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All Journal Edudeena : Journal of Islamic Religious Education
Ferdy Yulianto, Sandi
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Education

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Bahtsul Masail as Deliberative Pedagogy in the Formation of Religious Moderation Mohammad Fadil; Isroqunnajah; Badruddin; Ferdy Yulianto, Sandi
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8354

Abstract

This study examines Bahtsul Masail as a form of deliberative pedagogy in shaping religious moderation at Pondok Pesantren Al-Falah Ploso Kediri. It addresses the need to understand how dialogical and participatory learning practices within Islamic boarding school traditions contribute to the development of moderate religious attitudes. A qualitative case study approach was employed, with data collected through semi-structured interviews, participant observation, and document analysis. Participants included kiai, mushohih, moderators, and actively engaged santri, selected through purposive sampling. The findings indicate that Bahtsul Masail operates through structured procedures and dynamic interactions characterized by active participation, dialogical engagement, and scholarly dialectics. These processes form an integrated pedagogical system in which knowledge is collectively constructed through thesis–antithesis–synthesis, meaning negotiation, and epistemic validation. Religious moderation emerges as an outcome of reflective and experiential learning rather than normative instruction. This study proposes a Dialectical-Participatory Model, highlighting participatory engagement and epistemological dialectics as key mechanisms in shaping religious understanding, thereby extending the discourse on deliberative pedagogy within Islamic educational traditions. The study is limited to a single pesantren context, which may affect the generalizability of the findings. Nevertheless, the results provide important implications for developing dialogical and participatory learning models in Islamic education policy and practice. Future research should examine the applicability of this model in broader educational settings.
Co-Authors Badruddin Isroqunnajah Mohammad Fadil