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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
M. Mujab
Universitas Islam Negeri Maulana Malik Ibrahim
Education Social Sciences Other

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AUTHORITY, TEXTS AND EDUCATIONAL MODELS: ‎ TRACKING RELIGIOUS MODERATION IN THE ‎TRADITIONAL ISLAMIC EDUCATION OF PESANTREN Rofikasari Mutmainah; Mohammad Asrori; M. Mujab
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i1.5856

Abstract

This article examines the practice of religious moderation within the pesantren tradition through ‎a descriptive-analytical literature review approach. Departing from the assumption that ‎pesantren are not only traditional Islamic educational institutions but also key centers of ‎religious discourse production and ethical formation, this study investigates how values such as ‎tolerance, non-violence, and the acceptance of diversity are transmitted and institutionalized ‎within the epistemic structure and social praxis of pesantren. The analysis focuses on three core ‎aspects: the role of the kiai’s authority in shaping religious interpretive horizons; the dynamics of ‎pedagogy that cultivate tolerance through dialogical methods and communal interaction; and the ‎dialectics between the state’s narrative of religious moderation and the pesantren’s localized ‎practices. The article argues that the success of religious moderation in pesantren largely ‎depends on the kiai’s ability to exercise epistemic authority in a reflective and inclusive manner, ‎as well as on the pesantren’s capacity to internalize tolerance through lived educational ‎experiences and interpretive traditions. Meanwhile, state-driven narratives of moderation will ‎only be effective if implemented through dialogical partnerships rather than top-down ‎bureaucratic interventions. By positioning moderation as a living and adaptive interpretive ‎culture, the article highlights the strategic potential of pesantren as agents of peaceful, context-‎sensitive, and socially relevant Islamic religiosity in plural societies.‎
RETHINKING CURRICULUM REFORM IN MADRASAH AND ‎PESANTREN: HILDA TABA’S MODEL AS A FRAMEWORK FOR ‎INTEGRATING ISLAMIC VALUES Alfan Nawaziru Zahara; Mohammad Asrori; M. Mujab
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i3.5857

Abstract

This article aims to analyze the relevance and potential application of Hilda Taba's curriculum development model in the reform of Islamic Religious Education (PAI) in madrasas, particularly through an integrated curriculum approach that emphasizes the linkage between Islamic values and 21st century learning needs. This research uses a qualitative method based on library research, by examining Hilda Taba's main works, national curriculum policy documents, and relevant academic literature in the field of Islamic education and curriculum development theory.The main focus of the study lies in a systematic examination of the core ideas of Taba, including the stages of need diagnosis, goal formulation, selection and organization of content, learning experience, and evaluation, and how these principles can be adapted in the context of madrasas.The results of the analysis show that the Taba model offers a participatory, reflective, and student-based curriculum approach. This approach is very suitable for the context of Islamic education in madrassas which have tended to follow a standard curriculum without adequate innovation space. By utilizing the Taba model, the PAI curriculum can be developed in a more contextual, integrative, and transformative manner that combines Islamic values with an active, collaborative, and character-oriented learning approach. In addition, this article also emphasizes the importance of the role of teachers as the main actors in curriculum development, as well as the need to change the evaluation paradigm in religious education from just cognitive measurement to assessment that includes affection and morality. These findings make a theoretical and practical contribution to the development of a responsive, relevant, and progressive Islamic curriculum, while strengthening the position of madrasas as educational institutions that are adaptive to changing times.
Co-Authors Alfan Nawaziru Zahara Mohammad Asrori Rofikasari Mutmainah