<![CDATA[Education within Islamic boarding schools (pesantren) plays a pivotal role in fostering religious tolerance (tasāmuh) through the study of comparative Islamic jurisprudence (fiqh al-muqāran). However, students often experience an intellectual shock when confronted with diverse juristic opinions in classical texts like Bidāyah al-Mujtahid. This qualitative study employs a single-case design at Pondok Pesantren Wali Songo Ngabar, Ponorogo, to investigate how teachers facilitate comparative juristic discourse to cultivate tolerance among female students. Leveraging the researcher's internal accessibility as an alumnus, data were collected through participant observation, in-depth interviews with key instructors and students, and curriculum document analysis. The findings reveal a dynamic cognitive shift among students, evolving from initial confusion to intellectual open-mindedness. This transformation was driven by the instructor's three-pronged strategy: (1) an expository-analytical breakdown of the underlying causes of juristic disagreement (asbāb al-ikhtilāf), (2) dialogic-interactive instruction to stimulate critical reasoning, and (3) integrative-contextual mapping to align classical viewpoints with contemporary Indonesian religious organizations. Sociologically, this pedagogical intervention resolved cognitive dissonance, fostered cooperative communal living within the boarding facility, and prepared students to act as wise, objective religious mediators (Maharajik) in a pluralistic society.]]>
