<![CDATA[Pesantren (Islamic boarding schools) are not merely spaces for knowledge transmission but also places where Islamic values, identities, and scholarly traditions are shaped. Amid digitalization and changing educational demands, Pesantren face the challenge of maintaining Kyai (Islamic scholar/teacher) authority while expanding Santri (students) agency. This paper aims to examine the reconstruction of Pesantren learning through Jean Piaget’s constructivist perspective, focusing on the relationship between Kyai authority and Santri agency. The study employs library research and qualitative analysis of academic literature on Pesantren, constructivism, Islamic educational authority, and learner-centered education. The study analyzes the literature to identify key concepts and their relevance to pedagogical authority, knowledge construction, and Santri participation. The findings suggest that transforming Pesantren learning does not require replacing Kyai authority but reorienting its pedagogical role toward more dialogic and reflective learning. From a Piagetian perspective, Santri are active learners who construct understanding through experience, interaction, assimilation, and accommodation. This framework provides a conceptual basis for examining traditions such as sorogan, bandongan, and Musyawarah in relation to active learning and knowledge construction. However, their constructivist potential depends on how learning is conducted and how much participation Santri are given. The study conceptually connects Piaget’s constructivism with Kyai authority and Santri agency, suggesting that pedagogical authority and active learning can complement each other while preserving adab and Islamic scholarly traditions. Thus, Pesantren transformation is better understood not as a choice between traditional authority and student agency, but as an effort to develop a complementary relationship between them]]>
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