MAHAROT: Journal of Islamic Education Vol.
No.
2, 2025
ISSN: 2580-3980 .
2580-3999 .
http://ejournal.
id/index.
php/maharot THE ROLE OF PESANTREN IN IMPLEMENTING THE EDUCATIONAL TRIUMVIRATE THROUGH TRANSFORMATIVE HERITAGE IN SOCIETY 5.
Received 17-10-2025 Revised 29-12-2025 Accepted 30-12-2025 DOI : 10.
28944/maharot.
v?n?.
p??-?? Izzat Amini*.
Abdullah Muhammadi.
Nafilatur Rohmah.
Wildana Zulfa Universitas Al-Amien Prenduan.
Indonesia *zataastaa@gmail.
Keywords:
Pesantren Abstract Pesantren in Indonesia are currently facing a paradoxical challenge between preserving their traditional values and adapting to the demands of modernization in the era of Society 5.
This study aims to analyze two main aspects: .
the role of pesantren in strengthening the synergy of the educational triumvirate, and .
the concept of Educational Heritage Transformative as a response to the challenges of Society 5.
This research employs a qualitative approach using a case study design.
Data were collected through in-depth interviews with key informants, observations of educational activities, documentation of institutional policies, and Focus Group Discussions (FGD.
Data validity was ensured through credibility, transferability, dependability, and confirmability techniques, while data analysis was conducted through data condensation, data display, and conclusion drawing.
The findings indicate that Puncak Darus Salam has successfully implemented the synergy of the educational triumvirate through concrete programs such as the International Class Program (ICP), supported by government collaboration, and the deployment of Guru Tugas .
eaching delegate.
to various regions, including international This synergy functions as a collaborative model among Pesantren, government, and society in fostering value-based education and 21st-century competencies.
Furthermore, the study proposes the concept of Educational Heritage Transformative as a strategic framework for preserving the distinctive identity of pesantren while simultaneously responding to the challenges of global modernization.
AMAHAROT: Journal of Islamic Education.
This work is licensed under CC BY-NC-SA 4.
INTRODUCTION
Pesantren are often considered educational institutions with a rich heritage, both in terms of knowledge and Islamic values, as well as social values.
In this regard, the "yellow books" .
itab turat.
maintained in pesantren play a crucial role in disseminating Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
Islamic knowledge in Indonesia (Maknun, 2.
In the Islamic aspect, pesantren not only transmit Islamic knowledge and teachings, but also build strong character in their students to face the currents of modernity that often question tradition (Supratman.
This assumption has the consequence that pesantren are faced with the choice between preserving traditional values and engaging in dialogue with contemporary Two aspects that have drawn the attention of researchers and academics regarding the adaptive attitude of pesantren in facing the era of Society 5.
0 are: first, the process of managerial and structural transformation.
and second, the consistency of pesantren in shaping the identity and character of prospective graduates in accordance with the demands of the times.
The first point suggests that change is inevitable, requiring pesantren to reform their educational systems.
A well-organized management system will enhance the Islamic boarding school's reputation in the community (Saraswati et al.
, 2.
Likewise, an effective organizational structure can increase the operational effectiveness of pesantren (Perawironegoro, 2.
In the context of managerial and structural transformation, one of the most effective strategies is digitalization.
This includes not only incorporating technology into learning but also into administrative management and academic information systems (Azzet, 2.
Meanwhile, the second point emphasizes that pesantren are expected to prioritize output-oriented education.
They are expected to produce graduates who not only master theoretical content but also practical content.
In the context of traditional Islamic boarding schools, modernization is not without challenges, as these challenges tend to be continuous and complex, including institutional quality, scientific problems, and political problems (Wahid, 2.
This problem illustrates that pesantren cannot stand alone without synergizing with other educational units, especially with the government and parents.
Law Number 18 of 2019 is a valid demonstration of the synergy between Islamic boarding schools, the government, and parents .
he communit.
This law not only provides the legal basis for managing Islamic boarding schools, but also grants them the right to recognition, protection, and empowerment as a sub-national educational institution with an Islamic character and a community base (Sutrisno et al.
, 2.
At the macro level, the government guarantees the sustainability of pesantren through its policies, while at the micro level, pesantren are expected to be able to carry out their Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
educational activities without being uprooted from the historical roots of their founding, namely the role and contribution of the community.
Through this synergy, it is not impossible for pesantren to make a significant contribution in this era of Society 5.
pesantren are considered to possess unique They not only function as places to produce religious scholars, but also play a crucial role in shaping the character and social skills of their graduates.
This means that the characteristics of mutafaqqih fid dn .
eepening religious knowledg.
, mundzirul qaum .
arning one's fellow me.
, and mastery of social relations are truly born from the womb of Islamic boarding schools.
Therefore, without being uprooted from their traditional roots and maintaining the philosophical values .
hilosophical conten.
of their institutions, pesantren are expected to have a real social contribution .
ocial conten.
to religion, the nation, and the state.
The mastery of Islamic boarding school graduates in the context of the problems currently facing Indonesia and with the capital of mastery of Islamic religious knowledge and law, further confirms that Islamic boarding school graduates can be role models for society, are able to develop national values, and have a contribution in building the nation's character (Hanafi et al.
, 2.
Moreover, the Society 5.
0 era focuses on utilizing technology to improve the quality of human life.
At this point, pesantren are required to resist the forces of globalization.
They are expected to adapt to advances in digital technology while also upholding humanitarian values.
For this reason, in the context of strengthening its existence, pesantren are expected to be able to accommodate two things: .
making traditional and religious values .
eligio-traditiona.
the basic color of its institutions.
carrying out transformations based on logical values .
ogic-transformativ.
in the context of developing its institutions (Zada, 2.
In his research.
Syahputra emphasized that successful pesantren are those that are able to combine tradition with modernization and create inclusive education that is relevant to current developments (Syahputra, 2.
Based on the research subject and the description of the phenomenon above, this study has the following significance: First, philosophical significance: discussing educational heritage through a transformative approach.
Second, sociological significance: offering education based on the synergy of the educational triumvirate so that it can become a reference for national education policy.
Third, educational significance: combining a values-based education curriculum with 21st-century skills.
Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
Fourth, practical significance: as a reference for pesantren in developing strategies to adapt to changing times without losing their traditional roots.
METHODS
This research is oriented towards a holistic case study, as is characteristic of qualitative research with a case study type.
The following are the directions of this research: .
it is conducted in a natural setting.
it focuses on descriptive data rather than numerical data.
it emphasizes processes rather than outcomes.
it is inductive in nature.
it emphasizes meaning (Sugiyono, 2.
The objects of this research include: .
the synergy of the educational triumvirate, and .
the transformative educational heritage of Islamic boarding schools.
Data types and sources consist of three main elements, namely place, actors, and activities, as proposed by Sugiyono.
These three elements are expected to interact synergistically within the research setting (Sugiyono.
The data collection techniques used included interviews, observation, and Data were collected in narrative form, describing the processes and dynamics occurring at the research site (Creswell, 2.
Suryana .
emphasized that the research orientation is to collect data, using the following techniques: .
interviews, in which the researcher selected informants using a maximum variation strategy, focusing on individuals who possess deep understanding of the research topic.
observation, conducted during foundation meetings, community council meetings, and daily pesantren activities over a 24-hour cycle and carried out in stages.
and and .
documentation, involving the collection and analysis of documents related to regulations, policies, and institutional rules at the research site.
To ensure the trustworthiness of the data, this study applied credibility, transferability, dependability, and confirmability Data analysis was carried out through systematic stages consisting of data condensation, data display, and conclusion drawing (Michael et al.
, 2.
, enabling the researcher to interpret patterns, relationships, and meanings comprehensively within the research context.
RESULTS AND DISCUSSION
Educational Heritage in Pesantren Jauhari emphasized that the system and even the form of education offered by pesantren cannot be found anywhere else, including abroad.
Such a system exists only in Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
Indonesia, not even in the birthplace of Islam, the Arab world (Jauhari, n.
This assertion opens a new analytical space for scholars to understand the distinctive characteristics of pesantren as educational institutions.
The point of emphasis that Jauhari pays attention to above lies in the form, system, and pattern of traditional education adapted by Islamic boarding schools, which confirms that pesantren possess distinctive educational characteristics.
Although there are similarities in subject matter between pesantren and institutions in the Arab world, these similarities are not accompanied by similarities in form, system, or educational patterns (Jauhari, n.
The assertion that pesantren are Islamic educational institutions with unique characteristics, systems, forms, and educational patterns that differ from those found in other countries is not the sole reason for declaring them uniquely Indonesian.
The strength of pesantren lies not only in these three elements, but also in their educational heritage, which serves as the primary foundation for developing educational systems and human resources within them.
This inherited educational heritage consists of values passed down from the founders of the pesantren to subsequent generations, which function as guidelines for institutional development without detaching from traditional The educational heritage of pesantren encompasses values, systems, traditions, and learning practices.
In terms of values, some pesantren have rules, norms, and doctrines that characterize their identity.
La Tansa pesantren, for instance, upholds the values of sincerity, simplicity, self-reliance.
Islamic brotherhood, and freedom, reflected in its motto: noble character, healthy body, broad knowledge, and independent thinking.
Sidogiri Islamic Boarding School promotes the slogan: religion, nation, and state.
Meanwhile.
Darussalam Gontor Modern pesantren is known for its philosophical expression.
AuGo to Gontor.
What Are You Looking For?Ay (Amini, 2.
In a systemic context, the leadership of the kiai and their scholarly authority constitute key factors in the sustainability of Islamic boarding schools.
Not only academic competence, but also managerial ability, leadership capacity, and daAowah competence influence parentsAo decisions to entrust their children to pesantren.
Furthermore, longstanding traditions such as kitab kuning studies, bahtsul masAAoil, and religious rituals continue to be preserved as integral components of pesantren education.
Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
This educational heritage is implemented through an integration-interconnection According to Cahyono .
, this approach is manifested in the five-soul .
anca jiw.
framework, which serves as the foundation for developing individuals capable of achieving success across various dimensions of life.
The implementation of this educational heritage is expected not only to enhance the quality of students, teachers, and pesantren communities, but also to strengthen relationships between pesantren and the broader social environment, thereby fostering sustainable social capital.
Pesantren inherently possess social capital, including strong community relations, alumni trust, and extensive social networks.
These relationships are not transactional in nature but are built upon sincerity, trust, and the continuity of scholarly traditions across Through this foundation, pesantren function as centers of moral and social authority within society.
Bourdieu emphasized that institutions can mobilize various forms of capital to enhance adaptability, including social, economic, cultural, and symbolic capital (Azmi.
In this context, pesantren establish strategic relationships with religious leaders, government officials, and higher education institutions.
Through the active involvement of alumni, pesantren strengthen their moral, social, and institutional capital.
Economic capital, which encompasses material resources and financial capacity, also plays a significant role.
Pesantren may receive support from philanthropic institutions, alumni donations, and community contributions, as well as develop internal business units such as cooperatives to support institutional sustainability (Azmi, 2.
In terms of cultural capital, pesantren preserve and transmit traditions through educational practices, religious rituals, and linguistic mastery.
The continued use of classical learning methods such as sorogan, bandongan, halaqah, and bahtsul masAAoil reflects the preservation of intellectual heritage.
In addition, mastery of Arabic and English as languages of knowledge and communication enables pesantren to engage with global discourse.
Thus, the integration of religious knowledge, general education, and local wisdom represents an ongoing process of cultural transmission.
Symbolic capital refers to the accumulation of prestige, recognition and moral authority (Azmi, 2.
In this regard, the charisma and authority of the kiai serve as powerful symbolic resources for pesantren.
Through their roles as religious leaders and moral exemplars, they strengthen the institutional legitimacy of pesantren within society and contribute to their recognition at both national and international levels.
Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
The Concept of Educational Heritage Transformative Essentially.
Pesantren have a philosophical role oriented toward the formation of a perfect human being, one that balances faith, knowledge, and good deeds.
To achieve this goal, pesantren not only teach knowledge and skills .
he transfer of knowledg.
, but also instill moral values and independence.
Through this holistic approach, pesantren can play a vital role in fostering a society of character and integrity.
Research by Hanafi et al.
shows that the real contribution of pesantren to the nation will be achieved if pesantren do not only focus on producing intelligent graduates, but are oriented towards forming individuals with noble character grounded in independence, devotion, and broad national insight.
One suggestion regarding the role of pesantren in the contemporary context is to integrate Pancasila values into both the curriculum and studentsAo daily lives.
Zaman et al.
state that developing a balance between spiritual and moral values can be achieved when students internalize and implement the values of religiosity and humanism embedded in Pancasila.
A more specific perspective that pesantren can adopt in the current context is theo entrepreneurship training and sustainable agricultural practices (Rini, 2.
Through this approach, pesantren can function not only as religious institutions but also as centers for community economic empowerment.
Research by Yusuf and Ma'sum .
concludes that pesantren make a significant contribution not only to character formation but also to leadership development, the preservation of national culture and identity, and national development more broadly.
In the context of transformation, this study adopts Mezirow's transformative learning theory which emphasizes transformation through critical reflection and This process enables individuals to become more open, tolerant, reflective, and oriented toward renewal (Falaq et al.
, 2.
This transformative framework provides a strong theoretical foundation for pesantren to integrate traditional values with adaptive and modern educational approaches that respond to contemporary challenges.
One of the findings at the Darussalam Puncak Pesantren is the existence of an international class known as the International Class Program (ICP).
According to Hermanto .
ICP represents a form of global education whose success depends heavily on synergy among educational institutions, families, and communities.
Without family Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
support as a foundation for character formation and community involvement as a space for social practice.
ICP risks losing its value orientation and identity.
The findings related to ICP indicate a transformation in the Islamic boarding school education system that extends beyond traditional boundaries, thereby highlighting the need for integration between traditional and modern education as an adaptive strategy in responding to contemporary challenges.
The process of integrating the traditional Islamic education with modern educational approaches is a necessity in responding to increasingly complex global This integration encompasses not only curriculum development but also the incorporation of contemporary values and adaptive teaching strategies.
To achieve holistic education, pesantren are expected not only to instill spiritual values but also to equip students with practical skills.
In this context.
Musfah et al.
In Kusumawati & Nurfuadi .
recommend several curriculum principles that should be adopted by Islamic boarding schools, namely the child-centered curriculum, the social function curriculum, and the experiential curriculum.
Within the framework of a student-centered curriculum, pesantren structure learning based on studentsAo ability levels, such as ula, wustha, and Aoulya.
They also provide facilities that support studentsAo self-development, including entrepreneurship training Within the framework of a social-function-based curriculum, pesantren are expected to develop community service programs, such as community outreach activities (KKN).
Friday sermons, and imamah practice in local prayer rooms.
Synergy of the Educational Triumvirate The concept of the educational triumvirate essentially involves three essential elements: teachers, parents, and the community.
It is hoped that each of these elements complements the other and contributes to a child's education.
Furthermore.
Ibn Khaldun argued that education aims to produce individuals who are useful to society (Mulation.
Within this framework, the roles and relationships among the components of the educational triumvirate are not merely normative but require concrete implementation in educational practice.
Schools have a duty to educate the nationAos children.
however, they cannot stand alone without the support of parents and the community.
Fajari et al.
argue that emotional and moral support for children is a parental obligation.
Conversely, a lack of Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
collaboration among these three parties can result in children not receiving adequate education (Fajari et al.
, 2.
Annisafitri and Toni in Wuri .
emphasized that schools, parents, and the community are inseparable.
within the educational context, all three can mutually contribute to and benefit from one another, significantly influencing educational development.
Based on an understanding of the importance of synergy among parents, teachers, and the community in education, pesantren are strategically positioned to contextualize this role.
They are expected to function as agents of social change.
Practically, several concrete steps can be taken by pesantren to foster synergy within the educational entrepreneurship education into the curriculum.
and third, development of studentsAo character and future graduates.
In the context of community empowerment, pesantren are expected to play a role in building community resilience through sustainable development by integrating Islamic values into social and economic contexts.
Pesantren can serve as agents of change and facilitators of educational synergy within the community (Asdlori, 2.
Furthermore, pesantren are expected to develop the character of their students and prospective graduates through the following steps: .
integrating Islamic values into the curriculum and daily student activities, and .
developing innovative and participatory learning methods.
Sulaeman et al.
emphasized that character building will be successful when education in pesantren is implemented in an integrated This means that positive interactions between students, teachers, and the community must become habitual and continuously practiced.
Through such interactions, students can directly learn and internalize moral and ethical values.
In the context of organizational theory.
Bryson in .
emphasized that the educational triumvirate operates within a mutually supportive ecosystem.
He proposed that communication, participation, and the accommodation of diverse interests and values can be achieved through strategic planning, resulting in appropriate policies and This framework provides a foundation for pesantren to formulate strategic steps that respond to global dynamics, particularly in strengthening tolerant character and digital literacy.
Providing students with the values of humanism and tolerance enables them to adapt and interact effectively within diverse social and cultural environments (Maksum.
Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
In addition, the development of digital literacy is essential.
Pesantren can integrate digital literacy into their curriculum to help students adapt to technological advancements (Prastyo, 2.
Efforts to produce graduates who possess tolerance, adaptability, and humanistic values cannot be achieved instantly.
rather, they require continuous synergy among families, schools, and society.
The concept of synergy between families.
Islamic boarding schools, and the community consists of three essential elements: First, cooperation.
Families entrust educational authority to the kiai and ustadz through shared commitments to discipline, manners, and moral values throughout the educational process.
At the same time, families remain responsible for maintaining moral education at home.
The community is expected to support educational activities by accommodating socio-religious programs such as Friday sermons, cultural outreach, and other community initiatives.
Second.
Strengthening Character Education.
Parents are expected to instill basic values such as honesty, sincerity, and independence before sending their children to Islamic boarding schools, while maintaining continuous communication with educational Pesantren reinforce character education through structured programs, such as the study of moral texts and the creation of an Islamic, tarbawi, and maAohadi Meanwhile, the community serves as a practical arena where students can apply moral values in real social contexts.
Third, shared responsibility.
Families bear moral responsibility for studentsAo education outside the boarding school environment, particularly when students return They are expected to maintain value consistency and avoid undermining Pesantren are responsible for ensuring that moral development programs are implemented systematically and measurably.
Meanwhile, the community has a moral obligation to provide a supportive social environment that aligns with the values upheld by the Islamic boarding school.
One Islamic boarding school that has successfully transformed its educational system is Puncak Darussalam Pesantren.
One manifestation of this transformation is the implementation of the educational triumvirate synergy through the deployment of graduate teachers to various regions.
According to available data, graduates have been assigned to remote areas across Indonesia, including Kalimantan, several regions of West Java and Sumatra, and even neighboring Malaysia.
For Puncak Darussalam Pesantren, these graduates function as ambassadors who serve the community and disseminate Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
knowledge grounded in the values cultivated within the Pesantren.
Prior to deployment, these teacher candidates (Calon Guru Tuga.
are equipped with competencies in leadership, moral development, time management.
QurAoanic instruction, ubdiyah, and tadrsiyyah (Jamaluddin, 2.
Based on the discussion above, it can be concluded that Puncak Darussalam Islamic Boarding School has successfully integrated the roles of family.
Islamic boarding school, and community in a synergistic manner.
The existence of the International Class Program (ICP) demonstrates the institutionAos ability to respond to global challenges while maintaining its Islamic values and identity.
This synergy is strengthened by the role of the family as the foundation of character formation, the pesantren as a center of knowledge and value transformation, and the community as a space for social Through this integration of traditional and modern education.
Puncak Darussalam Islamic Boarding School effectively meets both internal educational needs and broader societal demands for morally grounded, adaptive, and socially relevant human resources.
CONCLUSION
Pesantren play a strategic role in preserving, transforming, and synergizing educational heritage with the demands of the times through an integrative and transformative approach.
The educational heritage of pesantren encompasses not only a unique and distinctively Indonesian traditional system, but also philosophical values that can shape holistic individuals who embody a balance between faith, knowledge, and good Within the context of the synergy of the educational triumvirate, pesantren serve as mediators and agents of social change by connecting these three elements.
This synergy is essential for building a collaborative, adaptive, and sustainable educational Through the active role of Islamic boarding schools, this collaboration can be realized in the form of community empowerment, character strengthening among students, integration of Islamic values and Pancasila, and the development of digital By implementing a transformative educational approach, pesantren not only maintain their cultural and spiritual identity but also adapt to the challenges of Society 0, which demands a balance between technological advancement and humanistic Amini, et al.
, | MAHAROT Vol.
No.
2, 2025
In this way, pesantren can function as central hubs in developing high-quality human resources who possess strong character, global competitiveness, and deep-rooted Islamic and national values.
REFERENCES