KONSTRUKSI PENDIDIKAN AGAMA ISLAM TRANSFORMATIF PEMAHAMAN ULAMA PEREMPUAN DI PONDOK PESANTREN AL-BAROKAH DAN AL-MUQORROBIN TERKAIT NAS YANG DIPERSEPSI BIAS GENDER

Iffah Khoiriyatul Muyassaroh, M.Pd, NIM.: 22304011009 (2026) KONSTRUKSI PENDIDIKAN AGAMA ISLAM TRANSFORMATIF PEMAHAMAN ULAMA PEREMPUAN DI PONDOK PESANTREN AL-BAROKAH DAN AL-MUQORROBIN TERKAIT NAS YANG DIPERSEPSI BIAS GENDER. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Islamic Religious Education (Pendidikan Agama Islam, PAI) in pesantren (Islamic boarding schools) has long been shaped by interpretive tendencies of Qur’anic and hadith texts (nash, authoritative religious texts) that are perceived as gender-biased, particularly through the teaching of classical Islamic texts. This condition has contributed to the formation of educational relations that are less equitable for women. Such patterns are continuously reproduced through educational processes, pedagogical relations, and pesantren traditions, eventually solidifying into established structures that are rarely questioned. Within this context, the involvement of ulama perempuan (female Islamic scholars) becomes significant, not only as pedagogical practitioners but also as epistemic subjects who actively transform the interpretation and understanding of gender relations embedded in religious texts within Islamic Religious Education. Based on this background, this study aims to analyze the importance of female scholars’ involvement, examine their understanding of religious texts perceived as gender-biased, explore their practical experiences in implementing gender-just Islamic Religious Education, and formulate a construction of transformative Islamic Religious Education developed through the integration of textual understanding and educational practice at Pondok Pesantren Al-Barokah and Al-Muqorrobin, Ponorogo. This study employs a qualitative approach with a phenomenological design combined with a historical-sociological perspective. The research was conducted over six months at Pondok Pesantren Al-Barokah and Al- Muqorrobin in Ponorogo, East Java. The primary epistemic subjects of this study are female pesantren scholars, particularly Ibu Nyai (female religious leaders and wives of kyai), who are positioned as knowledge actors actively constructing, reflecting upon, and transforming their understanding of religious texts into Islamic Religious Education practices based on their lived experiences and scholarly authority. The analysis is grounded in social construction theory through the stages of externalization, objectivation, and internalization, reinforced by Islamic feminist hermeneutics and the maqāṣid al-sharī‘ah (higher objectives of Islamic law) paradigm based on mubādalah (reciprocity and mutuality) as normative and ethical foundations for interpreting religious texts perceived as gender-biased. Data were collected through in-depth interviews, participant observation, and documentation studies using purposive and snowball sampling techniques, and were validated through triangulation, member checking, and peer discussions. The findings reveal the following: (1) The involvement of female scholars at Pesantren Al-Barokah and Al-Muqorrobin Ponorogo is crucial because they function as epistemic subjects who integrate women’s lived experiences, textual interpretation, and pesantren-based educational praxis grounded in adab (ethical conduct), thereby generating a gender-just, transformative Islamic Religious Education from within the pesantren tradition. (2) Female scholars’ understanding of religious texts perceived as gender-biased is constructed through two complementary approaches: an adaptive literal approach that emphasizes moral responsibility and relational balance rooted in classical Islamic textual traditions, and a critical contextual approach that underscores principles of reciprocity, spiritual equality, and social responsibility. (3) Female scholars’ experiences in practicing gender-just Islamic Religious Education are manifested in the implementation of educational goals, curricula, strategies, and learning values oriented toward empowering santri perempuan (female students) through dialogical learning, musyawarah (deliberative consultation), role modeling, the cultivation of adab, and the contextualization of classical texts with students’ lived experiences. (4) The construction of gender-just transformative Islamic Religious Education is formulated in an integrative model encompassing lived-text interpretation grounded in women’s experiences, adab as relational educational ethics, dialogical learning based on mubādalah, and the strengthening of female students’ socio-economic roles as a unified framework of reflective, contextual, and just religious education.

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