Towards Sustainable Inclusive Education: Challenges and Reconstruction of PAI Learning Methods in Islamic Boarding School Education

This study aims to investigate Islamic boarding school or pesantren education in Indonesia comprehensively. The dataset was generated from the Scopus database and Google Scholar using the keywords “Pesantren” and “education”. There were 24 papers reviewed in the research. The research findings show that the character values instilled in Islamic boarding school education in Indonesia include promoting tolerance and egalitarianism, sharing mutual respect, mutual love, hard work, politeness, and nobility, and many more. Another finding discovers many pesantren education approaches clustered into excellent approaches, human approach, environmentally based education, culturally based learning, technology-based, Modern-traditional approach, Self-regulated learning, school education, pesantren education, and role modelling. Furthermore, the critical finding is a proposed new model of pesantren education, namely the pesantren education transformation model, that combines all education approaches. The transformation model integrates local wisdom, global, knowledge and skills. The theoretical contribution of this research is that a new model has been produced and is a refinement of the existing Islamic boarding school education model. This educational transformation model can provide a new discourse regarding Islamic boarding school education development. The practical contribution of this research is that the Islamic boarding school education model can be implemented in various Islamic boarding schools by considering local wisdom and the values held by each Islamic boarding school.

This research discusses the relationship and evolution of Islamic education through a comparison between Islamic boarding schools in Indonesia and Madrasah Nizhamiyah. Even though they are separated by hundreds of years and different cultural realities, both have a significant impact in shaping the character and knowledge of Muslims. The aim of this research is to explore the continuity of Islamic values and the adaptation of Islamic education carried out by Islamic boarding schools in Indonesia, inspired by the Madrasah Nizhamiyah educational model. The research method used involves comparative analysis between Islamic education approaches in Islamic boarding schools and Madrasah Nizhamiyah. Literature study approach to explore the essence of the values and educational methods applied by these two institutions. The results of the research show that, despite significant contextual differences, Islamic boarding schools in Indonesia still maintain the continuity of Islamic values which are in line with the holistic approach of the Nizhamiyah Abbasid Madrasah. Islamic boarding schools have adopted and adapted educational principles from Madrasah Nizhamiyah, creating harmonization between Islamic traditions and local realities. This research also reveals how Islamic boarding schools in Indonesia have intelligence in combining a universal Islamic education approach with local wisdom. The contextual adaptation carried out by Islamic boarding schools creates an understanding of Islam that is relevant to the dynamics of Indonesian society, without losing the essence of basic Islamic values. This research provides in-depth insight into how Islamic boarding schools in Indonesia build relationships and utilize the intellectual heritage of Madrasah Nizhamiyah. It is hoped that the conclusions of this research can make a significant contribution to the development of Islamic education in Indonesia, as well as stimulate ideas to support dialogue between Islamic educational institutions throughout the world.

The main paradigm in Sunni political theology is harmony and stability. This thinking is based on the background and tendencies of Sunni figures in the state political issues they faced at their time. Islamic boarding schools in Indonesia generally adhere to Sunni theology, including political paradigms and attitudes. Therefore, they have high attention and participation in national politics in Indonesia. Because for them, attention to and participation in national politics is an expression of the belief that love for the motherland is part of faith. In this context, new Islamic boarding schools with Sunni theology have emerged in different forms from the long-existing Sunni Islamic boarding schools. These new Islamic boarding schools have a network with the world outside and it is assumed that their establishment cannot be separated from the context of transnational Islam. Our question is, are they Educating for or Against National Political Ignorance in the midst of currents of democratization and mainstreaming of nationalism in contemporary Indonesia? The objects of this research are three transnational pesantren with Sunni theology with different international networks, namely one with a network of Saudi Arabia, one with a network of Syrian Lebanon, and one with a network of Turkey. The primary sources of this research are the results of interviews with authoritative parties in the three institutions, observations of the pesantren environment, and documentation from pesantren brochures and related documents. We found that (1) this transnational pesantren with Sunni theology only focuses on teaching Islamic education as is the case with traditional Islamic boarding schools (salafiyah), only validating the truth of their Islamic knowledge, equally pivoting on the main figure who is the reference for their knowledge, namely Sayyid Muhammad bin Alawiy Al Maliki (Haromain-Rusyaifah Islamic Boarding School), Sheikh Abdullah Al-Harariy (Shahamah-Lebanon Islamic Boarding School), and Sheikh Sulaiman Hilmi Tunahan (Sulaimaniyah Islamic Boarding School-Turkey). The three figures have written works which are made part of the compulsory curriculum for every student at the pesantren. (2) The socio-religious movement of the Lebanese Islamic Boarding Schools (Syahamah) in Indonesia is framed in the ASWAJA movement which is in line with the idea of ​​a nation-state, although in fact, their concern is more in the theological movement in the form of the conservation of the ASWAJA monotheism doctrine. As for the organizational movement of the Makah Islamic Boarding School (As-Sofwah or Haromain) it looks affirmative towards issues that link religion and the state. Meanwhile, the overall picture of the religious social movement carried out by the Turkish Islamic Boarding Schools in Indonesia shows a passive and even apathetic attitude towards the issue of Indonesian national politics.

Pesantren, Islamic boarding schools in Indonesia, have a unique educational framework. Pesantren combines religious and general subjects, including English. However, existing English reading materials are still questionable in meeting the specific needs of pesantren students. This study explores the differing perceptions of English reading materials among students, teachers, and experts at four Islamic boarding schools (Pesantren) in Indonesia. The study used a quantitative research design involving 10th-grade students from four pesantren: Al-Kautsar Al-Akbar Islamic Boarding School (North Sumatra), Darunnajah Islamic Boarding School (Jakarta), Assaadah Pamulang Islamic Boarding School (South Tangerang), and An-Nahdlah Islamic Boarding School (Depok, West Java). Data collection methods included questionnaires for students, teachers, and experts. A one-way ANOVA found significant variations across five evaluation dimensions: content relevance, comprehension support, exercise quality, instructional clarity, and motivational appeal (F = 31.648, p < 0.05). Based on the data from the Bonferroni post hoc analysis, the most positive rating for English reading materials was shown by students, followed by teachers, and the lowest by experts. Each group has a unique and different perspective. The findings of this study indicate that current reading materials are sufficient to meet basic curriculum standards and student interests. Still, based on expert observations, they do not meet the standards for teaching quality. Teachers need to find a bridge between the realities of classroom practice and pedagogical objectives. Therefore, a collaborative approach is required to develop English reading skills that align with curriculum objectives, classroom implementation, and student involvement in Islamic Boarding Schools. Development of inclusive materials, collaboration on revision communication with the government, ongoing teacher training, and integration of student feedback are highly recommended for developing practical and relevant student reading materials in Islamic boarding schools in the context and culture of the Islamic boarding school itself.

Traditional Islamic religious educational institutions, such as Islamic boarding schools, are one of the oldest educational institutions that have inspired the birth of various modern secular educational institutions in Muslim countries. However, over time, traditional Islamic boarding schools have been faced with a difficult choice, namely whether they should adapt to modernity or maintain their existence independently and separately from the outside world. This situation does not have a major impact on most Islamic boarding schools, because Islamic boarding schools are based in rural communities. On the other hand, the exclusive attitude of Islamic boarding schools also results in minimal political support to protect the interests of Islamic boarding schools so that they continue to exist. The relationship between Islamic boarding schools and political authorities often experiences ups and downs that sometimes harm Islamic boarding schools, even causing the closure of Islamic boarding schools. This article discusses the comparison of traditional Islamic boarding school education in Turkey and Indonesia and the ups and downs of the relationship between Islamic boarding schools and the ruling authorities in Turkey in the early days of the Republic and Salaf Islamic boarding schools in Indonesia during the New Order. There are several academic reasons underlying the importance of this theme. First, Islamic boarding schools in Turkey and Indonesia face similar challenges, namely a situation where political authorities do not recognize Islamic boarding schools as official educational institutions protected by the state. Second, both are managed independently and independently. Third, Islamic boarding schools in both countries are based on national nationalism and have the same scientific genealogical roots. This study uses a literature study method by relying on books, articles, and relevant books as references.

Islamic Boarding Schools (IBS) play an important role in providing education for the Indonesian people. However, the implementation of education in IBS still mostly prioritizes religious material. As a result, many IBS graduates find it difficult to find work. Entrepreneurship education is one solution to further empower IBS. This study aims to explore the implementation of entrepreneurship education in IBS in Indonesia. This research was conducted at the Dalwa IBS located in Pasuruan Regency, East Java Province, Indonesia. The research data were obtained through field observations, in-depth interviews, and document studies. The results showed several phenomena as follows. First, entrepreneurial activities in IBS have started since the establishment of IBS. Second, entrepreneurial activities are carried out with the premise that IBS activities can run well if they are supported by appropriate financial factors. In particular, entrepreneurship education activities in IBS are aimed at making alumni have an entrepreneurial spirit and independence so that they are able to develop an economic sector that can support their da'wah activities. Third, entrepreneurship activities involve more IBS administrators and the surrounding community. This activity only involves certain students who have strong talents and business interests. In particular, entrepreneurship courses are not held in IBS. However, the students were briefed on entrepreneurship several times so that they also had insight into entrepreneurship. Fourth, entrepreneurship education provides positive benefits for students. Some of these benefits include increasing the interest of students in entrepreneurship so that they can live independently, allowing students to live noble lives, and allowing students to give a lot of alms to the community. Keywords: entrepreneurship education, human resource development, Indonesian IBS DOI: 10.7176/JEP/13-16-05 Publication date: June 30 th 2022

This study discusses the existence of Islamic boarding school education space to become a center for children's character education. This study uses a library research type. This type of research is used to examine and summarize previously existing theories and then reveal theories related to the research title discussed in several points. The discussion points in this article are: first, the definition of Islamic boarding schools; second, the existence of Islamic boarding schools in Indonesia; third, the basic concept of character education; and fourth, Islamic boarding schools as a center for character education. After conducting a more in-depth theoretical study, the results are presented. The study results show that Islamic boarding school educational institutions, namely the first Islamic educational institutions in Indonesia, from their inception until now, have played an important role in shaping students' character by integrating Islamic and cultural values ​​into the learning process. Islamic boarding schools are designed to foster strong and steadfast character in students by emphasizing moral education and religious knowledge.

Islamic boarding schools, commonly known as pesantren, which have been established for a long time, require consistent teaching patterns and must face new problems that arise in adapting, such as the current technological era, without losing the uniqueness or distinctiveness of Islamic boarding schools as their character. Islamic boarding school is a place for deeper religious learning and is believed to bring blessings to students who study religion there. This study continues two previous studies on Islamic boarding schools and multicultural education in Islamic boarding schools by focusing more on the conditions of Islamic boarding schools, which are starting to lose their uniqueness due to the adaptation of government policies, the influence of technology, and responses to the development of demands for students whose diversity changes all the time. This study used a qualitative descriptive method with a phenomenological approach to solve problems and achieve research objectives. Data collection techniques were carried out through direct observation and in-depth interviews. The data obtained were then analyzed by the triangulation technique. The study results indicate that Islamic boarding schools face internal and external conflicts to maintain their existence in the era of technological change. Islamic boarding schools try not to change their uniqueness but face external demands as they accommodate students from different cultures, regions, languages, and even other countries who study religion. Even Islamic boarding schools cannot adapt to government regulations in determining policies for developing Islamic boarding schools in Indonesia.


 Purpose ‒The purpose of this study was to explore the relationship between teachers’ performance appraisal methods and teachers’ job performance and its implications to teaching and learning explicitly in the context of Islamic Boarding Schools in Gontor, East Java Indonesia, a district that has more than 10 school branches in Indonesia.
 Designed/methodology/approach ‒A survey method was employed to collect the data from 110 teachers who had two to five years of teaching experiences. In data analysis, the researchers had applied a two-step approach to test the measured variables representing three latent constructs namely classroom observation, lesson planning, self-appraisal, and teachers’ job performance as the criterion variable. 
 Findings and Results ‒ The findings from descriptive analysis indicated that teachers perceived self-appraisal and classroom observation more frequently than lesson plan. Teachers viewed lesson plan as an adequate method used in teachers’ appraisal. Moreover, correlation analysis revealed that two of TPA methods namely classroom observation and self-appraisal, were positively correlated with teachers’ job performance, while lesson planning was found to have no correlation with job performance. The regression results concluded that the best predictor of teachers’ job performance was lesson planning.
 Research limitations/implications ‒This research only focuses on Islamic boarding school in Gontor East Java Indonesia. 
 Originality/value: The implementation of teachers’ appraisal in Islamic Boarding School is unique to educational institutions in Muslim country such as in Indonesia. Thus, the findings could be generalized to other school branches of Gontor and schools which have similar characteristic and curriculum to those of Gontor.
 Keywords: Multiple regression analysis, Performance appraisal, Classroom observation, Self-appraisal, Lesson plan, Job performance, Instructional leadership, Islamic Boarding School.
 Paper type: Research paper

Islamic boarding schools are Islamic educational institutions that provide teaching, education, and example every second, minute, and hour from a kyai to its students. Education in Islamic boarding schools aims to forge students into independent individuals and develop a spirit of togetherness, which includes an attitude of mutual assistance, solidarity, and brotherhood among fellow students. In terms of individual character development, Islamic boarding schools teach a frugal attitude and simple living that is far from consumerism. The role of Islamic boarding schools in Indonesia is not only as educational institutions but also as religious institutions which are the basis for the process of forming the character of the people. In Islamic boarding schools, the basics of science are taught to shape the character of the people, because having good character is an obligation that students must have when they enter society. As a da'wah mission in the form of providing an example. Thus, Islamic boarding schools as Islamic educational institutions have great potential for the formation of human resources and the potential for realizing the nation's intelligence prosperity, and good character. There is quite a bit of da'wah that can be done through Islamic boarding schools, both da'wah which conveys Islamic teachings, as well as da'wah about life and of course for the formation of the character of the people.

Islamic boarding schools in Indonesia are often considered an important aspect of religious education. One aspect of the discussion that is rarely discussed in Islamic boarding schools is women's empowerment and gender equality because this is often considered an idea derived from western ideology and education. However, to solve the country's economic and development problems, ideas and discussions around gender equality and women's empowerment are now increasingly coming to the fore and becoming a public concern. One of the institutions that became the focus of this research was the involvement of Islamic boarding schools in teaching these ideas to their students. Thus, the main question in this study is how gender and women's empowerment are implemented in Islamic boarding schools. This study uses a qualitative approach with phenomenological studies to explore and identify existing field results by carrying out field observations and interviews with various speakers including educators and students as the primary method of data collection. Observations and interview questions are based on research formulations that focus on the practice and involvement of institutions and each Islamic boarding school actor in gender equality and women's empowerment. The results illustrate the role of an educational institution that optimizes education based on gender equality and women's empowerment in its curriculum. In addition, each individual also has an active role in efforts to empower women to change the negative stigma brought by conservative Islamic understanding of women. Education in Islamic boarding schools also actively tackles radicalism among its students. This study discusses how Islamic boarding schools in Tasikmalaya are reforming their curriculum and environment to assimilate with gender education and women's empowerment.

The emergence of the IBS Accounting Guidelines that were effectively used in 2018, has greatly helped Islamic Boarding School (IBS) in Indonesia in preparing financial reports. Based on the data base for IBS in the Ministry of Religion, until 2019 there are 29 IBS with approximately 7700 students. IBS are non-profit organizations, namely organizations that obtain their own capital or fund capital by increasing the surplus, accepting donations or donations from individuals or community groups. This study aims to determine the extent to which the implementation of IBS accounting guidelines in improving the quality of financial reports of the Al-Mujaddadiyyah Islamic Boarding School. This type of research is qualitative research, using descriptive methods. Data presented in descriptive form without being processed with data reduction analysis techniques, data presentation, and drawing conclusions. With this research, it is expected to obtain information about preparing IBS financial reports according to standards, namely the IBS Accounting Guidelines.

Education in Islamic boarding schools in Indonesia is vital for deepening religious knowledge and developing other skills, such as bilingual abilities. To enhance motivation, reward and punishment methods based on behaviorism theory can be used. This study examines how rewards and punishments affect English learning motivation at MTA Al-Amien Prenduan Islamic Boarding School. Using a quantitative approach, the study involved 100 students chosen from a group of 961 through cluster sampling. Data was collected with a reliable and valid questionnaire and analyzed with classical assumption tests. Linear regression was used to explore the relationship between rewards, punishments, and student motivation. The results showed that both rewards and punishments significantly impact student motivation (p < 0.05). Specifically, the t-test values for both rewards and punishments were 4.071, higher than the t-Table value of 1.661. The F test also confirmed that rewards and punishments together have a significant effect on motivation (F = 27.660, p < 0.05). This study provides both theoretical insights into the role of rewards and punishments in education and practical recommendations for educators. The findings can help in creating effective strategies and policies to enhance student performance in language and religious education in Islamic boarding schools.

Abstract: This research discusses the scientific transmission of Al-Azhar University in Egypt and Islamic boarding schools in Indonesia. Pondok pesantren is the oldest educational institution in Indonesia. The existence of Islamic boarding schools in Indonesia is inseparable from the relationship between Indonesia and the Middle East, especially with Mecca and Al-Azhar Egypt. Indonesian scholars who carry out the Haj pilgrimage are accompanied by studying in Makkah and then continuing their studies at Al-Azhar Egypt. After that, he returned to Indonesia and opened a boarding school in Indonesia. In addition, the curriculum taught in Islamic boarding schools in Indonesia is the books made by Al-Azhar scholars in the fields of jurisprudence, knowledge and interpretation so that there is direct or indirect scientific transmission between Al-Azhar University and Islamic boarding schools in Indonesia. Keywords: Transmission, Science, Al-Azhar University, Egypt, Islamic boarding schools

This research discusses the scientific transmission of Al-Azhar University in Egypt and Islamic boarding schools in Indonesia. Pondok pesantren is the oldest educational institution in Indonesia. The existence of Islamic boarding schools in Indonesia is inseparable from the relationship between Indonesia and the Middle East, especially with Mecca and Al-Azhar Egypt. Indonesian scholars who carry out the Haj pilgrimage are accompanied by studying in Makkah and then continuing their studies at Al-Azhar Egypt. After that, he returned to Indonesia and opened a boarding school in Indonesia. In addition, the curriculum taught in Islamic boarding schools in Indonesia is the books made by Al-Azhar scholars in the fields of jurisprudence, knowledge and interpretation so that there is direct or indirect scientific transmission between Al-Azhar University and Islamic boarding schools in Indonesia. Keywords: Transmission, Science, Al-Azhar University, Egypt, Islamic boarding schools