Strengthening Religious Moderation Through the Core Values of Islamic Boarding School Education
Abstract
This research explores how the core values embedded in Islamic boarding school education contribute to developing a moderate and inclusive form of Islam. This study will focus on the impact of these values on individuals within the pesantren environment and, consequently, on broader societal dynamics. The approach employed in this research is qualitative, precisely a literature review type, which is a problem-solving method that seeks data sources, both primary and secondary, in the form of books, journals, essays, articles, and other document data. Data analysis in this study used content analysis techniques. The study results found that Islamic boarding school education is a vital moral force in Indonesia's education system, shaping unique social values like local wisdom within its distinct subculture. The research highlights strengthening these values as a novel foundation for Islamic moderation, presenting two education models. The innovative use of social construction theory identifies stages in value transmission, habitualization, and transformative shifts, enriching discourse on Islamic education. Urging a redefinition of education, the study emphasizes the coexistence of Islamic values with global trends. Pursuing moderate Islamic education aligns with togetherness, justice, tolerance, consultation, and social liberation, marking a significant stride in educational research and practice. This research explores the process of transmitting social values in Islamic boarding schools with a conceptual foundation of moderate Islamic education, emphasizing an inclusive paradigm for Islamic values alongside global trends.
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References
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[33] Rohman, A., & Muhid, A. (2022). Character Education of Islamic Boarding School Students in the 4.0 Industrial Revolution Era: Literature Review. Halaqa: Islamic Education Journal, 6(1), 59–65. https://doi.org/10.21070/halaqa.v6i1.1591
[34] Ropi, I. (2019). Whither Religious Moderation? The State and Management of Religious Affairs in Contemporary Indonesia. Studia Islamika, 26(3), 597–602. https://doi.org/10.36712/sdi.v26i3.14055
[35] Rosada, A. A., & Shonhaji. (2023). Conflict Management in Indonesia Through Religious Moderation. KnE Social Sciences, International Conference on Multidisciplinary Science (Iconais), 436–449. https://doi.org/10.18502/kss.v8i16.14059
[36] Rusli, Ainah, N., Arief, M. I., & Husin, G. M. I. (2022). Religious Moderation of Generation Z: Attitude of Students’ Religious Tolerance in Strengthening The Character of the Nation. El-Buhuth: Borneo Journal of Islamic Studies, 5(1), 1–10. https://doi.org/10.21093/el-buhuth.v5i01.4934
[37] Singgih, E. G. (2023). Religious Moderation as Good Life: Two Responses to the Ministry of Religious Affairs’ Directive on Religious Moderation in Indonesia. Exchange, 52(3), 220–240. https://doi.org/10.1163/1572543x-bja10038
[38] Suprapto. (2020). Integrasi Moderasi Beragama dalam Pengembangan Kurikulum Pendidikan Agama Islam. Edukasi: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(3), 355–368. https://doi.org/10.32729/edukasi.v18i3.750
[39] Surawan, Anshari, M. R., Azmy, A., & Adi, M. I. P. (2022). Finding Religious Moderation in Pondok Pesantren: Religious Moderation Education at Pondok Pesantren in Central Kalimantan. Nalar: Jurnal Peradaban Dan Pemikiran Islam, 6(2), 111–120. https://doi.org/10.23971/njppi.v6i2.4507
[40] Thoriquttyas, T., Saputra, M., Huda, I., Hanafi, Y., & Zaimatus, N. (2020). Strengthening the Religious Moderation through Innovation of Islamic Religious Education (IRE) based Civic Intelligence and the Values Clarification Technique (VCT). KnE Social Sciences, International Conference on Humanities, Education and Social Sciences (IC-HEDS) 2019, 219–227. https://doi.org/10.18502/kss.v4i14.7878
[41] Zakariyah, Fauziyah, U., & Kholis, M. M. N. (2022). Strengthening the Value of Religious Moderation in Islamic Boarding Schools. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 20–39. https://doi.org/10.31538/tijie.v3i1.104
[42] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
[2] Arifin, S., & Silvia, M. (2020). Internalisasi Kultur Pesantren pada Pembentukan Karakter Siswa Melalui Desain Berbasis Kelas dan Organisasi Sekolah. Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah, 3(2), 257–284. https://doi.org/10.36835/bidayatuna.v3i2.623
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[4] Aziz, A. (2020). Akar Moderasi Beragama di Pesantren (Studi Kasus di Ma’had Aly Sukorejo Situbondo dalam Terbentuknya Nilai-Nilai Moderasi Beragama). Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan Dan Hukum Islam, 18(1), 142–157. https://ejournal.iaiibrahimy.ac.id/index.php/arrisalah/article/view/982
[5] Berger, P. L., & Luckmann, T. (2011). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Open Road Media.
[6] Bosra, M., & Umiarso. (2020). Theological Moderation In The Islamic Boarding School (Pesantren): Phenomenological Prophetic Social Study In Pesantren In East Java. Akademika?: Jurnal Pemikiran Islam, 25(1), 117–138. https://doi.org/10.32332/akademika.v25i1.2369
[7] Buchori, S., & Fakhri, N. (2023). Positive Peace Culture in Pesantren (Islamic Boarding School) in Bandung-Indonesia. 1st International Conference on Educational Sciences, 1(ICES), 517–522. https://doi.org/10.5220/0007043805170522
[8] Bukhory, U. (2016). KH. Imam Zarkasyi dan Genre Baru Pondok Pesantren (Refleksi Seorang Cucu Murid). Journal of Islamic Studies, 1(2), 259–272.
[9] Chotimah, C., Tanzeh, A., & Siddiq, S. (2022). Building Academic-Religious Culture Based on Religious Moderation. Cendekia: Jurnal Kependidikan Dan Kemasyarakatan, 20(2), 212–224. https://doi.org/10.21154/cendekia.v20i2.4840
[10] Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education, Inc.
[11] Dakir, & Anwar, H. (2020). Nilai-Nilai Pendidikan Pesantren Sebagai Core Value; dalam Menjaga Moderasi Islam di Indonesia. Jurnal Islam Nusantara, 3(2), 495–517. https://doi.org/10.33852/jurnalin.v3i2.155
[12] Farida, U. (2015). Radikalisme, Moderatisme, Dan Liberalisme Pesantren: Melacak Pemikiran Dan Gerakan Keagamaan Pesantren Di Era Globalisasi. Edukasia?: Jurnal Penelitian Pendidikan Islam, 10(1). https://doi.org/10.21043/edukasia.v10i1.789
[13] Fauzi, A. (2018). Konstruksi Model Pendidikan Pesantren: Diskursus Fundamentalisme dan Liberalisme dalam Islam. Al-Tahrir: Jurnal Pemikiran Islam, 18(1), 85–110. https://doi.org/10.21154/altahrir.v18i1.1161
[14] Hadi, S., & Anggraeni, D. (2021). Pesantren, Pecinan and Multicultural Education: A Qualitative Case Study of Kauman Pesantren, Lasem, Central Java. Edukasia Islamika?: Jurnal Pendidikan Islam, 6(2), 273–288. https://doi.org/10.28918/jei.v6i2.639
[15] Hamidah, K., & Chasannudin, A. (2021). Mechanization of Islamic Moderation Da’wah in the Nahdlatul Ulama Pesantren Tradition. Jurnal Ilmu Dakwah, 41(1), 15–29. https://doi.org/10.21580/jid.v41.1.7134
[16] Huda, U., Suhardi, I., & Asyik, N. (2022). Pluralism Camp: Menguatkan Sikap Keberagaman Inklusif pada Santri di Pondok Pesantren Darul Falah Kedungwuluh Purwokerto. Solidaritas: Jurnal Pengabdian, 2(2), 151–168. https://doi.org/10.24090/sjp.v2i2.7075
[17] Husna, U., & Thohir, M. (2020). Religious Moderation as a New Approach to Learning Islamic Religious Education in Schools. Nadwa: Jurnal Pendidikan Islam, 14(1), 199–222. https://doi.org/10.21580/nw.2020.14.1.5766
[18] Ikhwan, A. (2017). Development Of Quality Management Islamic Education In Islamic Boarding School (Case Study Madrasah Aliyah Ash Sholihin). Al-Hayat: Journal of Islamic Education, 1(1), 91–117. https://alhayat.or.id/index.php/alhayat/article/view/7
[19] Jumhur, J., & Wasilah, W. (2023). Constitute-Based Religious Moderation Education. Al-Hayat: Journal of Islamic Education, 7(2), 370–380. https://doi.org/10.35723/ajie.v7i2.365
[20] Ma’arif, M. A., & Nabila, N. S. (2020). The Contribution of Kiai Munawwar Adnan Kholil Gresik on Islamic Education. Tribakti: Jurnal Pemikiran Keislaman, 31(2), 218–236. https://doi.org/10.33367/tribakti.v31i2.1126
[21] Mahmud, M. (2022). Religious Moderation: Epistemological Perspective. Jurnal Diskursus Islam, 10(1), 82–88. https://doi.org/10.24252/jdi.v10i1.28809
[22] Malik, A., HS, M. A., & Hindi, M. A. (2021). Religious Moderation in Indonesian Islamic Scholars Articles BT - Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS 2021). Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS 2021), 103–109. https://doi.org/10.2991/assehr.k.211227.018
[23] Minhaji, Dlaifi, I., & Maktumah, L. (2020). Multiculturalisme Education Dalam Penguatan Paham Moderasi Di Pondok Pesantren. Lisan Al-Hal: Jurnal Pengembangan Pemikiran Dan Kebudayaan, 14(2), 279–294. https://doi.org/10.35316/lisanalhal.v14i2.1010
[24] Muhyiddin, A. S. (2023). Islamic Boarding Schools and Da’wah of Religious Moderation. Alhadharah: Jurnal Ilmu Dakwah, 22(1), 85–99. https://doi.org/10.18592/alhadharah.v22i1.8121
[25] Mulyana, R. (2023). Religious moderation in Islamic religious education textbook and implementation in Indonesia. HTS Teologiese Studies / Theological Studies, 79(1), a8592. https://doi.org/10.4102/hts.v79i1.8592
[26] Mun’im, Z. (2021). Konsep Amar Ma’ruf Nahi Munkar al-Ghazali dan Relevansinya dengan Nilai-nilai Moderasi Beragama di Pondok Pesantren Sidogiri. Esoterik?: Jurnal Akhlak Dan Tasawuf, 7(2), 135–154. https://doi.org/10.21043/esoterik.v7i2.8658
[27] Mundiri, A., & Bariroh, A. (2018). Trans Internalisasi Pembentukan Karakter Melalui Trilogi dan Panca Kesadaran Santri. Jurnal Iqra’: Kajian Ilmu Pendidikan, 3(1), 24–55. https://doi.org/10.25217/ji.v3i1.184
[28] Musyarrofah, U., & Zulhannan. (2023). Religious Moderation in the Discourse of Nahdlatul Ulama’s Dakwah in the Era of Industry 4.0. Millah: Journal of Religious Studies, 22(2), 409–434. https://doi.org/10.20885/millah.vol22.iss2.art5
[29] Nugroho, N. D., Rabitha, D., & Ismail. (2023). Preventing Radicalism Through Religious Moderation: (Case Study of Ciamis Regency Religious Harmony Forum). Penamas, 36(2), 252–266. https://doi.org/10.31330/penamas.v36i2.678
[30] Nurdin, A., & Naqqiyah, M. S. (2019). Model Moderasi Beragama Berbasis Pesantren Salaf. Islamica: Jurnal Studi Keislaman, 14(1), 82–102. https://doi.org/10.15642/islamica.2019.14.1.82-102
[31] Pranata, H., & Sesmiarni, Z. (2022). Implementasi Pendidikan Islam Berbasis Moderasi Beragama Di Pondok Pesantren Islam Al Mukmin. Hikmah: Jurnal Pendidikan Islam, 11(2), 250–263. https://doi.org/10.55403/hikmah.v11i2.372
[32] Rijal, F., Sandra, A., Hanum, R., & Idris, T. (2023). Strengthening Local Wisdom Value in Developing Religious Moderation. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 9(1), 135–146. https://doi.org/10.24952/fitrah.v9i1.7857
[33] Rohman, A., & Muhid, A. (2022). Character Education of Islamic Boarding School Students in the 4.0 Industrial Revolution Era: Literature Review. Halaqa: Islamic Education Journal, 6(1), 59–65. https://doi.org/10.21070/halaqa.v6i1.1591
[34] Ropi, I. (2019). Whither Religious Moderation? The State and Management of Religious Affairs in Contemporary Indonesia. Studia Islamika, 26(3), 597–602. https://doi.org/10.36712/sdi.v26i3.14055
[35] Rosada, A. A., & Shonhaji. (2023). Conflict Management in Indonesia Through Religious Moderation. KnE Social Sciences, International Conference on Multidisciplinary Science (Iconais), 436–449. https://doi.org/10.18502/kss.v8i16.14059
[36] Rusli, Ainah, N., Arief, M. I., & Husin, G. M. I. (2022). Religious Moderation of Generation Z: Attitude of Students’ Religious Tolerance in Strengthening The Character of the Nation. El-Buhuth: Borneo Journal of Islamic Studies, 5(1), 1–10. https://doi.org/10.21093/el-buhuth.v5i01.4934
[37] Singgih, E. G. (2023). Religious Moderation as Good Life: Two Responses to the Ministry of Religious Affairs’ Directive on Religious Moderation in Indonesia. Exchange, 52(3), 220–240. https://doi.org/10.1163/1572543x-bja10038
[38] Suprapto. (2020). Integrasi Moderasi Beragama dalam Pengembangan Kurikulum Pendidikan Agama Islam. Edukasi: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(3), 355–368. https://doi.org/10.32729/edukasi.v18i3.750
[39] Surawan, Anshari, M. R., Azmy, A., & Adi, M. I. P. (2022). Finding Religious Moderation in Pondok Pesantren: Religious Moderation Education at Pondok Pesantren in Central Kalimantan. Nalar: Jurnal Peradaban Dan Pemikiran Islam, 6(2), 111–120. https://doi.org/10.23971/njppi.v6i2.4507
[40] Thoriquttyas, T., Saputra, M., Huda, I., Hanafi, Y., & Zaimatus, N. (2020). Strengthening the Religious Moderation through Innovation of Islamic Religious Education (IRE) based Civic Intelligence and the Values Clarification Technique (VCT). KnE Social Sciences, International Conference on Humanities, Education and Social Sciences (IC-HEDS) 2019, 219–227. https://doi.org/10.18502/kss.v4i14.7878
[41] Zakariyah, Fauziyah, U., & Kholis, M. M. N. (2022). Strengthening the Value of Religious Moderation in Islamic Boarding Schools. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 20–39. https://doi.org/10.31538/tijie.v3i1.104
[42] Zarkasyi, H. F. (2020). Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor). QIJIS (Qudus International Journal of Islamic Studies), 8(1), 161–200. https://doi.org/10.21043/qijis.v8i1.5760
Published
2024-01-25
How to Cite
HUDA, Miftahul.
Strengthening Religious Moderation Through the Core Values of Islamic Boarding School Education.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 1, p. 59-71, jan. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/458>. Date accessed: 18 jan. 2025.
doi: https://doi.org/10.35723/ajie.v8i1.458.
Section
Islamic Boarding School (Pesantren)
This work is licensed under a Creative Commons Attribution 4.0 International License.
