was employed in this research. The findings reveal three characteristics of Javanese women’s perspectives on this tradition based on their subjects, namely: 1) formalistic-traditionalist Islamic view, 2) semi-formalistic-traditionalist Islamic view, and 3) pure Islamic view. Meanwhile, Mitoni, the Javanese tradition, proposes several educational values for the baby according to the Javanese santri women in Pati, Central Java. First, Mitoni provides the baby with the recognition basis of tauheed (oneness of Allah). Second, it enhances parents or prospective parents’ spirit when they educate the baby during pregnancy. Third, this tradition emerges as their effort to give good nutrition for the baby, especially in the seventh month-period of pregnancy. Lastly, Mitoni also demonstrates meaningful understanding for current young generations to preserve this cultural Javanese tradition so as to exist in the future.
Designing Adaptive Human Resource Management In Pesantren: A Critical Study of Traditional Practices
Pondok Pesantren is one of the oldest educational institutions in the archipelago that has an important role in building the nation's character. Although boarding schools have a strategic role in building the nation's character, many of them do not have a structured and adaptive human resource management (HRM) system, thus facing obstacles in maintaining the quality of education and the sustainability of the institution. This study aims to analyze the implementation of human resource management (HRM) at the Hasyim Asy'ari Islamic Boarding School in Tarub District, Tegal Regency, an Islamic educational institution combining religious and general education within the framework of modernization. The qualitative research method uses a case study approach through observation techniques, in-depth interviews, and documentation. The results showed that HR management in this pesantren includes several important aspects: planning, organizing, implementing, and controlling. In planning, trend analysis is used based on historical data, but it has not fully considered dynamic factors such as fluctuations in Santri enrollment. The HR organization is still limited to a formal structure, and the internal coordination system is not strengthened. Implementation stages, including recruitment, selection, orientation, training, and assessment, have been carried out but are still simple and not optimal in developing the professionalism of teaching staff. One of the main challenges is low compensation, or bisyaroh, which can affect work motivation. These findings indicate the need for a more systematic, needs-based, and oriented HRM strategy to improve the quality of teaching staff in order to produce superior Santri who are ready to face global challenges.
Mainstreaming Religious Moderation Learning in Early Childhood Educational Institutions in Pekalongan City
Early childhood education (Pendidikan Anak Usia Dini, hereafter PAUD) institutions play a vital role in shaping children's character, including fostering inclusive and tolerant attitudes toward diversity. As religious moderation gains prominence as a national policy agenda, it becomes essential to understand how such values are internalized and practiced within early learning environments. This study investigates how religious moderation is understood and implemented by educators, and how teaching strategies and parental involvement contribute to its cultivation in children’s lives. Using a qualitative phenomenological approach, data were gathered through observations, document analysis, and in-depth interviews with teachers, principals, parents, and educational staff from four early childhood education institutions in Pekalongan City. Thematic analysis, guided by Albert Bandura’s Social Learning Theory, was conducted using an inductive approach to interpret participants’ social and pedagogical experiences. The findings reveal that religious moderation education promotes inclusive, empathetic, and tolerant behaviors among young children. These values are fostered through role-play, storytelling, collaborative activities, and teacher-modeled interactions. Instructional methods are contextualized using national narratives, local Islamic traditions, and daily character-building practices. Teachers observed that children became more open in interacting with peers from diverse backgrounds. Parental involvement reinforces these values at home through open dialogue and responsiveness to children’s curiosity about differences. The synergy between school-based learning and family support forms a solid foundation for the development of moderate religious attitudes and respect for diversity from an early age.
Transformative Islamic Religious Education at The University of Indonesia: Implementation of The Deradicalization Curriculum as An Effort to Cultivate Religious Moderation
One of the University of Indonesia policies in cultivating religious moderation in its students is the implementation of deradicalization curriculum. This research is very important because the results of this research can be used as a reference in efforts to eradicate extremism among students who, as we know, are prospective intellectuals and national leaders in the future. The aim of this research is to finding out to what extent the implementation of deradicalization curriculum in Islamic Religious Education at the University of Indonesia is able in cultivating religious moderation among it'snew Muslim students in 2023. By using descriptive research methods with a quantitative approach, the author found that the data analysis that the author carried out showed that correlation coefficient value (rxy) = 1. This correlation analysis showed that the correlation between deradicalization curriculum and religious moderation of Muslim students who have just entered the University of Indonesia in 2023 have a perfect relationship. Meanwhile, with an error level of 0.05 and a total of N=7.530, the x and y correlation significance test showed that tcalculated is 0.58 whereas ttable is 0.1966. Interpretation of this correlation significant test of these two variables showed that H0 is rejected and Ha is accepted, which means there is a significant relationship between deradicalization curriculum in Islamic Religious Education and religious moderation of Muslim students who have just entered the University of Indonesia in 2023. The implication of this research results is that the deradicalization curriculum in Islamic religious education that has been implemented by the University of Indonesia can be a guide for other similar universities in cultivating religious moderation among their students.
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Pesantren without Kiai: Transforming Leadership Traditions and Boarding School Ownership
The emergence of pesantren without kiai signifies a diversification in the leadership and ownership models of pesantren in Indonesia. This study investigates the transformation of leadership and ownership in two pesantren located in Pekalongan, specifically Pondok Modern Al-Qur'an Buaran and International Muhammadiyah Boarding School (IMBS) Miftahul Ulum Pekajangan, both of which were established by non-kiai founders. Employing a qualitative-phenomenological approach, this research utilizes single-site and cross-site data analysis as modeled by Robert K. Yin. The findings indicate a transition from a traditional family-based leadership model to a more organizational structure. Furthermore, the ownership of pesantren has shifted to foundations or Islamic organizations. Consequently, the selection of pesantren caregivers is now determined by the institution or organization rather than by lineage. Nevertheless, the diverse leadership and ownership models do not reduce the interest of the community sending their children to these pesantren.
Developing Social Integration of Santri with Special Needs Through the Isma Learning Therapy School (ILTS) Curriculum
Inclusive education is one of the strategic steps in ensuring that every individual, including children with special needs, has equal opportunities to develop their potential. Isma Learning Therapy School (ILTS) is a curriculum model that focuses on empowering and developing the abilities of students with special needs in a boarding school environment. This study aims to analyze the development of social integration of students with special needs through the Isma Learning Therapy School (ILTS) curriculum at Ainul Yakin Islamic Boarding School. The method used is qualitative research with a case study approach. Data were collected through participatory observation, in-depth interviews with teachers, students, and parents, and document analysis related to curriculum implementation. The results of this study examine the curriculum of Isma Learning Therapy School (ILTS) at Pondok Pesantren Ainul Yakin, Yogyakarta, designed for students with special needs. The curriculum integrates therapeutic approaches and traditional education through observation, diagnosis, and customized learning. The results showed that the development of social integration in special needs students reached 75%, with an increase in social skills by 80% and a better attitude of independence by 90%. Key challenges include teacher training and community support. This study confirms the effectiveness of ILTS in creating an inclusive learning environment that supports the optimal development of santri. Overall, the ILTS curriculum has excellent potential but requires further collaborative efforts.
Teaching Diversity and Tolerance: Educational Perspectives on Pluralism in Children's Media
This study explores how two animated series, Nussa Rara and Omar Hana, impart crucial lessons on diversity, tolerance, and peaceful coexistence. Triggered by the rising tensions between various ethnic groups and potential tribal conflicts within nations like Indonesia, this study analyzes how these films contribute to cultivating a sense of mutual respect and understanding. Using Critical Discourse Analysis (CDA), the research examines how the films promote values such as tolerance and citizenship, including nationalism, respect for local cultures, and anti-violence attitudes. The purpose of this research is to explore how these animated series offer young learners tools to navigate cultural diversity, resolve conflicts peacefully, and appreciate their cultural heritage. By focusing on the characters’ interactions, the research highlights how these films model tolerance, cooperation, and empathy—values essential in reducing societal divisions. Through CDA, it identifies underlying messages in the scenes and dialogues that advocate for non-violent approaches to disputes, fostering unity in diversity. The results of the study reveal that Nussa Rara and Omar Hana present valuable educational insights for managing diversity and promoting tolerance. The films encourage children to respect differences, engage with various cultures, and reject violence. These values are introduced early, forming a foundation that complements formal civic education in schools. In conclusion, the films serve as a powerful medium for teaching pluralism, equipping children with essential skills to navigate a diverse world while promoting peace and unity.
The Role of Anti-Violence Education in Creating a Safe Learning Environment: A Study at Pondok Pesantren Modern Selamat Kendal
This study aims to explore the role of anti-violence education in creating a safe learning environment at Pondok Pesantren Modern Selamat Kendal. Islamic boarding schools are often environments where physical and psychological violence can occur due to strict disciplinary practices and rigid educational systems. However, the implementation of anti-violence education is expected to foster a more conducive atmosphere for the psychological and academic development of students. This research employs a qualitative case study approach, with data collected through in-depth interviews, observations, and document analysis. The findings indicate that the implementation of anti-violence education in this pesantren has helped reduce incidents of violence, strengthen interpersonal relationships between teachers and students, and enhance the sense of safety and comfort in the learning environment. The application of anti-violence principles involves reinforcing religious values, ethical educational practices, and active engagement from the pesantren in providing guidance and counseling to students. The study also identifies challenges, such as resistance from some educators who still adhere to traditional methods. These findings contribute significantly to the development of more humanistic educational policies in Islamic boarding schools.