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All Journal Global Education Journal Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Muhammad Amruddin Latif
Institut Agama Islam Attarmasi Pacitan
Education Social Sciences Other

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Reconfigurative pesantren: Strategic management of value-preserving institutional change in islamic education Luqman Hadi; Muhammad Amruddin Latif
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.25

Abstract

Islamic boarding schools (pesantren) in Indonesia are increasingly confronted with simultaneous pressures arising from regulatory expansion, socio-cultural expectations, and digital transformation. While existing studies have largely focused on curriculum modernization and organizational hybridity, limited attention has been given to how value-based pesantren sustain institutional identity while adapting to change. This study aims to examine how Pondok Pesantren Modern Al-Anwar Pacitan reconfigures its institutional structure through the interaction of norms, systems, and leadership agency, and to propose the concept of a “reconfigurative pesantren” as a novel analytical framework. This research employs a qualitative approach using a single instrumental case study design, with data collected through in-depth interviews involving the kiai, director, teachers, students, and guardians, complemented by participatory and non-participatory observations as well as institutional document analysis. Data were analyzed using thematic analysis following Miles et al. (2014) and Braun and Clarke (2006), supported by source, method, and time triangulation. The findings reveal a value-preserving institutional reconfiguration occurring through three interconnected dimensions: normative reconfiguration, where core values are institutionalized into vision, routines, and strategic programs; systemic reconfiguration, reflected in organizational restructuring and selective openness to external pressures; and agency reconfiguration, characterized by delegative-charismatic leadership that distributes authority while maintaining the moral legitimacy of the kiai. The interaction of these dimensions produces a reconfigurative pesantren model. The study concludes that pesantren function as selective and adaptive open systems that strategically transform institutional structures while preserving value continuity, offering a mechanistic explanation of sustainable transformation in value-based educational institutions.
Epistemological Integration in the Ma'had Aly Curriculum: An Analysis of the Bayānī-Burhānī -’Irfānī Trilogy in the Fiqh wa Ushuluhu Program of Ma'had Aly At-Tarmasi Pacitan Muhammad Amruddin Latif
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1361

Abstract

This study operationalizes the trilogy of al-Jabiri epistemology (bayānī–burhānī –'irfānī) to map the epistemological orientation of the Ma'had Aly curriculum through the al-Jabiri Epistemology Coding Framework v1.0 (27 indicators; three dimensions: Sources of Authority, Methods of Acquisition, and Validation of Knowledge Claims). The framework is applied to the curriculum of Ma'had Aly At-Tarmasi (Pacitan) of the Takhassus Fiqh wa Ushuluhu program through the analysis of curriculum documents, syllabus, and book reference lists, with an independent intensity rating scoring system (0–3) that allows the capture of simultaneous multi-epistemological manifestations. The results showed strong epistemological integration: high bayānī (M = 2.58; SD = 0.87), high bursity (M = 2.52; SD = 0.82), and moderate irrationality (M = 1.88; SD = 1.01); in the Takhassus category (69 credits) there was a simultaneous high intensity in bayānī (M = 3.00) and burhānī (M = 2.78), indicating organic synthesis rather than a zero-sum trade-off. Bayānī is manifested in authoritative turāts (100% classical writings), explicit sanad, and qiyās; burhānī in systematic istinbāṭ methodology, causal analysis ('illat, maqāṣid), and baḥts al-masā'il; whereas 'irfānī is primarily on social transformation (M = 2.67) and exemplary (M = 2.50), rather than intuitive-mysticism (M = 0.67). These findings challenge al-Jabiri's thesis of "bayānī hegemony" in the context of contemporary Islamic education and offer a replicable methodological contribution to a cross-Ma'had Aly comparative analysis.
Co-Authors Luqman Hadi