Reconstruction of the Islamic Education Paradigm Based on Islamic Boarding Schools in Building Inclusive Religiousness
DOI:
https://doi.org/10.61455/sujiem.v4i01.634Keywords:
islamic education paradigm, islamic boarding schools, inclusive religiosity, religious moderation, islamic pedagogyAbstract
Objective: This study aims to reconstruct the paradigm of Islamic education based on Islamic boarding schools to build inclusive religiosity in a pluralistic society. Theoretical framework: The theoretical framework integrates the concepts of ta'dīb, tarbiyah, and ta'līm; Maqāṣid al-sharī'ah; the theory of multicultural education patterns; critical pedagogy; peace education; and social capital. Literature review: Previous studies generally discuss religious moderation, Islamic boarding school transformation, multicultural curriculum, and the prevention of extremism separately. The literature also tends to assess inclusivity as an additional teaching material, rather than as a result of the configuration of epistemology, authority, pedagogy, institutional culture, and the social experiences of students. This fragmentation has not yet produced an integrative explanation of the educational mechanisms that shape inclusive religiosity. Methods: The study used a qualitative approach through a structured literature review, thematic content analysis, and critical interpretive synthesis. Sources included indexed articles, academic books, policy documents, regulations, and reports from international institutions. Data were coded based on epistemological foundations, curriculum orientation, pedagogical relations, value inculcation, dialogical openness, and social outcomes of education. Results: The synthesis revealed five layers of reconstruction: integrative-contextual epistemology; a balanced curriculum between turāth, contemporary science, citizenship, and digital literacy; dialogical-reflective pedagogy; a pesantren culture that practices adab, justice, and encounter; and evaluation that measures moral reasoning and social action. The integration of these layers forms a religious worldview that is rooted in tradition but open to differences. Implications: Theoretically, the study reframes moderation as an educational paradigm, while practically informing curriculum, ustaz competency, pesantren governance, partnerships, and inclusive religiosity assessment. Novelty: The PPI-BP model integrates epistemology, curriculum, pedagogy, institutional ecology, and social praxis to foster inclusive religiosity grounded in justice, dialogue, dignity, and the common good.
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