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All Journal International Journal of Islamic Education (IJIE)
Abdul Halim Soebahar
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Reconstructing Santri Learning Orientation in the Transformation of Modern Pesantren Education at Pondok Pesantren Bustanul Ulum Jember Siti Nur Hasanah; Mukni'ah Mukni'ah; Abdul Halim Soebahar; Moch. Imam Machfudi
IJIE International Journal of Islamic Education Vol. 5 No. 1 (2026): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v5i1.2614

Abstract

This study examines the transformation of santri learning orientations within the integration of pesantren, formal schooling, and higher education at Pondok Pesantren Bustanul Ulum Jember. Using a qualitative descriptive approach, data were collected through interviews, observations, focus group discussions, and document analysis involving kyai, administrators, and three santri typologies: Santri Kitab, Santri Siswa, and Mahasantri. The findings show that educational integration in the pesantren does not fully produce epistemological coherence. Instead, it creates differentiated learning orientations, uneven intellectual trajectories, and tensions between traditional religious learning and modern academic demands. Santri kitab tends to maintain text-centered religious authority, students experience academic overload within dual educational systems, while mahasantri face identity ambivalence between pesantren values and contemporary academic culture. This study introduces the concept of hybrid-fragmented learning orientationto explain how integration and fragmentation coexist within modern pesantren education. The study argues that pesantren transformation involves not only institutional modernization but also the negotiation of knowledge, authority, and santri identity. These findings contribute to contemporary Islamic education studies by offering a critical perspective on the complexities of educational integration in modern pesantren education.
A Case Study on Constructing Student’s Independence in Pondok Pesantren An-Nur Haji Alwi Bahrul Amiq; Mukni'ah Mukni'ah; Abdul Halim Soebahar; Moch. Imam Machfudi
IJIE International Journal of Islamic Education Vol. 5 No. 1 (2026): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v5i1.2637

Abstract

This study explores how student independence is constructed within the boarding system of Pondok Pesantren An-Nur Haji Alwi, Indonesia. It aims to examine the role of boarding culture, learning traditions, religious habituation, and daily social practices in shaping students’ independence. Employing a qualitative intrinsic case study design, data were collected through observations, semi-structured interviews, and document analysis involving pesantren caregivers, teachers, administrators, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that student independence is developed through four interconnected dimensions: personal, academic, social, and spiritual independence. Personal independence emerges through self-management and daily routines; academic independence is fostered through learning traditions such as sorogan, discussion, and collaborative study; social independence is strengthened through organizational participation and collective activities; while spiritual independence is embeded through continuous worship practices and religious discipline. The boarding system functions as an integrative environment that continuously reinforces these dimensions through everyday socio-religious interactions. The originality of this study lies in conceptualizing student independence as a multidimensional socio-religious construct shaped by the interaction of boarding culture, collective responsibility, and spiritual habituation. The findings contribute to Islamic education scholarship by providing insights for the development of character and independence education in Islamic boarding schools.
Co-Authors Bahrul Amiq Moch. Imam Machfudi Mukni'ah Mukni'ah Siti Nur Hasanah