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Abdul Rosyid Teguhdin Hamid
Sekolah Tinggi Agama Islam (STAI) Al-Hikmah Jakarta
Economics, Econometrics & Finance Social Sciences

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The History and Dynamics of Pondok Modern Darussalam Gontor: From Tradition to A Modern Islamic Educational Institution in Indonesia F. Fachrurrozi; Abdul Rosyid Teguhdin Hamid
Golden Ratio of Data in Summary Vol. 6 No. 4 (2026): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i4.2505

Abstract

This study critically and historically examines the development of Pondok Modern Darussalam Gontor (PMDG), from its traditional roots in the eighteenth-century Tegalsari pesantren to its transformation into an influential modern Islamic educational institution in Indonesia. This inquiry is important because Gontor is frequently cited as a model of pesantren modernization, yet studies of its institutional dynamics, encompassing its history, educational philosophy, curriculum, and waqf-based governance, remain fragmented and have rarely been synthesized within a single analytical framework. This study employs a qualitative library-research design using a historical, descriptive, and analytical approach. It draws on primary sources in the form of institutional documents and secondary sources including accredited journal articles and reference books on Gontor. The findings show that Gontor's transformation from a traditional pesantren into a modern Islamic educational institution rests on four main pillars: first, the integration of religious and general sciences through the Kulliyatul Mu'allimin al-Islamiyah (KMI) curriculum; second, the internalization of the Panca Jiwa philosophy (sincerity, simplicity, self-reliance, Islamic brotherhood, and freedom) as a value foundation that preserves the pesantren's character amid modernization; third, innovation in institutional governance through the endowment (waqf) of the pesantren to the Muslim community in 1958, which safeguards institutional continuity across generations; and fourth, an emphasis on leadership development and an alumni network (IKPM) that has extended Gontor's influence throughout Indonesia and abroad. This study argues that the modernization initiated by Gontor's three founders did not constitute a break with tradition; rather, it represented a creative reformulation of pesantren tradition to meet contemporary challenges without losing its Islamic identity. The study recommends further comparative research to examine the replicability of the Gontor model in other pesantren across Indonesia.
The Evolution of Islamic Educational Institutions from the Classical to the Modern Era: A Historical Analysis of the Transformation of the Islamic Education System Muhammad Kholid Rafi’i; Abdul Rosyid Teguhdin Hamid
Golden Ratio of Data in Summary Vol. 6 No. 4 (2026): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i4.2512

Abstract

This study aims to analyze the evolution of Islamic educational institutions from the classical to the modern era using a historical approach. Islamic education has undergone transformations driven by social, political, and cultural dynamics, as well as advances in science and technology. During the classical period, Islamic educational institutions developed through kuttabs, mosques, and madrasas, which served as centers for the transmission of Islamic knowledge. As the system moved into the medieval and modern periods, it underwent changes in institutional structures, curricula, teaching methods, and governance in response to the challenges of each era. This study employs a qualitative method using a library research approach. Data were collected from various primary and secondary sources, including books, scholarly articles, national and international journals, and relevant historical documents. The data were analyzed using content analysis and historical analysis to identify patterns in the development of Islamic educational institutions across different periods. The findings indicate that the transformation of Islamic educational institutions has been dynamic while preserving the fundamental values of Islamic teachings. Modernization has encouraged the integration of religious and general sciences, the adoption of technology in the learning process, and the strengthening of professional educational management. Despite the challenges of globalization and digitalization, Islamic educational institutions continue to play a strategic role in developing human resources characterized by integrity and the capacity to adapt to changing times. Therefore, institutional innovation and the improvement of educational quality are crucial to sustaining Islamic education in the modern era.
The Historical Development of the Sa'adatuddarain Educational Foundation in Mampang Prapatan: A Historical Study of Its Origins, Development, and Contributions to Education and Society Y. Yusron; Abdul Rosyid Teguhdin Hamid
Golden Ratio of Data in Summary Vol. 6 No. 4 (2026): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i4.2513

Abstract

This study examines the historical development of the Sa'adatuddarain Educational Foundation, an Islamic educational institution in Mampang Prapatan, South Jakarta, that has operated for more than six decades. Using a qualitative historical approach, the research applies heuristics, source criticism, interpretation, and historiography to institutional documents, official education data, interviews, media reports, and scholarly literature. The findings show that four religious scholars and community leaders established the foundation in the 1960s. It subsequently developed from a religious elementary institution into an integrated educational system extending from kindergarten to Islamic senior high school. Enrollment grew from approximately 1,400 students in 2011/2012 to 2,000 in 2019, while its alumni exceeded 10,000. The foundation also supports orphans and disadvantaged communities, distributes sacrificial meat, and collaborates with government institutions on teacher assistance programs. Its continuity reflects effective family-based leadership succession, scholarly networks, institutional adaptability, sustained religious commitment, and enduring concern for community welfare and education.
The History and Dynamics of Al-Awwabin Islamic Boarding School: From Tradition to a Modern Islamic Educational Institution in Indonesia Dadang Nur Hidayat; Abdul Rosyid Teguhdin Hamid
Golden Ratio of Data in Summary Vol. 6 No. 4 (2026): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i4.2516

Abstract

Al-Awwabin Islamic Boarding School is an important example of an Indonesian pesantren that developed from a traditional religious study circle into a modern Islamic educational institution. This article examines its establishment, institutional development, leadership dynamics, and educational modernization since Abuya KH. Abdurrahman Nawi initiated the As Shalafiyyah study circle in 1962. The study employs a qualitative historical approach based on a literature review and analysis of online documents. The findings indicate that Al-Awwabin developed gradually through four stages: a traditional study-circle phase, the institutionalization of formal education, branch expansion, and the integration of formal and nonformal education. Its modernization is evident in the establishment of Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), and Madrasah Aliyah (MA); strengthened institutional governance; and the integration of classical Islamic-text studies with general education. The article argues that Al-Awwabin has successfully balanced tradition and modernity, thereby maintaining its relevance as an Islamic educational institution in Indonesia.
Reconstructing Sunan Ampel’s “Moh Limo” Philosophy as an Islamic Digital Ethics Framework for Character Education in the Era of Artificial Intelligence Muhammad Syukri Azizi; Abdul Rosyid Teguhdin Hamid
Golden Ratio of Data in Summary Vol. 6 No. 4 (2026): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i4.2519

Abstract

The rapid development of artificial intelligence (AI) presents both opportunities and ethical challenges for character education. Issues such as AI-assisted plagiarism, misinformation, privacy violations, online gambling, and moral degradation indicate that digital literacy requires an ethical foundation rooted in Islamic values. This study reconstructs Sunan Ampel’s Moh Limo philosophy as an Islamic digital ethics framework for strengthening character education in the age of AI. It employs library research and a conceptual approach. Data were drawn from scholarly literature on Moh Limo, digital ethics, character education, digital literacy, and AI and analyzed through thematic analysis and conceptual synthesis. The findings demonstrate that the five Moh Limo values—moh main, moh maling, moh madon, moh ngombe, and moh madat—remain relevant as a foundation for digital ethics. These values are reconstructed as principles of self-control, honesty, responsibility, preservation of dignity, critical thinking through tabayun, and prudent use of technology. This study contributes a locally grounded Islamic digital ethics framework that strengthens character education and may provide a conceptual basis for policy development, teaching and learning, and future research in the age of AI.
The Historical Development of Islamic Educational Institutions and Its Implications for Indonesia's Education System Ighfirli Ilyas; Abdul Rosyid Teguhdin Hamid
Golden Ratio of Data in Summary Vol. 6 No. 4 (2026): August - October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grdis.v6i4.2549

Abstract

The prominent role of religious organizations such as Muhammadiyah and Nahdlatul Ulama, the establishment of the Ministry of Religious Affairs in 1946, and the adoption of strategic policies—including the 1975 Joint Decree of the Three Ministers, Law No. 20 of 2003, and Law No. 18 of 2019—have provided formal legitimacy and strengthened the position of Islamic education. These developments have had far-reaching implications. Islamic education is now recognized as an integral and equal component of the national education system, plays a crucial role in shaping the nation's character and morality, and serves as a foundation for integrating general and religious knowledge. Nevertheless, Islamic education continues to face structural inequalities, including limited funding for nonformal religious education, particularly Madrasah Diniyah Takmiliyah (MDT) and Qur'anic Education Institutions (LPQ); compensation for nonpermanent teachers that remains below the regional minimum wage; inadequate pesantren infrastructure; and discrimination against madrasah graduates in admissions to public universities. Strong political commitment and equitable budget allocations are therefore necessary for Islamic education to fulfill its potential as a center for cultivating the moral character of Indonesia's younger generation and advancing the vision of Golden Indonesia 2045.
Co-Authors Dadang Nur Hidayat F. Fachrurrozi Ighfirli Ilyas Muhammad Kholid Rafi’i Muhammad Syukri Azizi Y. Yusron