<![CDATA[Educational internationalization in pesantren-based secondary schools requires institutional strategies that address global educational demands while maintaining Islamic identity, organizational culture, and educational values. This study examines strategies for educational internationalization, quality-assurance mechanisms, pesantren-value integration, and sustainability practices at SMA Trensains Tebuireng and SMA Darul Ulum 2 Jombang, East Java, Indonesia. The study employed a qualitative multiple-case design, with the institutional process of planning, implementing, monitoring, and sustaining internationalization as the primary unit of analysis. The findings demonstrate that the two institutions develop internationalization through distinctive but complementary pathways. SMA Trensains Tebuireng emphasizes integrating Qur’anic epistemology, scientific inquiry, and international curricula within its Semesta Curriculum. In contrast, SMA Darul Ulum 2 emphasizes international curricula, bilingual learning, international certification, scientific programs, and ISO 9001-based quality management. Four interconnected dimensions emerged from the comparative analysis: internationalization orientation, quality-system institutionalization, pesantren-value integration, and sustainability capacity. These dimensions provide the conceptual foundation for the Sustainable Value-Based Internationalization (SVI) Model, which positions global competence, Islamic identity, institutional quality, teacher capacity, international networking, and continuous improvement as interconnected components of sustainable internationalization in pesantren-based education.]]>
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