PESANTREN AS A LIVING CURRICULUM FOR PANCASILA EDUCATION: VALUE INTERNALIZATION AT DARUL ULUM JOMBANG

Abstract

This study explores how Pancasila values are internalized through the socio-cultural environment of Darul Ulum Islamic Boarding School (Pesantren), Jombang, Indonesia. While Pancasila Education is commonly associated with formal classroom instruction, pesantren institutions provide a distinctive educational ecosystem in which national values are embedded in religious traditions, daily practices, and communal life. Using a qualitative case study approach, data were collected from September to December 2024 through semi-structured interviews, participant observation, and document analysis involving teachers, pesantren leaders, and students. The findings reveal that the internalization of Pancasila values at Darul Ulum extends beyond formal curricular activities and operates through the hidden curriculum of pesantren culture. Five major themes emerged: (1) integration of Islamic and Pancasila values, (2) character formation through habituation, (3) communal learning and mutual cooperation, (4) democratic participation and leadership development, and (5) strengthening national identity within religious commitment. The study demonstrates that pesantren culture functions as a living curriculum that facilitates the internalization of Pancasila values through experiential and participatory practices rather than doctrinal instruction alone. The findings contribute to discussions on citizenship education, character education, and the role of Islamic educational institutions in promoting national cohesion. The study suggests that pesantren-based Pancasila education offers an alternative model for cultivating responsible citizens who maintain strong religious and national identities simultaneously.