A Social Reconstruction–Based Model for Muadalah Curriculum Development at Pesantren Al-Abraar, South Tapanuli
Keywords:
Muadalah Curriculum; Social Reconstruction; Pesantren; Curriculum Development; Integrative Islamic Education.Abstract
This study provides an in-depth examination of the Muadalah Curriculum development model at Pesantren Al-Abrar, South Tapanuli, using social reconstruction as its analytical framework. Employing a qualitative method with a case study design, the research collected data through in-depth interviews, participatory observations, and document analysis to explore the processes of formulation, implementation, and the curriculum’s relevance to contemporary societal needs. The findings indicate that Pesantren Al-Abrar adopts an integrative curriculum model grounded in perennial-essentialist philosophy, which proportionally combines Ulum Islamiyyah, Ulum Lughawiyyah, and Ulum ‘Ammah. This curriculum not only preserves the classical Islamic scholarly tradition but also responds to modern demands by strengthening competencies in foreign languages, science, technology, social literacy, and character formation. The curriculum’s implementation follows the principles of a spiral curriculum, allowing content to progress gradually and systematically in accordance with students’ developmental stages. The Muadalah Curriculum at Pesantren Al-Abrar proves to function as a social reconstruction instrument that bridges the preservation of values with educational innovation. This study underscores the importance of reinforcing social orientation, continuous adaptation, and contextualized curriculum design to ensure that pesantren education remains relevant, adaptive, and competitive in the modern era.
References
I. Mujahid, “Islamic orthodoxy-based character education: creating moderate Muslim in a modern pesantren in Indonesia,” Indones. J. Islam Muslim Soc., vol. 11, no. 2, pp. 185–212, 2021, doi: 10.18326/ijims.v11i2.185-212.
A. Faradila, “Curriculum Development Model for Renewal of Islamic Boarding Schools and Madrasah Education,” Abjadia Int. J. Educ., vol. 9, no. 1, pp. 112–121, 2024, doi: 10.18860/abj.v9i1.26803.
Mushollin, “Kurikulum Pondok Pesantren Muadalah,” NUANSA J. Penelit. Ilmu Sos. dan Keagamaan Islam, vol. 11, no. 1, pp. 127–150, 2014, [Online]. Available: http://ejournal.iainmadura.ac.id/index.php/nuansa/article/view/184
F. A. Rahman, Q. Qowaid, and E. Norman, “Implementasi Desain Kurikulum Muadalah di Pondok Pesantren Darussalam Ciomas Bogor,” J. Dirosah Islam., vol. 5, no. 1, pp. 122–133, 2022, doi: 10.47467/jdi.v5i1.2258.
C. F. Yusuf, Pedoman Pesantren Mu’adalah. Jakarta: Direktur Jenderal Direktur Pendidikan Diniyah dan Pondok Pesantren, 2009.
W. Firdaus and D. Mardiana, “Development of Islamic Boarding School Curriculum Through Equalization Policies,” vol. 9, no. 1, pp. 59–73, 2024, doi: 10.18326/attarbiyah.v9i1.59-73.
M. Yolanda and A. Efendi, “Curriculum Transformation at Islamic Boarding High School : Moving Ahead Modernism,” vol. 17, no. 1, pp. 982–993, 2025, doi: 10.35445/alishlah.v17i1.6267.
A. Herniawati, H. Basri, and A. Suhartini, “Promoting Curriculum and Learning System at Mixed Islamic Boarding Schools : A Literature Review,” vol. 3, no. 3, pp. 137–146, 2025.
M. Ilyasin, “Transformation of Learning Management: Integrative Study of Islamic Boarding School Curriculum,” Din. Ilmu, vol. 20, no. 1, pp. 13–22, 2020, doi: https://doi.org/10.21093/di.v20i1.2006.
M. Subekhan, N. Suryapermana, U. Islam, N. Sultan, and M. Hasanuddin, “Curriculum Development Management in Islamic Boarding Schools: Effective Strategies in Countering Radicalism,” vol. 10, no. 01, pp. 125–134, 2024.
Nurkholis and A. B. Santosa, “Manajemen Pengembangan Kurikulum Berbasis Pesantren,” J-MPIJurnal Manaj. Pendidik. Islam, vol. 7, no. 2, pp. 113–130, 2022, doi: https://doi.org/10.18860/jmpi.v7i2.17023.
A. Darda, “Integrative Curriculum Management Model: The relation of Symbiosis-Mutualism Academic Subject Curriculum and Social Reconstruction in Modern Islamic boarding school of Darussalam Gontor Ponorogo,” Educ. J. Pendidik. Islam, vol. 2, no. 2, p. 95, 2018, doi: 10.21111/educan.v2i2.3267.
J. Arroisi, “Coping the discrepancy between moral and intellectual achievement : the model integration of higher education and modern Islamic boarding schools in Indonesia,” vol. 14, no. 2, pp. 231–257, 2024, doi: 10.18326/ijims.v14i2.231-257.
A. Syafiq and E. Rahardja, “The Transformation Model of Islamic Boarding Schools in Curriculum Development Seen from Local Religiosity towards Global Ideality at the Raudloh Al Thohiriyah Islamic Boarding School Kajen Pati,” vol. 32, no. 1, pp. 26–37, 2023.
M. B. Miles and A. M. Huberman, Qualitative Data Analysis: an Expanded Sourcebook. London: SAGE Publications, 1994.
Jusubaidi, T. Lindgren, A. Mujahidin, and A. C. Rofiq, “A Model of Transformative Religious Education: Teaching and Learning Islam in Pondok Modern Darussalam Gontor , Indonesia,” Millah J. Relig. Stud., vol. 23, no. 1, pp. 171–212, 2024, doi: 10.20885/millah.vol23.iss1.art6.
D. Burton, “Ways Pupils Learn,” in Learning To Teach In The Secondary School, 8th ed., Routledge, 2019, ch. Ways Pupil, p. 15. doi: . https://doi.org/10.4324/9781315142401-24.
N. Junaeni, “Konsep Pendidikan Aliran Rekontruksionalisme Dalam Penyusunan Kurikulum Pendidikan,” ATTAQWA J. Pendidik. Islam dan Anak Usia Dini, vol. 2, no. 2, pp. 95–102, 2023, doi: https://doi.org/10.58355/attaqwa.v2i2.45.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Manshuruddin, Charles Rangkuti; Bahtiar Siregar
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
International Conference On Islamic Community Studies, Education and Science, its website, and the articles published therein are licensed under a 
