Reconstructing Reflective-Habituative Islamic Pedagogy in Pesantren: Integrating Ta‘līm, Ta’dīb, and Ta‘wīd in the Formation of Santri Spirituality and Scholarly Ethos

Lilik Aminah (Universitas Islam Internasional Darullughah Wadda'wah)
Sulastri (Universitas Islam Internasional Darullughah Wadda'wah)
Arif Rahman (Universitas Islam Internasional Darullughah Wadda'wah)

IQRO: Journal of Islamic Education
Vol. 9 No. 2 (2026): AGUSTUS 2026

Studies on pesantren education generally treat kitab instruction, adab, habituation, discipline, and ta‘zīr as separate themes. Consequently, the mechanisms that connect knowledge, habituation, corrective practices, and students’ awareness have rarely been formulated within a unified pedagogical framework. This article reconstructs a reflective-habituative Islamic pedagogy to explain the process of value internalization from supervision-based compliance toward self-regulation. This study employs a qualitative approach using library research. Primary sources comprise foundational works on Islamic education and pedagogical theories brought into dialogue with the pesantren tradition, while secondary sources include empirical studies on pesantren and policy documents on digital education. The literature was identified, selected on the basis of relevance and traceable metadata, critically examined, extracted, and subsequently analyzed through thematic-conceptual analysis using deductive-inductive coding, cross-source comparison, and conceptual synthesis. The trustworthiness of the analysis was maintained through source triangulation, source criticism, and citation cross-checking. The analysis yields three main findings. First, ta‘līm, ta’dīb, and ta‘wīd function effectively as mechanisms of internalization when they are interconnected through reflection: knowledge provides a basis for judgment, adab offers ethical orientation, habituation stabilizes conduct, and reflection transforms experience into self-improvement. Second, rules, supervision, and ta‘zīr acquire pedagogical significance when positioned as gradual scaffolding toward self-regulation rather than as the ultimate goal of maintaining order. Third, the outcomes of the model are reflected in a form of spirituality associated with self-control and in a scholarly ethos characterized by perseverance, source accuracy, openness to correction, and responsible use of technology and artificial intelligence. This reconstruction proposes a cyclical framework of knowing, understanding, meaning-making, practicing, habituating, reflecting, and improving as an integrated lens for understanding pesantren education.