Holistic and Integrative Observation Pillars in Islamic Education in Islamic Boarding Schools

Syaharani Elistya Hafidz; Asri Asri; Adi Tri Soiman; Naila  Zahrotunnisa; Ali Muhdi

Authors

Syaharani Elistya Hafidz Islamic Education Study Program, Faculty of Tarbiyah and Teacher Training, Prof. K.H. Saifuddin Zuhri State Islamic University of Purwokerto, Indonesia.
Asri Islamic Education Study Program, Faculty of Tarbiyah and Teacher Training, Prof. K.H. Saifuddin Zuhri State Islamic University of Purwokerto, Indonesia.
Adi Tri Soiman Islamic Education Study Program, Faculty of Tarbiyah and Teacher Training, Prof. K.H. Saifuddin Zuhri State Islamic University of Purwokerto, Indonesia.
Naila Zahrotunnisa Islamic Education Study Program, Faculty of Tarbiyah and Teacher Training, Prof. K.H. Saifuddin Zuhri State Islamic University of Purwokerto, Indonesia.
Ali Muhdi Islamic Education Study Program, Faculty of Tarbiyah and Teacher Training, Prof. K.H. Saifuddin Zuhri State Islamic University of Purwokerto, Indonesia.

Keywords:

Islamic Religious Education, Holistic-Integrative Approach, Islamic

Abstract

This study examines the implementation and strengthening of holistic–integrative Islamic Religious Education (PAI) in Pesantren Mahasiswa An-Najah (PESMA An-Najah). Islamic boarding schools are educational institutions that integrate religious knowledge, moral formation, and daily practices into a unified learning system. This research aims to describe how holistic PAI learning is applied through the pillars of kitab studies, role modeling (uswah hasanah), and pesantren-based activities, as well as to analyze the strategies used to strengthen this approach amid contemporary challenges. Using a descriptive qualitative method, data were collected through in-depth interviews with the Director of Madrasah Diniyah (Madin), observations of pesantren activities, and documentation analysis. The findings indicate that holistic PAI learning is implemented through structured daily habituation, a tiered Madrasah Diniyah system, exemplary behavior of caregivers and teachers, and student organizational activities under OSMA. These components collectively foster the development of students’ cognitive, affective, and psychomotor aspects. Supporting activities such as literacy programs, religious arts, and language communities further enhance students’ intellectual, spiritual, and social competencies. However, challenges remain, including time management for students who are also university learners and differences in educational backgrounds. The study concludes that holistic integrative PAI at PESMA An-Najah effectively internalizes Islamic values when supported by consistent role modeling, differentiated learning strategies, and adaptive institutional management. This research contributes to the development of a contextual and sustainable model of pesantren-based Islamic education.

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