PENUBUHAN PEDAGOGI AL-QUR’AN: TRANSFORMASI IDENTITAS DAN OTORITAS PENGETAHUAN DI PESANTREN TEBUIRENG JOMBANG

Fahmi Khumaini, NIM.: 19300016016 (2026) PENUBUHAN PEDAGOGI AL-QUR’AN: TRANSFORMASI IDENTITAS DAN OTORITAS PENGETAHUAN DI PESANTREN TEBUIRENG JOMBANG. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This dissertation examines the embodiment of Qur’anic pedagogy and the transformation of identity and knowledge authority at Tebuireng Islamic Boarding School (Pesantren Tebuireng), Jombang. The study is grounded in the observation that Qur’anic pedagogy has often been understood primarily as a method of instruction, curriculum, or textual transmission, whereas the ways in which the Qur’an is lived through the body, learning spaces, discipline, authority, and the formation of santri’s (Islamic boarding school students) identities have not consistently been recognized as central to knowledge production within the pesantren. This issue is significant because institutionalization, curriculum rationalization, and scientific approaches have transformed not only the institutional structure but also the ways in which the Qur’an is studied, embodied, and legitimized. This study addresses three research questions: (1) how the embodiment of Qur’anic pedagogy is practiced at Tebuireng; (2) how the transformation of identity and knowledge authority occurs within Qur’anic pedagogy; and (3) why changes in the ways the Qur’an is studied, embodied, and legitimized shape the identity of santri and knowledge authority. The research employed a historicalphenomenological approach. The historical approach traced the institutional trajectory, educational transformations, and the dynamics of authority at Tebuireng, while the phenomenological approach examined learning practices as experienced by educational actors in their everyday contexts. Data were collected through observations, interviews, document analysis, and institutional archival research, with a particular focus on Madrasatul Qur’an (Qur’anic School) and Trensains Tebuireng (Science-Based Islamic Boarding School Program). The findings are conceptualized as a dual configuration of Qur’anic pedagogy. Madrasatul Qur’an presents the Qur’an through a pedagogy of embodied recitation, whereas Trensains presents it configuration of knowledge that embodies, institutionalizes, and shapes the authority and identity of santri.

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