Managing Democratic Education within Pesantren Traditions: A Multi-Case Study of Islamic Boarding Schools in Cianjur, Indonesia
DOI:
https://doi.org/10.32678/tarbawi.v12i01.12252
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Keywords:
Democratic education, guided participation, hidden curriculum, Islamic boarding schools, pesantren governance, tradition-based democratic governanceAbstract
Democratic education in Islamic boarding schools (pesantren) is frequently understood as an implicit cultural outcome of religious traditions rather than a product of intentional institutional governance. This study addresses this gap by examining how democratic education is organised and enacted within pesantren management structures. Using a qualitative multi-case study of three pesantren in Cianjur, Indonesia, data were collected through interviews, observations, and document analysis, and analysed through cross-case thematic comparison. The findings reveal a hybrid governance model in which participatory practices are embedded within kyai-centred authority. Democratic planning is conducted through consultative forums, organisational arrangements combine hierarchical leadership with student self-governance, and democratic enactment occurs through student organisations, deliberative forums, and regulated leadership elections. Monitoring relies primarily on dialogic evaluation and collective reflection. Conceptually, the study introduces a tradition-based democratic governance model. It reframes democratic education in pesantren as a process of guided participation, extending hidden curriculum theory by demonstrating how participatory values are institutionally structured within faith-based educational settings. These findings contribute to broader debates on culturally embedded democratic governance in education.
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Copyright (c) 2026 Ahmad Khori, Faizal Faizal, Achmad Juhaeni, Rifyal Ahmad Lugowi
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