<![CDATA[Islamic educational discourse in Indonesia has often been framed through a modernist-traditionalist dichotomy. Although studies of KH. Ahmad Dahlan and KH. Hasyim Asy'ari are extensive, most remain descriptive or comparative and rarely reconstruct their complementary ideas into an explicit theoretical mechanism. This article develops the proposed Integrative-Adab Nusantara Theory through a Critical Literature Review that prioritizes primary texts and triangulates them with historical scholarship and contemporary Islamic education studies. The analysis identifies four mutually reinforcing dimensions: knowledge integration, adab formation, spiritual consciousness, and social responsibility. Primary textual evidence shows that Dahlan linked continuous learning with the practical enactment of knowledge, whereas Hasyim Asy'ari positioned ethical refinement as a condition for meaningful educational action. The theoretical reconstruction therefore advances four propositions: integrated knowledge requires ethical direction; adab requires a spiritual horizon; spiritual consciousness must be translated into social responsibility; and socially responsible action becomes a criterion for the meaningful use of knowledge. The study contributes a relational framework that moves beyond merely combining modernist and traditionalist educational ideas. Because the framework is derived from documentary evidence, it is presented as a propositional conceptual theory that still requires empirical validation in schools, pesantren, and higher education.]]>
Copyrights © 2025
