<![CDATA[This article examines the historical development of An Najah Islamic Boarding School in Purwokerto as a single-site qualitative case of Islamic educational advancement. It argues that An Najah did not move from tradition to modernity through rupture, but through negotiated continuity: kiai authority, kitab-based learning, devotional discipline, adab, and salaf morality are maintained while modern administration, student services, writing culture, life skills, technology orientation, moderation programs, and institutional partnerships are selectively adopted. Field data were drawn from the An Najah component of a 2023 qualitative research report through interviews, observation, and documentation. The findings show three interrelated patterns. First, An Najah's institutional identity emerged from the founder's experience in student-pesantren education and was formalized through religious study forums, the Kajian Intensif Islam Ramadhan, Ministry of Religious Affairs recognition, and the ethos of being salaf in study, practice, and character while khalaf in service. Second, its curriculum integrates seven classical religious disciplines with writing, language development, leadership, entrepreneurship, practical worship, information technology, and student organizations. Third, its transformation is sustained by social capital, moderation-oriented teacher recruitment, and cross-sector collaboration. The article contributes to Islamic education studies by showing how a student pesantren can preserve scholarly tradition while producing adaptive institutional responses to contemporary Muslim students' academic, civic, and professional needs.]]>
