Bridging Faith and Knowledge: Reframing Holistic Islamic Education for Integrity-Based Character Formation
DOI:
https://doi.org/10.21111/at-tadib.v20i2.37Keywords:
Holistic Education, Character Development, Gontor Curriculum, Islamic Education, Integrated Knowledge.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.
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