<![CDATA[This study uses a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies, then analyzed using reduction, categorization, verification, and triangulation techniques to ensure the validity of the findings. The results show that the dynamics of Islamic boarding school education took place in two phases: the era of Syaichona Muhammad Cholil as the central transmission of the sanad of salafiah knowledge in Java-Madura; the era of KH. Abdulloh Schal who revitalized the system through the integration of ma'hadiyah and madrasiyah; and the era of KH. Fakhruddin Aschal who initiated the method of quickly reading yellow books (Al-Miftah and Amtsilati), classification of dormitories based on salafiah levels, and strengthening formal institutions. The Salafiyah pattern is maintained through the sorogan system, wetonan/bandongan, halaqah, tahfiz, hiwar, and bahtsu al-masa'il, with a curriculum composition of 70% religious and 30% general. Kiai leadership, management, alumni achievements, and commitment to maintaining the purity of the sanad are the main supporting factors, while diploma orientation and the penetration of modern curriculum are challenges. The implication is that Salafiyah Islamic boarding schools need to develop a paradigm of "maintaining good old traditions in the Salafiyah manhaj and adopting new things that are more beneficial contextually" as a philosophical basis for strengthening the curriculum, leadership, and institutions. This model emphasizes the typology of modern Salafiyah Islamic boarding schools that are adaptive without losing the authenticity of values.]]>
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