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Saiful Anwar
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saifulanwar@unida.gontor.ac.id
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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 At-Ta’dib strictly publishes original, unpublished, high quality research articles including field research, qualitative and quantitative studies, and systematic literature reviews that have not been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
Arjuna Subject : -
Articles 139 Documents
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Bridging Faith and Knowledge: Reframing Holistic Islamic Education for Integrity-Based Character Formation Alhamuddin Alhamuddin; Andi Murniati; Norhayati Yahaya
At-Ta'dib Vol. 20 No. 2 (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.v20i2.37

Abstract

Abstract The fragmentation between faith and knowledge in contemporary Islamic education has contributed to weakening integrity-based character formation among students. This condition highlights the importance of developing a holistic educational approach capable of integrating spiritual, intellectual, and moral dimensions within the pesantren educational system. Purpose. This study aims to explore and interpret how holistic Islamic education is reframed to bridge faith and knowledge in strengthening integrity-based character formation within the pesantren context. Method. This study employed a qualitative case study design. Data were collected through in-depth interviews using snowball sampling involving teachers, institutional leaders, and alumni, as well as through document analysis of curriculum materials and related scholarly publications. The data were analyzed using thematic analysis through coding, categorization, and interpretation. Findings. The findings reveal that holistic Islamic education operates through three interconnected dimensions: epistemological integration between faith and knowledge, internalization of integrity values through pedagogical practices and institutional culture, and educators’ role modeling as a mechanism for reinforcing character formation. These processes systematically cultivate integrity-based character, including honesty, discipline, and moral responsibility. Conclusion. This study concludes that holistic Islamic education offers an effective framework for strengthening integrity-based character formation in pesantren education. Originality. The originality of this study lies in its integrative analysis of faith, knowledge, and character formation within the framework of holistic Islamic education.
Between Tradition and Modernity: A Qualitative Inquiry into Teachers’ Professional Learning in Pesantren Muhamad Hafidz Nujud Faiz; Diska Fatima Virgiyanti
At-Ta'dib Vol. 20 No. 2 (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.v20i2.38

Abstract

Islamic boarding schools (pesantren) face the challenge of integrating modern educational approaches while preserving deeply rooted Islamic values and traditions. In this context, teacher professional development becomes essential in bridging the gap between tradition and modernity within pesantren education. Purpose. This study aims to explore teachers’ experiences, challenges, and strategies in developing their professionalism within the pesantren environment amid contemporary educational changes. Method. This research employed a qualitative case study approach. Data were collected through interviews, observations, and document analysis involving teachers in pesantren institutions. The data were analyzed using thematic analysis to identify recurring patterns and meanings emerging from participants’ narratives. Findings. The findings reveal that teacher professional development in pesantren is shaped by three major factors: the integration of traditional Islamic values with modern pedagogical competencies, institutional support through religious and academic activities, and teachers’ adaptive strategies in responding to educational transformation. Teachers developed professionalism through continuous learning, role modeling, collaborative culture, and participation in both formal and informal training programs. Conclusion. This study concludes that professional development in pesantren requires a balanced integration between traditional values and modern educational competencies. Originality. This study offers a contextual understanding of teacher professional development within the unique socio-religious culture of pesantren education.
Implementation of the Al-Salaf al-Ṣāliḥ Curriculum and Santri Religious Attitudes in Pesantren Muhammad Hambal Shafwan; Asrori Asrori
At-Ta'dib Vol. 20 No. 2 (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.v20i2.39

Abstract

Pesantren play a central role in Islamic education in Indonesia through curricula rooted in classical Islamic traditions. One of the dominant models is the Al-Salaf al-Ṣāliḥ curriculum, which emphasizes theological orthodoxy, textual memorization, and moral discipline. However, empirical studies examining its influence on students’ religiosity in contemporary contexts remain limited. Purpose. This study aims to investigate the correlation between the implementation of the Al-Salaf al-Ṣāliḥ curriculum and the religious attitudes of students (santri) at Pesantren Tunas Santri. Method. This study employed a quantitative correlational design. Data were collected from 120 santri selected through stratified random sampling using standardized instruments measuring curriculum implementation and five dimensions of religiosity. Data were analyzed using Pearson correlation and regression analysis. Findings. The findings indicate high levels of curriculum implementation (M = 4.21; SD = 0.43) and student religiosity (M = 4.08; SD = 0.49). Pearson correlation analysis shows a significant positive relationship (r = 0.624, p < 0.001), while regression analysis reveals that curriculum implementation explains 39% of the variance in students’ religious attitudes. The curriculum strongly influences ritualistic and ideological dimensions, although its impact on intellectual and experiential dimensions remains limited. Conclusion. This study concludes that the Al-Salaf al-Ṣāliḥ curriculum significantly contributes to strengthening students’ religiosity in pesantren education. Originality. This study provides empirical evidence on the effectiveness of a traditional pesantren curriculum in shaping contemporary student religiosity.
The Theory of Language Ring: A Strategy for Foreign Language Diffusion in Pesantren Abdurrahim Yapono; Karim Lamasano
At-Ta'dib Vol. 20 No. 2 (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.v20i2.40

Abstract

Foreign language acquisition in pesantren is strongly influenced by the sociocultural environment created by the kyai as the central authority within the educational system. However, studies explaining language diffusion and immersion patterns in pesantren remain limited. Purpose. This study aims to formulate and develop the Theory of Language Ring, a hierarchical-concentric model of language diffusion within the sociolinguistic and psycholinguistic system of pesantren, with a case study at Pondok Modern Darussalam Gontor. Method. This study employed qualitative developmental research using a phenomenological approach. Data were collected through observations of the kyai, teachers, students, environment, and alumni of Gontor. The study also integrated sociolinguistic, psycholinguistic, and circular motion theories. Data were analyzed through reduction, display, interpretation, and conclusion drawing. Findings. The findings reveal that the Theory of Language Ring represents a unique model of language immersion and acquisition in pesantren. The kyai functions as the central linguistic authority whose speech prestige and hierarchical influence shape language diffusion among students. This immersive linguistic environment significantly supports foreign language acquisition, including among new students. Conclusion. This study concludes that language diffusion in pesantren operates through hierarchical and cultural mechanisms centered on the kyai’s authority and role modeling. Originality. This study proposes the Theory of Language Ring as a new contribution to Islamic sociolinguistics and culturally based foreign language education in pesantren.
Developing Arabic Qawāʿid Test Based on CEFR Standard for Intermediate Level Students of Pesantren Ihwan Mahmudi; Ahmad Farhan Rif’an Najib; Alif Cahya Setiyadi; Wawan Kusnawan
At-Ta'dib Vol. 20 No. 2 (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.v20i2.41

Abstract

Arabic qawāʿid plays a fundamental role in mastering Arabic, particularly for intermediate students in Islamic boarding schools (pesantren). However, the lack of standardized grammar assessment models aligned with international frameworks often limits the effectiveness of Arabic grammar instruction. Purpose. This study aims to develop an Arabic qawāʿid test based on the Common European Framework of Reference for Languages (CEFR) that is pedagogically appropriate for intermediate-level learners. Method. This study employed a descriptive qualitative method using library research. Data and references were obtained from authoritative sources on Arabic grammar instruction and CEFR standards. The test design incorporated CEFR descriptors at the A2–B1 levels and was structured into objective and semi-productive test items covering essential domains of naḥwu and ṣarf. Findings. The findings reveal that the CEFR-aligned test design, including multiple-choice, sentence completion, and grammatical transformation items, supports students’ understanding of Arabic grammar and enhances their motivation and self-confidence in applying grammatical concepts. The test also provides a more systematic framework for measuring grammar competence based on international standards. Conclusion. This study concludes that CEFR-based Arabic qawāʿid assessment can improve the structure and quality of Arabic grammar evaluation in pesantren education. Originality. This study contributes to the development of internationally aligned Arabic grammar assessment models specifically designed for Islamic boarding school contexts.
SWOT Analysis of Scientific Learning Implementation Strategies at MTs Nurul Iman, Cigalontang Islamic Boarding School Ali Abdul Halim Mahmud; Sinta Verawati Dewi; Eko Yulianto
At-Ta'dib Vol. 20 No. 2 (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.v20i2.42

Abstract

Scientific learning is a major requirement of the 2013 Curriculum in Indonesia; however, its implementation in pesantren-based schools remains limited because learning processes are still dominated by direct instruction methods. This condition creates challenges for integrating scientific learning within Islamic boarding school education. Purpose. This study aims to analyze strategies for implementing scientific learning at MTs Nurul Iman Pondok Pesantren Cigalontang using SWOT analysis. Method. This study employed a qualitative descriptive method. Data were collected through interviews, observations, and documentation involving teachers and school stakeholders. The data were analyzed using SWOT analysis to identify strengths, weaknesses, opportunities, and threats related to the implementation of scientific learning. Findings. The findings reveal that the main strengths lie in the pesantren’s educational resources and supporting facilities. However, weaknesses include students’ low analytical skills, limited learning independence, low motivation, and insufficient teacher training. Opportunities include the integration of moral and academic values, while threats involve students’ resistance to scientific learning, limited instructional time, and changing educational policies. Conclusion. This study concludes that the successful implementation of scientific learning in pesantren-based schools requires strategic integration between modern pedagogical approaches and pesantren educational traditions. Originality. This study provides a contextual SWOT-based framework for implementing scientific learning in pesantren-based schools.
Integrating Moral Values through the Keputrian Program to Strengthen Students’ Character at Muhammadiyah Boarding School Jetis Salamah Sa’diatul Wafa; Nurul Iman; Katni Katni; Syamsul Arifin; Munadi Tauhid
At-Ta'dib Vol. 20 No. 2 (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.v20i2.43

Abstract

Character strengthening through the integration of Islamic moral values has become an important focus in pesantren-based education, particularly in non-formal programs designed to develop students’ personal and social ethics. The Keputrian Program at Muhammadiyah Boarding School Jetis represents one such initiative for fostering character formation among female students. Purpose. This study aims to examine the strategies used to integrate moral values in the Keputrian Program and their contribution to students’ character formation. Method. This study employed a qualitative descriptive approach. Data were collected through observation, in-depth interviews, and documentation. The analysis was grounded in classical Islamic character education theories, particularly those of Al-Ghazali and Al-Zarnuji, emphasizing the integration of ‘ilm, ‘amal, and khuluq. Findings. The findings reveal that moral values such as iffah (modesty), amanah (trustworthiness), tawadhu’ (humility), and exemplary behavior are internalized through role modeling, habituation, and reflective activities. These strategies enhance students’ moral awareness, behavioral transformation, and readiness to become role models in society. Conclusion: This study concludes that the Keputrian Program significantly strengthens students’ character through systematic moral value integration. Originality. This study provides a contextual model of Islamic character education within non-formal pesantren-based programs.
Self-Directed Learning in Pesantren: A Comparative Insight from Montessori Education and Ibn Ṭufail’s Ḥayy ibn Yaqẓān Faradilla Awwaluna Musyaffa; Sunarto Sunarto; Fahrudin Mukhlis
At-Ta'dib Vol. 20 No. 2 (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.v20i2.44

Abstract

Twenty-first century education requires learning approaches that encourage student independence, active participation, and reflective thinking. Self-Directed Learning (SDL) has emerged as a relevant pedagogical approach, yet comparative studies integrating Western and classical Islamic educational traditions remain limited. Purpose. This study aims to analyze and compare the pedagogical values of SDL from the Montessori method and the Mulāzamat al-Fikr wa al-Nafs approach presented in Hayy ibn Yaqzan by Ibn Tufail. Method. This study employed a qualitative literature review approach. Data were collected from primary sources, including the works of Maria Montessori and Hayy ibn Yaqzan, as well as relevant scholarly articles and books. Data were analyzed using content analysis to identify, compare, and synthesize the core principles of SDL within contemporary pesantren education. Findings. The findings reveal that both approaches position students as active learners, emphasize experiential learning and environmental exploration, and promote independence, reflective thinking, and spiritual awareness. Montessori offers structured pedagogical guidance, while Ibn Tufail emphasizes philosophical-spiritual self-development. Conclusion. This study concludes that integrating both approaches can support the development of holistic and spiritually oriented SDL models in pesantren education. Originality. This study provides a comparative synthesis between Western SDL pedagogy and classical Islamic educational philosophy.
Implementation of Neuropedagogy in Strengthening the Panca Jiwa in Pesantren Dwi Puji Lestari; Hamidullah Marazi
At-Ta'dib Vol. 20 No. 2 (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.v20i2.45

Abstract

Character education in pesantren is deeply rooted in religious values that shape students’ moral and intellectual development. In contemporary education, innovative approaches are needed to strengthen the internalization of pesantren values, including the Panca Jiwa principles of sincerity, simplicity, independence, Islamic brotherhood, and freedom. Purpose: This study aims to analyze the implementation of neuropedagogy in strengthening the internalization of Panca Jiwa values within pesantren education. Method: This study employed a qualitative library research method. Data were collected from scientific journals, books, and scholarly sources related to neuropedagogy, character education, and pesantren culture. The data were analyzed through content analysis to identify the relevance of neuropedagogical principles to character education in pesantren. Findings: The findings reveal that integrating neuropedagogy with pesantren values enhances students’ cognitive, emotional, and social engagement in the learning process. Neuropedagogical strategies support deeper understanding and emotional attachment to Panca Jiwa values through meaningful, reflective, and experience-based learning. This integration strengthens students’ sincerity, independence, social awareness, and moral responsibility. Conclusion: This study concludes that neuropedagogy offers an innovative and holistic approach to strengthening character education in pesantren. Originality: This study contributes a conceptual integration between neuropedagogy and the Panca Jiwa philosophy as a contemporary framework for pesantren-based character education.
A Century of Darussalam Gontor: Transformation, Contribution, and Challenges of Modern Pesantren Education in Indonesia Agus Salim Syukran; Moh Ismail
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.v21i1.47

Abstract

Darussalam Gontor Islamic Boarding School has undergone significant transformation amid globalization and educational modernization, yet comprehensive century-long analyses integrating institutional change, educational contribution, and future challenges remain limited. Purpose: This study analyzes the centennial trajectory of Darussalam Gontor Islamic Boarding School, focusing on its institutional transformation, contributions to Islamic education, and strategic challenges in its second century. Methods: A historical-library research design with descriptive-analytical approach was employed. Data were drawn from primary institutional documents and secondary scholarly sources, and analyzed through historical reconstruction, thematic classification, and source triangulation. Findings: The study reveals that Gontor has transformed pesantren education through curriculum integration of religious and general sciences, implementation of the KMI system, bilingual language policy, dormitory-based character education, and structured leadership regeneration. Its contributions include establishing a replicable model of modern pesantren and promoting moderate Islamic education across Indonesia. However, it faces critical challenges including digital transformation, globalization pressures, academic research strengthening, leadership succession, and institutional sustainability. Implications: The sustainability of Gontor’s model depends on continuous educational innovation and revitalization of foundational values such as Panca Jiwa, although findings remain interpretive due to reliance on historical-documentary sources. Originality: This study provides a century spanning integrative analysis linking transformation, contribution, and future challenges within a single analytical framework of modern pesantren development.

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