<![CDATA[Sasak Muslims in Lombok describe proper conduct with three vernacular values: tindih, a consistency between word and deed that is tied to faith; maliq, restraint from what is improper; and merang, glossed as shame, solidarity or diligence depending on the source. Educators now propose these values as a resource for character education. It is much less clear whether they reach the two traditionalist organisations that run most pesantren on the island, Nahdlatul Wathan (NW) and Nahdlatul Ulama (NU). This article reports a comparative multi-site case synthesis, not a field study. We located 41 peer-reviewed studies on Lombok through structured searches of journal and publisher pages and coded each by organisational setting, site type, pedagogical mechanism and three evidence layers: whether the vernacular triad is named (V), whether character formation is discussed in an institutional idiom (I), and whether a teaching practice is described (P). Analysis followed critical interpretive synthesis with a framework-matrix display. Six studies name the triad, and none of them concerns an NW or NU pesantren. NW is documented through exemplary modelling, teacher traits, communal hiziban and curriculum integration, with I in 5 of 16 studies and P in 4 of 16. NU in Lombok rests on two studies, one on pesantren history and one on preaching, plus a comparison of how tuan guru of both organisations handled pandemic rules. We argue that ethnopedagogy in this setting is better described as a set of mechanisms carried by institutional idioms than as the transfer of named values, and we offer a translation map and a matched-pair field protocol to test that claim. The findings are limited by abstract-level coding, uneven coverage and the absence of primary data.]]>
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