Development of Multicultural Education Through Sufism's Value of Satlogi Santri in Pesantren


This research explores the development of multicultural education through sufism values ​​in Islamic boarding schools. Santri satlogy refers to the philosophical values ​​in Islamic boarding schools, consisting of sufism values that emphasize the importance of tolerance, inclusiveness and respect for diversity, which are crucial components in this educational approach. This research uses a qualitative case study design using interviews, observation and document analysis to collect data at the Zainul Hasan Genggong Islamic Boarding School. Then, Miles and Huberman were used to analyze the data. Research findings reveal that the value of sufism and the santri satlogy as a catalyst for the development of multicultural education plays a vital role in advancing multicultural education. Santri satlogy can incorporate Sufi thoughts to foster a more comprehensive and spiritually oriented education. By emphasising the values ​​of courtesy, steadfastness or istiqomah or perseverance, advice, taqwallah, ridhallah, and sincerity lillahi ta'ala can help students develop the critical skills necessary for success in this life and the next. These principles can foster empathy and tolerance towards others, essential for promoting harmony and peace in multicultural communities. Limitations are shown on the site regarding how the sufism values ​​contained in the santri satlogy can develop multicultural education in Islamic boarding schools. The injection of sufism values ​​into the santri satlogy enables the students to develop a deeper understanding of Islamic teachings and local culture while promoting tolerance and respect for diversity. Sufism values ​​have been integrated into Islamic boarding school educational practices, resulting in a more inclusive and just learning environment. The study concluded that santri satlogy as a sufism value has the potential to contribute to the development of multicultural education in other Islamic educational institutions.


Download data is not yet available.


[1] Al-Dakkak, K. (2013). The Routledge International Handbook of Education, Religion and Values. In J. Arthur & T. Lovat (Eds.), The Routledge International Handbook of Education, Religion and Values. Routledge.
[2] Alblezi, M., Che Noh, M. A., Ikhwan, A., & Anwar, S. (2022). Sufism ’ s Status as the Balance of Islamic Law. International Journal Law and Society, 1(2), 85–96.
[3] Amri, M., Tahir, S. Z. A. Bin, & Ahmad, S. (2017). The Implementation of Islamic Teaching in Multiculturalism Society: A Case Study at Pesantren Schools in Indonesia. Asian Social Science, 13(6), 125.
[4] Anwar, U., Lutfauziah, A., & Hartono, D. (2021). Implementation of Sufism Approach Character Education (Case Study of Jagad ’Alimussirry Islamic Boarding School). Journal Intellectual Sufism Research (JISR), 4(1), 1–8.
[5] Aula, N., Ikhwan, A., & Nuraini, N. (2020). The Leadership Role of the Principal as Supervisor in Conflict Management at Muhammadiyah 2 Madiun High School, East Java, Indonesia. Al-Hayat: Journal of Islamic Education, 4(1), 90–105.
[6] Aziz, A. (2014). Filsafat Pesantren Genggong. Yogyakarya: Deepublish.
[7] Baharun, H. (2017). Total Moral Quality: A New Approach for Character Education in Pesantren. ULUMUNA, 21(1), 57–80.
[8] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
[9] Efendi, E., Putri, E., Amril, A., & Gazali, G. (2023). The Existence and Contribution of Sufism in Resolving Religious Conflicts. Islam Transformatif : Journal of Islamic Studies, 7(2), 127.
[10] Ernst, C. (2014). The Limits of Universalism in Islamic Thought: The Case of Indian Religions. In Universality in Islamic Thought.
[11] Fadzil, N. A., Abdul Hamid, M. F., Ahmad Zahidi, M. D., Norbit, A. N., & Abu Bakar, A. M. (2021). The Relationship Between Knowledge and Perception of the People of Melaka on The Concept of Sufi Order. International Journal of Academic Research in Business and Social Sciences, 11(9).
[12] Fauzan, M. T., & Rohmadi, S. H. (2021). Building epistemology of multicultural education to the indigenous Javanese Islam. Linguistics and Culture Review, 5(S3), 1076–1089.
[13] Firmansyah, E., Anwar, S., & Khozin. (2023). Anthropological Approach to Islamic Education: Establishing Noble Spirituality in Overcoming Social Conflict. Al-Hayat: Journal of Islamic Education (AJIE), 7(1), 163–172.
[14] Gani, A. (2019). Urgency Education Morals of Sufism in Millennial Era. Journal for the Education of Gifted Young Scientists, 7(3), 547–561.
[15] Gani, A., Irsyady, K. A., & Siregar, F. M. (2020). Religion, Education, and Pluralism. Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020), 1–6.
[16] Grant, N. (1997). Some Problems of Identity and Education: A comparative examination of multicultural education. Comparative Education, 33(1), 9–28.
[17] Habibah, S. (2022). Contribution of Rural Sufism for Strengthening Pancasila Values; Case Study of the Qadiriyah-Naqsabandiyah Congregation in Lamongan. Tribakti: Jurnal Pemikiran Keislaman, 33(1), 17–34.
[18] Hamdie, I. M. (2019). Jejak-Jejak Pluralisme Agama Dalam Sufisme. Khazanah: Jurnal Studi Islam Dan Humaniora, 17(2), 263.
[19] Hanur, B. S., & Widayati, T. (2019). Character Building Di Abad 12 Masehi: Kajian Dan Analisis Pendidikan Akhlak dalam Kitab Ta’lim Muta’Alim. JCE (Journal of Childhood Education), 2(2), 22.
[20] Hayati, F. (2019). Why Islamic Education Needs To Be Internalized In Early Childhood: A Qualitative Study Of Indonesian Parents’ Perspectives. Sunan Kalijaga International Journal on Islamic Educational Research, 3(2), 17–24.
[21] Husni, H., & Bisri, H. (2024). Inclusivism and exclusivism: Responses of prospective Islamic religious teachers towards Islamic sects. HTS Teologiese Studies / Theological Studies, 80(1).
[22] Ikhwan. (2018). Filsafat Pendidikan Islam: Memahami Prinsip Dasar. Diandra Kreatif.
[23] Kandiri, K., Arfandi, A., Zamili, M., & Masykuri, M. (2021). Building Students’ Moral Through Uswatun Hasanah Principles: A Systematic Literature Review. Nadwa: Jurnal Pendidikan Islam, 15(1), 109–128.
[24] Kawakip, A. N. (2020). Globalization and Islamic Educational Challenges: Views from East Javanese Pesantren. Ulumuna, 24(1), 105–131.
[25] Lovik, E. G. (2011). The Impact of Organizational Features and Student Experiences on Spiritual Development During the First Year of College. Journal of College and Character, 12(3).
[26] Margitych, A. (2021). Pedagogical Conditions For The Development Of The Organizational Culture Of The College Student Community. Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work», 12(1), 245–249.
[27] Masuda, K., & Yudhistira, M. H. (2020). Does education secularize the Islamic population? The effect of years of schooling on religiosity, voting, and pluralism in Indonesia. World Development, 130, 104915.
[28] Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). New York: SAGE Publications.
[29] Muedini, F. A. (2010). Examining Islam and Human Rights from the Perspective of Sufism. Muslim World Journal of Human Rights, 7(1).
[30] Musfah, J., Zakaria, R., Sofyan, A., Sayuti, W., Ridho, K., Fauzan, F., & Muawam, M. (2021). Pesantren-Based School Curriculum Integration Model in Indonesia. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 5(2), 223–240.
[31] Nisa, R., & Waeno, M. (2022). Islamic Education Institutions with Sufism Characteristics in Classic Times (Ribath, Zawiyah, and Khanqah). IJIE: International Journal of Islamic Education, 1(1), 49–64.
[32] Nisar, Y., & Khaki, G. N. (2024). Religiosity and Contentment in Islam - A Perspective. RESEARCH REVIEW International Journal of Multidisciplinary, 9(1), 145–155.
[33] Normatova, D., Arzimatova, I. M., & Mirzarakhimov, B. K. (2023). Morals and Historical Considerations of Ethics. Journal of Law and Sustainable Development, 11(12), e2671.
[34] Pasi, K. M., Rasyidin, R., & Harahap, R. M. (2020). Education System of Modern Islamic Boarding School in The Postmodern Era. Nazhruna: Jurnal Pendidikan Islam, 3(3), 311–323.
[35] Pranajaya, S. (2024). Discourse of Islamic Educational Philosophy on Islamic Educational Psychology in Islamic Education. Islamiyyat, 46(1), 69–81.
[36] Prasetyo, M. A. M., & Anwar, K. (2021). Karakteristik Komunikasi Interpersonal serta Relevansinya dengan Kepemimpinan Transformasional. Jurnal Komunikasi Pendidikan, 5(1), 25.
[37] Rahman, A. (2016). Pendidikan Akhlak Menurut Az-Zarnuji dalam Kitab Ta’lim al-Muta’allim. At Ta’Dib, 11(1).
[38] Rahman, F., Syah, H., Cahyadi, A., & Sabda, S. (2023). Quantum Ikhlas: Kajian, Analisis, Dan Implementasinya Dalam Pendidikan Islam. Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora, 9(1), 34–48.
[39] Rahmat, M.-, & Yahya, M. W. (2020). Trials of the Islamic Education Learning Model in Indonesian Universities: A Sufistic Approach as An Alternative. International Journal of Higher Education, 10(2), 253.
[40] Rizal, S., & Lutfi, M. (2021). Tasawuf sebagai Pendidikan Alternatif di Pesantren Anak. TASAMUH: Jurnal Studi Islam, 13(2), 373–387.
[41] Rohman, A. (2021). Pengaruh Budaya Organisasi dan Kinerja Guru Terhadap Mutu Proses Pembelajaran Madrasah Ibtidaiyah Negeri Bandar Lampung. JIE: Journal of Islamic Edication, 6(2), 185–207. I.
[42] Rubaidi, R. (2020). Pengarusutamaan Nilai-nilai Sufisme dalam Pendidikan Islam Indonesia Kontemporer. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), 8(1), 21–38.
[43] Saliyo, S. (2018). Manfaat Perilaku Spiritual Sufi Pada Kesehatan Mental dan Well Being Seseorang. Jurnal Studia Insania, 6(1), 001.
[44] Salminawati, S., Nasution, Z., & Napitupulu, D. S. (2022). Philosophical Sufism and Its Implications for Islamic Education. EDUTEC : Journal of Education And Technology, 5(4), 1000–1010.
[45] Shafi, I. (2018). Romancing the Sufi: Persian Sufi Poetry under the Western Gaze. Journal of Islamic Thought and Civilization, 8(1), 40–59.
[46] Suradi, A., & Dewi, N. (2019). Existence Of Sufism In The Midst Of Multicultural And Global Communities (Prospects and Problems of the Development). Jurnal Ushuluddin, 27(1), 107.
[47] Vishkurti, R. (2022). Islamic Boarding Schools: Among Da’wah, Education, and Moderation Way in Islam. Dakwatuna: Jurnal Dakwah Dan Komunikasi Islam, 8(2), 168.
[48] Yahya, W. Bin, & Rahmat, M. (2019). The Characteristics of Muttaqin in the Qur`an and its Implication on the Aim of Islamic Education. Proceedings of the Social and Humaniora Research Symposium (SoRes 2018), 296–299.
[49] Yasin, A. F., Chakim, A., Susilawati, S., & Muhammad, S. H. (2023). Development of Islamic Religious Education Learning in Forming Moderate Muslims. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 22–36.
[50] Yin, R. K. (2013). Studi Kasus: Desain dan Metode (Case Study Research: Design and Methods), trans. oleh M. Djauzi Mudzakir. PT. Raja Grafindo.
[51] Zhou, L., & Zhang, S. (2018). Reconstructing the Politeness Principle in Chinese: A response to Gu’s approach. Intercultural Pragmatics, 15(5), 693–721.
How to Cite
ISLAM, Muhammad Hifdil; BAIHAQY YUSSOF, Mohammad Hilmy. Development of Multicultural Education Through Sufism's Value of Satlogi Santri in Pesantren. Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 2, p. 633-648, june 2024. ISSN 2599-3046. Available at: <>. Date accessed: 13 july 2024. doi: