<![CDATA[This study aims to analyze and reconstruct the concept of Muadalah pesantren education from the perspective of Islamic educational philosophy, focusing on the relationship between scholarly traditions, educational autonomy, and state recognition. Employing a qualitative library research method with a philosophical-hermeneutical approach, the study examines educational regulations, academic books, and scholarly articles through thematic and critical analysis. The findings indicate that Muadalah pesantren education is not merely a formally recognized educational system but also embodies a philosophical foundation rooted in Islamic scholarly traditions. Ontologically, it emphasizes holistic human development encompassing spiritual, intellectual, moral, and social dimensions. Epistemologically, it promotes dialogue among revelation, reason, scholarly traditions, and experience. Axiologically, it prioritizes the cultivation of adab, moral character, and social responsibility. This study proposes a conceptual framework of philosophical integration and responsible epistemic autonomy. The framework suggests that state recognition and pesantren autonomy can be reconciled by strengthening scholarly identity, integrating diverse forms of knowledge, and maintaining value-oriented education without compromising the distinctive traditions of pesantren. These findings contribute to the conceptual development of Islamic educational philosophy in contemporary educational contexts.]]>
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