<![CDATA[The transformation of Islamic boarding school (pesantren) curricula in Indonesia reflects a dynamic process of adaptation to the challenges of modernity. Originating from traditional systems centered on the study of classical Islamic texts (kitab kuning) through halaqah ,sorogan, and bandongan, pesantren curricula have, since the mid-twentieth century, increasingly incorporated general subjects such as mathematics, languages, and sciences. Consequently, pesantren have evolved beyond institutions that primarily produce religious scholars into educational institutions that prepare students to participate effectively in modern society. Sociocultural modernization, advances in science and technology, and the demands of globalization have been major drivers of this transformation. Throughout this process, the principle of al-muhafazah ‘ala al-qadim al-shalih wa al-akhdu bi al-jadid al-ashlah has guided pesantren in preserving valuable classical traditions while embracing contemporary innovations. Modern pesantren curricula demonstrate a balance between religious and general education, the strengthening of twenty-first-century literacy, and the development of vocational skills and character. Various implementation models—including structured classical systems, tahfiz mutqin programs, competency-based curricula, and boarding school systems—have contributed to positioning pesantren as contextually relevant, professionally managed, and highly competitive educational institutions. Thus, pesantren curricula in the modern era are not static but continuously revised to respond to changing societal needs while maintaining their Islamic identity. Their flexibility, integration, and orientation toward student empowerment position pesantren curricula as an important foundation for Islamic education in the twenty-first century.]]>
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