<![CDATA[Gender issues in Islamic education constitute a continuously evolving field of study, shaped by the dynamic relationship between religious texts, institutional traditions, and contemporary demands for equality. Madrasah and pesantren, as two Islamic educational institutions deeply rooted in tradition, often function as spaces where the social construction of gender is produced and reproduced through curricula, classical reference texts, role division, and power relations between kiai/ustaz and students. This article aims to analyze how the social construction of gender is formed within Islamic educational practice in madrasah and pesantren, identify the challenges faced in achieving equitable gender relations, and map out prospects for transformation. The study employs a qualitative descriptive approach through library research, thematically analyzing academic literature, prior research findings, and institutional documents within the framework of social construction theory. The findings indicate that gender construction in madrasah and pesantren is formed through three simultaneous processes—externalization of values through classical texts and curricula, objectivation through institutional structures and role division, and internalization through habituation and kiai-student power relations—resulting in gender relation patterns that remain unequal in certain aspects, while simultaneously holding space for transformation through the strengthening of women's leadership, reinterpretation of religious texts, and affirmative institutional policies. This article recommends strengthening substantive Islamic-value-based gender justice discourse as a middle path between preserving tradition and meeting demands for equality.]]>
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