INTEGRASI PENDIDIKAN AGAMA DAN NONFORMAL DI PESANTREN MELALUI PEMBELAJARAN TRANSFORMATIF: KAJIAN LITERATUR SISTEMATIS

Abstract

This study contributes theoretically by synthesizing transformative learning concepts within the pesantren context and practically by recommending integrated curriculum design, strengthening kyai leadership, and supportive policy frameworks. Consequently, pesantren can play a pivotal role as inclusive, adaptive, and transformative Islamic educational institutions in responding to global challenges. This study examines the integration of religious and non-formal education in pesantren through transformative learning. The dichotomy between religious and non-formal education often results in a less holistic development of students, limiting the balanced growth of spiritual, practical, and social skills. The study aims to analyze how educational integration can be achieved and identify the factors that support its success. The research employs a systematic literature review of SINTA- and Scopus-indexed journal articles, books, proceedings, and research reports from 2015 to 2025. Inclusion criteria covered sources relevant to education integration or transformative learning in pesantren, while exclusion criteria omitted irrelevant sources or those outside the study period. Analysis followed the stages of identification, selection, coding, and thematic synthesis based on PRISMA principles. Findings reveal three key aspects of successful integration: (1) a holistic curriculum linking religious knowledge with practical skills, fostering students who are devout, independent, and creative; (2) visionary kyai leadership that legitimizes innovation, overcomes internal resistance, and ensures institutional readiness; (3) transformative learning emphasizing critical reflection, participatory dialogue, and social action, shaping students as agents of change. These findings have practical implications for designing integrated curricula, strengthening kyai leadership, and formulating pesantren education policies. This study contributes theoretically by synthesizing transformative learning concepts in pesantren contexts and offers practical guidance for developing adaptive, inclusive, and transformative student education