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Saiful Anwar
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attadib@unida.gontor.ac.id
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At-Ta’dib: Journal of Pesantren Education
Published by Universitas Darussalam Gontor
ISSN : 02169142     EISSN : 25033514     DOI : https://doi.org/10.21111/at-tadib.v21i1.5
Core Subject :
At-Ta’dib; Journal of Pesantren Education is a peer reviewed, open access journal dedicated to advancing scholarly inquiry into pesantren or Islamic boarding school education. The journal aims to provide a global academic platform for critical discussions, empirical studies, and conceptual framework development surrounding the unique, holistic educational ecosystem of pesantren, where learning seamlessly integrates classroom instruction, residential living, character formation, and community life. At-Ta’dib strictly publishes original, unpublished, high quality research articles including field research, qualitative and quantitative studies, and systematic literature reviews that have not been concurrently submitted elsewhere and are free from plagiarism. The journal welcomes multidisciplinary and interdisciplinary submissions that address, but are not limited to, the following thematic streams within the context of pesantren education: 1. Philosophy and Foundations of Pesantren Education 2. Governance, Systems, and Educational Leadership 3. Curriculum Design and Pedagogy 4. Character, Moral, and Spiritual Development 5. Islamic Religious Education and Theology 6. Language Education and Multilingualism 7. Digital Transformation and Modern Educational Technology
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Articles 139 Documents
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The Model of Curriculum Integration in Pondok Modern: An Analytical Study of Robin Fogarty’s Typology Radinal Harahap; Riswan Zendrato; Muhammad Faisal; Lahmuddin Lubis; Rasyidin; M. Daud Batubara; Zughrofiyatun Najah
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.5

Abstract

Curriculum integration has become a major concern in contemporary education, yet existing models are predominantly grounded in Western epistemological traditions and pay limited attention to the spiritual and existential dimensions of Islamic education. Purpose: This study aims to reinterpret the curriculum integration model of Pondok Modern through a hermeneutic dialogue with Robin Fogarty’s curriculum integration typology. Methods: Employing a qualitative library research design, the study analyzes institutional curriculum documents and relevant scholarly works using conceptual reading, comparative mapping, interpretative expansion, and theoretical reconstruction. Findings: The findings reveal that the four dimensions of the Pondok Modern curriculum—intracurricular, cocurricular, extracurricular, and hidden curriculum—correspond to Fogarty’s integration models while extending them beyond epistemological coherence toward the integration of knowledge, faith, action, morality, and spirituality. Rather than merely adapting a Western framework, Pondok Modern embodies an Islamic-Holistic Curriculum Integration Model in which curriculum is experienced as a lived educational process that transforms meaningful learning into meaningful life. Implications: These findings provide a conceptual foundation for curriculum development in Islamic educational institutions, although the study is limited to a theoretical and hermeneutic analysis. Originality: The originality of this study lies in expanding Fogarty’s typology through an Islamic worldview and proposing a holistic model of curriculum integration that enriches contemporary curriculum theory.
Panca Jiwa as a Moral Ecosystem: A Case Study of Character Development at Pondok Ihyaul Qur’an Nururrahman Umar Al Faruq; Ali Fahrudin; Harapandi Dahri
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.7

Abstract

Although Panca Jiwa has long served as the philosophical foundation of Indonesian pesantren, existing studies predominantly examine its individual values rather than explaining how these values operate as an integrated system of character formation within contemporary Islamic education. Purpose: This study aims to investigate how Panca Jiwa functions as a moral ecosystem in shaping the character of santri at Pondok Ihyaul Qur'an Nururrahman, Wagir, Malang. Methods: A qualitative case study was employed using participant observation, semi-structured interviews, and document analysis involving kiai, teachers, santri, and alumni. Data were analyzed through thematic interpretation within Bronfenbrenner's ecological systems framework. Findings: The findings demonstrate that Panca Jiwa operates as a multilayered moral ecosystem across individual, interpersonal, institutional, and societal levels. The integration of sincerity, simplicity, independence, brotherhood, and ethical freedom is reinforced through spiritual routines, communal life, student leadership, and community engagement, producing reflective, autonomous, socially responsible, and morally resilient graduates. The pesantren further adapts these values to contemporary challenges through digital ethics, inclusive dialogue, and contextual character education. Implications: These findings provide a holistic framework for faith-based character education, although the study is limited to a single pesantren. Originality: This study reconceptualizes Panca Jiwa as an integrated Moral Ecosystem Model, extending its role from a traditional ethical doctrine to a comprehensive pedagogical framework for contemporary Islamic education.
Transformation of Students’ Religious Character Through Daily Habituation Programs A Case Study at Pesantren Anak Sholeh Baitul Qur’an Defi Firmansah; Akhsanul In’am; Romelah; Aulia Naufal
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.12

Abstract

Although daily habituation has been widely recognized as an effective approach to character education, limited research has explained how continuous habituation within a 24-hour pesantren environment transforms students’ religious character from externally regulated behavior into internally grounded religious consciousness. Purpose: This study aims to analyze the role of daily habituation practices in transforming students’ religious character at MI Pesantren Anak Sholeh Baitul Qur’an. Methods: A qualitative case study was conducted through participant observation, in-depth interviews, and document analysis involving school leaders, teachers, caregivers, and students. Data were analyzed using thematic analysis based on the interactive model of Miles and Huberman. Findings: The findings reveal that daily habituation functions as a holistic pedagogical mechanism integrating worship, religious learning, moral practice, discipline, and independence within the pesantren’s continuous educational environment. Religious character develops gradually through repeated practices, role modelling, hidden curriculum, and communal life, transforming students from rule-based compliance into sincere religious awareness accompanied by responsibility, self-discipline, independence, and social morality. Implications: These findings offer a practical framework for sustainable religious character education in Islamic schools, although the study is limited to a single pesantren-based elementary institution. Originality: This study conceptualizes daily habituation as a transformative pedagogical model that integrates cognitive, affective, behavioral, and spiritual dimensions within a holistic 24-hour pesantren ecosystem.
Maghrib Mengaji as Religious Habituation: A Phenomenological Study of Islamic Character Development in Boarding School Students Imroatul Afifah; Saiful Amien; Sunarto
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.18

Abstract

The development of digital technology has contributed to moral decline, reduced social interaction, and weakened religious commitment among students, while previous studies have largely been descriptive and evaluative without exploring students’ lived experiences in the Maghrib Mengaji program. Purpose: This study aims to explore the meaning of students’ experiences in the Maghrib Mengaji program in relation to Islamic character development in a boarding school context. Methods: This research employs a descriptive phenomenological approach using Colaizzi’s method. Data were collected through in-depth interviews, participant observation, and documentation involving students of SMP Muhammadiyah 2 Jakarta who have participated in the program for at least one year. Findings: The findings show that students’ experiences evolve from external encouragement to inner tranquility, followed by spiritual awareness and a sense of social solidarity in engaging with Qur’anic recitation. Implications: The program is interpreted as a process of value internalization that strengthens students’ connection with the Qur’an, worship discipline, and moral consciousness, indicating that humanistic religious habituation is effective in shaping Islamic character, although its findings are limited to a single institutional context. Originality: This study offers a phenomenological perspective on the internalization of religious values through Maghrib Mengaji, an aspect that remains underexplored in previous research.
The Model for Developing Cross-Madhhab Fiqh Instruction in Modern Islamic Boarding Schools in Banten Ahmad Rifa'i Arif; B. Syafuri; Muhajir Muhajir; Ahmad Fitriyadi Sari; Wasehudin Wasehudin; Yahdinil Firda Nadirah; Ade Fakih Kurniawan; Nizar Saputra
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.19

Abstract

Dominant mono-madhhab fiqh instruction in Islamic boarding schools often constrains epistemic plurality and limits students’ interpretive literacy in Islamic legal reasoning. This pedagogical reductionism necessitates a more integrative and methodologically plural instructional framework. Purpose: This study develops a cross-madhhab fiqh learning model for modern Islamic boarding schools in Banten grounded in the Kulliyatul Mu‘allimin al-Islamiyyah (KMI) system and aligned with contemporary instructional design principles. Methods: A Research and Development design was employed using the Dick and Carey model. Data were obtained through needs analysis, observation, interviews, documentation, expert validation, and field testing, and analyzed using mixed qualitative and quantitative procedures including pre-test/post-test gain analysis. Findings: Results indicate that existing fiqh instruction remains predominantly textual and single-school oriented. The proposed model integrates fiqh muqāran, maqāṣid al-sharī‘ah, and Problem-Based Learning within a Baḥth al-Masā’il syntax, utilizing classical comparative texts. Empirical testing demonstrates improved students’ comprehension of jurisprudential plurality and significant enhancement of moderate and dialogical dispositions. Implications: The model provides a scalable instructional framework for modern pesantren, although external validity remains limited to selected institutions in Banten, requiring broader contextual replication. Originality: This study advances a hybrid pedagogical architecture that synthesizes classical Islamic jurisprudence epistemology with systematic instructional design theory.
Communicative Approach for Arabic Speaking Skill Based on Pesantren Needs Muhammad Ibnu Tamam; Handaru Baskara Aji; Neng Vivie Nurfauziah Rukmini; Syifaul Qolbiyah; Nuril Mufidah; Agus Miftakus Surur
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.20

Abstract

Arabic speaking instruction in pesantren is often constrained by a grammar-centered paradigm that limits learners’ communicative competence despite Arabic’s functional role in daily religious and educational practices. Purpose: This study aims to construct a communicative language teaching design for Arabic speaking skills based on pesantren needs, drawing on Finochairo and Brumfit’s communicative framework. Methods: A qualitative research design employing a systematic literature review was conducted. Data were collected through staged identification, screening, and critical analysis of scholarly sources, including books and peer-reviewed articles, and analyzed using descriptive-interpretive techniques. Findings: The study identifies six pedagogical procedures for communicative Arabic instruction: presentation of short dialogues, oral drills, question–answer practice, contextual Arabic expression discussion, rule awareness, and performance-based evaluation. These procedures collectively emphasize meaning-oriented interaction, fluency development, and contextualized language use within pesantren environments. Implications: The proposed model offers a structured communicative framework for Arabic speaking instruction in pesantren, though its applicability remains conceptual and requires empirical validation across diverse institutional settings. Originality: This study synthesizes Finochairo and Brumfit’s communicative theory into a pesantren-specific instructional design, contributing a context-sensitive model for Arabic speaking pedagogy.
The Internalization of Character Values among Santri: A Case Study at Budi Mulia Student Pesantren Yogyakarta Syaifulloh Yusuf; Rizky Firnanda; Nurkhamimi Zainuddin
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.21

Abstract

Student pesantren represent a hybrid Islamic education ecosystem where character formation is embedded within dual academic and religious trajectories; however, empirical studies rarely examine how value internalization operates within such liminal educational settings. Purpose: This study aims to analyze the internalization of character values among university student or santri at Budi Mulia Student Pesantren Yogyakarta, focusing on discipline, independence, system flexibility, and leadership formation. Methods: A qualitative instrumental case study design was employed. Data were collected through semi-structured interviews, non-participant observation, and document analysis involving active santri and alumni selected via purposive sampling. Data were analyzed using thematic analysis with iterative coding, triangulation, and member checking to ensure trustworthiness. Findings: The results indicate that discipline and independence are internalized through structured habituation, time governance, and integration of academic pesantren routines. The flexible institutional system enables adaptive self-management across dual educational demands. Alumni narratives further reveal that sustained value internalization contributes to leadership capacity through organizational engagement and post-graduation social roles. Implications: Student pesantren function as transformative ecosystems for holistic character development, although findings remain context-bound to a single institution, requiring broader comparative studies. Originality: This study advances a process-oriented model of value internalization within dual-system pesantren education, linking disciplinary ecology, institutional flexibility, and leadership emergence.
Digital Asceticism and Mental Resilience: Recontextualizing Zuhud and Uzlah through the Hidden Curriculum of Pesantren Life Maulidatuzzakiyah; Najmi Aurellia Zelda Kamilah; Rubaidi; Iksan
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.23

Abstract

Digital asceticism remains under-theorized despite growing concerns over emotional dependency on digital environments, while Islamic concepts such as zuhud and uzlah are still largely treated as normative constructs rather than lived educational practices. Purpose: This study examines how these values are recontextualized as digital asceticism through the hidden curriculum at Pondok Pesantren Babussalam, an Islamic boarding school in Jombang. Methods: A qualitative phenomenological design was employed involving ten female santri and three key informants selected purposively. Data were collected through semi-structured interviews, participant observation, and document analysis over 120 hours of fieldwork, and analyzed using reflexive thematic analysis with iterative coding and triangulation. Findings: Five interrelated themes emerged: zuhud as detachment from digital validation, uzlah as structured routine-based withdrawal, internalization of self-regulation via hidden curriculum practices, emerging mental resilience against digital overstimulation, and rebound effects during periods of unrestricted access. Findings indicate that spiritual routines, role modeling, and peer-based habituation transform external restrictions into internalized self-regulation. Implications: Digital asceticism functions as a pedagogical mechanism for cultivating self-control and resilience, although findings are context-specific and require further cross-institutional validation. Originality: This study advances a phenomenological-theological framework linking classical Islamic ethics with digital behavior regulation through the hidden curriculum in pesantren education.
The Influence of Work Flexibility, Reskilling, and Upskilling on Nafs al-Muṭma’innah among Educators in Muhammadiyah Universities and Boarding Schools (PESMA) Johan Efendi; Heri Wijayanto; Hadi Sumarsono; Sri Hartono; Sunarno Sunarno
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.24

Abstract

Digital transformation and automation have reconfigured academic work environments, generating adaptive HR demands while simultaneously intensifying psychological strain that may disrupt employees’ inner equilibrium in Islamic higher education contexts. Purpose: This study aims to analyze the influence of work flexibility, reskilling, and upskilling on nafs al-muṭma’innah as an Islamic psychological construct of inner tranquility among educators in Muhammadiyah universities and PESMA institutions in East Java. Methods: A quantitative explanatory design was employed using a survey of 154 employees selected through simple random sampling. Data were analyzed using multiple linear regression in SPSS, preceded by classical assumption tests to ensure model robustness. Findings: The results indicate that work flexibility, reskilling, and upskilling exert significant partial and simultaneous effects on nafs al-muṭma’innah. These adaptive HR strategies reduce perceived work pressure while enhancing psychological stability and spiritual well-being, demonstrating a statistically supported integration between organizational adaptability and Islamic constructs of inner peace. Implications: The findings suggest that HR policies in Islamic educational institutions should integrate competency development with spiritual well-being frameworks, although generalizability is limited to Muhammadiyah contexts in East Java. Originality: This study introduces nafs al-muṭma’innah as an empirically tested dependent variable within HRM research, bridging Islamic psychology and contemporary organizational behavior.
Constructing the Body of Knowledge of Pesantren Education: A Philosophical, Historical, and Curricular Inquiry Agus Budiman; Saiful Anwar; Azmi Zarkasyi; Afifi Lateh
At-Ta'dib Vol. 20 No. 1 (2025): At-Ta'dib: Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v20i1.25

Abstract

Purpose - Pesantren education, as Indonesia’s oldest Islamic educational institution, holds a rich tradition of nurturing intellectually and spiritually grounded individuals. However, despite its significant historical and cultural role, pesantren education has lacked a formalized Body of Knowledge (BoK) that could support its academic development within higher education. This study aims to construct and map the BoK of pesantren education to provide a structured epistemological foundation for pesantren-based academic programs. Methods - This research adopts a qualitative library research methodology with analytical and interpretive approaches. Data were collected from classical Islamic texts and contemporary studies on pesantren and Islamic education, and were analyzed using inductive-comparative techniques grounded in Islamic epistemology and educational theory. Findings – The findings indicate that pesantren education is underpinned by an integrative epistemology that combines revelation (naqli), reason (‘aqli), and spiritual insight (‘irfani), and operates through a holistic and adaptive curriculum. The study identifies six key domains forming the BoK: Philosophy of Pesantren Education, Curriculum and Methodology, Leadership and Management, Socio-Anthropology, Innovation, and Classical Islamic Text Studies. Implications / limitations - This study’s main limitation lies in its conceptual nature, suggesting a need for empirical validation. Originality - lies in the systematic formulation of a pesantren education BoK an academic framework that had not been explicitly mapped before thus offering significant value for curriculum design and academic development in Islamic higher education.

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