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All Journal Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies
Khoiriyah
Pascasarjana Institut Ahmad Dahlan Probolinggo
Religion Humanities Education Environmental Science Mathematics Other

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KONSTRUKSI MODERASI BERAGAMA DALAM MEMBENTUK KARAKTER SANTRI DI PONDOK PESANTREN RIYADLUS SHOLIHIN KOTA PROBOLINGGO muhammad ghufron ghufron; Khoiriyah
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/r2pgtj35

Abstract

Social changes, technological developments, and future competency demands present the need for pesantren to respond to educational developments without losing their traditional identity. In this context, contemporary education is not enough to be understood as the adoption of modern educational elements, but needs to be studied as a construction process that takes place through the interaction between traditions, values, educational actors, and demands for change. This study aims to analyze how contemporary education is constructed in the tradition of cottage education at the Riyadlus Sholihin Islamic Boarding School, Probolinggo City. The research uses a qualitative approach with a case study type to understand in depth the process of adaptation and meaning of education in the context of pesantren. Research data was obtained through in-depth interviews, observations, and documentation, then analyzed through the process of data condensation, data presentation, and conclusion drawing and verification. The findings of the study show that contemporary education is constructed through a process of negotiation and selective adaptation, not through the replacement of pesantren traditions with modern educational models. Tradition remains the basis of values, manners, character formation, and scientific authority, while contemporary demands are accommodated through pedagogical adaptation, expansion of learning resources, strengthening the relevance of education, and the targeted use of technology. The findings confirm that the construction of contemporary education in pesantren is a dialectical process that connects the continuity of values with changes in educational practices. This research contributes to the development of contemporary education theory by offering the concept of value-based selective adaptation as a perspective to understand the transformation of pesantren education.
Pedagogy of Coexistence: Negotiating Islamic Identity and Religious Moderation in Hindu-Majority Bali. Kholil Kholil; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/6vt2xs03

Abstract

Religious diversity poses an important educational challenge concerning how schools can strengthen students’ religious identity while simultaneously cultivating openness, intergroup understanding, and constructive participation in plural societies. This study examines how Islamic identity is constructed and negotiated through curriculum and educational practices in madrasahs situated within Hindu-majority communities in Bali, and how these processes generate a pedagogy of coexistence that supports religious moderation. A qualitative multiple-case study was conducted across four Islamic secondary schools in Tabanan, Bali, involving 40 participants comprising principals, vice-principals for curriculum, Islamic Religious Education teachers, and students. Data were collected through curriculum document analysis and semi-structured interviews and analysed using reflexive thematic analysis, within-case analysis, and cross-case comparison. The findings show that Islamic identity was constructed through religious anchoring accompanied by context-sensitive social openness rather than social withdrawal. The madrasahs maintained relatively firm theological boundaries while allowing more permeable social and cultural boundaries through selective cultural incorporation, structured intergroup encounters, reflective dialogue, and shared social action. These processes fostered empathy, perspective-taking, cultural intelligence, critical reasoning, peaceful conflict management, and critical digital literacy. The study conceptualises pedagogy of coexistence as a psychopedagogical process that begins with religious anchoring, develops through identity security, boundary awareness, and contextual negotiation, and is strengthened through structured encounter, reflective meaning-making, and shared action, contributing to coexistence competence. The findings contribute to educational psychology and Islamic education by showing how secure religious identity can support reflective, peaceful, and socially productive coexistence in multireligious settings.
Co-Authors Kholil Kholil muhammad ghufron ghufron