الاستمرارية والتحول في التربية الإسلامية: مقارنة بين المدرسة المستنصرية والمعاهد المعاصرة في إندونيسيا

Abstract

Islamic education has undergone institutional and pedagogical changes, moving from classical Islamic educational traditions toward various forms of contemporary Islamic education. The Madrasah al-Mustansiriyyah in Baghdad is one important institution that reflects the diversity of educational methods found in the Islamic intellectual tradition, including memorization, oral instruction, imlāʾ, ḥalaqah, discussion, scholarly activities, riḥlah ʿilmiyyah, and ijāzah. This study aims to examine the continuity and transformation of these pedagogical elements within contemporary Indonesian pesantren education. The study employs a qualitative approach with a historical-comparative design, drawing on literature review, written academic communication, and interviews. The literature was used to reconstruct the pedagogical characteristics of al-Mustansiriyyah and the development of Islamic educational pedagogy, while primary data were obtained through written academic communication and interviews with five informants concerning al-Mustansiriyyah and educational practices in two Indonesian pesantren. The data were analyzed thematically and comparatively based on pedagogical forms, learning functions, teacher–student relationships, and forms of adaptation. The findings indicate relatively strong continuity in memorization, oral and text-based learning, and ijāzah, while discussion, imlāʾ, ḥalaqah, scholarly activities, and riḥlah have undergone varying degrees of transformation. Musyawarah has expanded the function of discussion into a form of collective learning; imlāʾ may take place among students through mutual transmission and correction; ḥalaqah has shifted toward a space for deeper learning and mentoring; while riḥlah has declined as a form of scholarly travel and has partly shifted toward experiential service. Ijāzah, meanwhile, continues to serve as a means of scholarly transmission and legitimization.