A COMPARATIVE STUDY OF BOARDING SCHOOLS IN INDONESIA AND PAKISTAN IN THE DIALECTIC OF THE HABITUS OF BARAKA AND COMPETENCY RATIONALITY
DOI:
https://doi.org/10.34125/injies.v3i1.77Keywords:
Habitus of Baraka, Competency Rationality, Pakistani Madrasah, Social Transformation,, Comparative Islamic EducationAbstract
This study examines the dialectic between the habitus of baraka (blessing) and competency rationality in the practice of religious knowledge transmission at Indonesian pesantren and Pakistani madrasah, and their contribution to social transformation. Employing a multi-site comparative qualitative approach, data were gathered through in-depth interviews, participant observation, and document analysis at four institutions: two pesantren in Indonesia (Pasuruan, East Java, and Gontor, East Java) and two madrasahs in Pakistan (Lahore and Karachi), selected on the basis of a traditional-integrative typology. Integrating Pierre Bourdieu's capital-habitus framework and Jürgen Habermas's communicative rationality, the study identifies three principal findings. First, the habitus of baraka functions as a dispositional system that simultaneously reproduces and impels the transformation of cultural, social, and symbolic capital. Second, spaces for communicative action in Indonesian pesantren are comparatively more open than in Pakistani madrasah, which remain dominated by unilateral textual authority. Third, differences in field dynamics between the two contexts generate distinct yet complementary patterns of social transformation. The study proposes a new analytical modelthe Habitus-Competency Dialectic (HCD)that offers a more moderate, inclusive, and competency-oriented framework for Islamic educational policy and curriculum design. These findings contribute to the development of comparative Islamic educational sociology and extend the Bourdieu-Habermas theoretical dialogue into non-Western religious educational settings.
Downloads
References
REFERENCES
Abas, Z., Tajudin, A., Nugroho, A., & Putra, H. R. (2025). Guardian of Faith: Comparative Insights of Teaching Islamic Theology in Indonesian and Malaysian Pesantren. Nazhruna: Jurnal Pendidikan Islam, 8(2), 382–399. https://doi.org/10.31538/nzh.v8i2.235
Abubakar, A., Maifizar, A., Fajri, H., Basri, B., Arif, A. M., & Saputra, N. (2025). Integrating Entrepreneurial Values into Faith-Based Education: A Study of Traditional Pesantren in Aceh. Jurnal Ilmiah Peuradeun, 13(2), 1421–1446. https://doi.org/10.26811/peuradeun.v13i2.1934
Al-Yasini Islamic Institute, Indonesia. (n.d.). [Dataset].
Andersen, P. B., Mehdi, R., & Prakash, A. (Eds.). (2021). Re-Interrogating Civil Society in South Asia: Critical Perspectives from India, Pakistan and Bangladesh (1st ed.). Routledge India. https://doi.org/10.4324/9781003162490
Arif, M., Nasir, R., & Ma’arif, M. A. (2025). The Kitab Kuning Learning Model in the Development of Student Expertise in Pesantren-Based Higher Education. Nazhruna: Jurnal Pendidikan Islam, 8(1), 52–74. https://doi.org/10.31538/nzh.v8i1.8
Athoillah, M., Rahman, A. S., Firdaus, A. S., & Septiadi, M. A. (2024). POLICIES AND PRACTICES RELIGIOUS MODERATION IN PESANTREN. Jurnal Pendidikan Islam, 10(2), 387–396. https://doi.org/10.15575/jpi.v10i2.27543
Baianstovu, R. Í., & Ablett, P. (2020). The transformation and integration of society. In C. Morley, P. Ablett, C. Noble, & S. Cowden (Eds.), The Routledge Handbook of Critical Pedagogies for Social Work (1st ed., pp. 450–464). Routledge. https://doi.org/10.4324/9781351002042-37
Basori, R., Raharjo, T. J., Prihatin, T., & Yulianto, A. (2023). Maintaining Salafi Values through Innovative Management Practices at Pesantren. Jurnal Pendidikan Islam, 9(2), 145–156. https://doi.org/10.15575/jpi.v9i2.25376
Bonell, C., & Melendez-Torres, G. J. (2023). Using Habermas’ theory of communicative action to transform sociological analyses of evidence-based policy. Critical Public Health, 33(4), 495–502. https://doi.org/10.1080/09581596.2023.2204182
Bourdieu, P. (1977). Outline of a Theory of Practice (R. Nice, Trans.; 1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511812507
Bourdieu, P. (2002). The Forms of Capital. In N. W. Biggart (Ed.), Readings in Economic Sociology (1st ed., pp. 280–291). Wiley. https://doi.org/10.1002/9780470755679.ch15
Boyne, R., & Habermas, J. (1986). The Theory of Communicative Action, Vol. 1, Reason and the Rationalization of Society. The British Journal of Sociology, 37(4), 599. https://doi.org/10.2307/590724
Burga, M. A., & Damopolii, M. (2022). Reinforcing Religious Moderation through Local Culture-Based Pesantren. Jurnal Pendidikan Islam, 8(2), 145–162. https://doi.org/10.15575/jpi.v8i2.19879
Darmawan, D. (2024). Pierre Bourdieu’s Theory of Social Practice: Understanding Habitus, Capital, and the Arena in Social Life. Journal La Sociale, 5(6), 2175–2187. https://doi.org/10.37899/journal-la-sociale.v5i6.2131
Department Master Program of Social Science, Faculty of Social Sciences and Political Sciences Yogyakarta State University. Yogyakarta From Pakistan. (n.d.). [Dataset].
Englund, T. (2006). INTRODUCTION. Journal of Curriculum Studies, 38(5), 499–501. https://doi.org/10.1080/00220270600607090
Fairtlough, G. H. (1991). Habermas’ concept of ?Lifeworld? Systems Practice, 4(6), 547–563. https://doi.org/10.1007/BF01063113
Fowler, B. (2020). Pierre Bourdieu on social transformation, with particular reference to political and symbolic revolutions. Theory and Society, 49(3), 439–463. https://doi.org/10.1007/s11186-019-09375-z
Habibi, N., & Sholikha, M. (2025). Kontekstualisasi Teori Bourdieu dalam Pembentukan Karakter Santri di Pondok Pesantren Darul Falah Amtsilati. DIMAR: Jurnal Pendidikan Islam, 6(2), 261–273. https://doi.org/10.58577/dimar.v6i2.397
Harjatanaya, T. Y. (2025). Contextualising religious education in multi-religious Indonesia to achieve unity-in-religious diversity. Journal of Beliefs & Values, 46(3), 488–506. https://doi.org/10.1080/13617672.2025.2450958
Hassan, R. (2000). Faithlines: Institutional Configurations and Trust in Religious Institutions in Muslim Societies. International Journal of Comparative Sociology, 41(2), 203–223. https://doi.org/10.1163/156851801511729
Iwan Setiawan, A., Zaenal Abidin, Y., Rustandi, R., Sarbini, A., & Aziz, R. (2026). Transforming Religious Education Through Inclusivity: How Indonesian Pesantren Cultivate Moderate Islamic Values and Da’wah Practices. Nazhruna: Jurnal Pendidikan Islam, 9(1), 70–92. https://doi.org/10.31538/nzh.v9i1.406
Jusubaidi, J., Lindgren, T., Mujahidin, A., & Rofiq, A. C. (2024). A Model of Transformative Religious Education: Teaching and Learning Islam in Pondok Modern Darussalam Gontor, Indonesia. Millah: Journal of Religious Studies, 171–212. https://doi.org/10.20885/millah.vol23.iss1.art6
Koomen, M. (2020). The method of rational reconstruction for education in the tradition of Habermas. International Journal of Research & Method in Education, 43(5), 478–497. https://doi.org/10.1080/1743727X.2019.1641795
Latif, M., & Hafid, E. (2021). Multicultural attitudes in an Islamic boarding school of South Sulawesi – Indonesia. Cogent Education, 8(1), 1968736. https://doi.org/10.1080/2331186X.2021.1968736
Lecturer, School of Social Sciences and Humanities, Department of Islamic Thought and Civilization, University of Management and Technology Lahore, Pakistan, & Sajjad, F. (2013). Reforming Madrasa Education in Pakistan; Post 9/11 Perspectives. Journal of Islamic Thought and Civilization, 03(01), 104–121. https://doi.org/10.32350/jitc.31.05
Muh Barid Nizarudin Wajdi. (2022). Philosophy of Islamic Education in the Context of Pesantren; an Analytical Study. EDUTEC : Journal of Education And Technology, 6(2), 556–568. https://doi.org/10.29062/edu.v6i2.583
Muhammad Akmansyah, Amalia Ramadhani, & Agung Prawoto. (2025). Integrating Spiritual and Pedagogical Strategies in Tahfidz Al-Qur’an Education: A Comparative Study of Two Pesantren in Metro City, Lampung. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 18(1), 75–86. https://doi.org/10.37812/fikroh.v18i1.1767
Mukhlis, M., Jufri, M., Arowosaiye, Y. I., Garunja, E., & Boemiya, H. (2024). The Legal Culture to Prevent Radical Islamism by a Pesantren in Madura. De Jure: Jurnal Hukum Dan Syar’iah, 16(1), 58–87. https://doi.org/10.18860/j-fsh.v16i1.26216
Mutammam, Anggraeni, D., Akhmad Afroni, Sutrisno, Aisyah Zubaidah, & Irfanullah, G. (2025). Adaptation and Transformation of Pesantren Education in Facing The Era of Muslim Society 5.0. Nazhruna: Jurnal Pendidikan Islam, 7(3), 705–726. https://doi.org/10.31538/nzh.v7i3.114
Pöllmann, A. (2016). Habitus, reflexivity, and the realization of intercultural capital: The (unfulfilled) potential of intercultural education. Cogent Social Sciences, 2(1), 1149915. https://doi.org/10.1080/23311886.2016.1149915
Rahman, B. A. (2022). Islamic revival and cultural diversity; pesantren’s configuration in contemporary Aceh, Indonesia. Indonesian Journal of Islam and Muslim Societies, 12(1), 201–229. https://doi.org/10.18326/ijims.v12i1.201-229
Rini Nopita & Decky Saputra. (2025). EVALUASI HASIL BELAJAR PENDIDIKAN ISLAM DI MADRASAH DAN PONDOK PESANTREN. IMTIYAZ: Jurnal Ilmu Keislaman, 9(2), 310–325. https://doi.org/10.46773/imtiyaz.v9i2.1997
Sabarudin, S., Mubin, M. N., Maghfuri, A., Achadi, Muh. W., Mardeli, M., Syarnubi, S., & Widodo, S. A. (2024). Navigating Existence and Community Harmony: A Case Study of Pondok Pesantren in Muslim Minority Ende, Nusa Tenggara Timur. Jurnal Ilmiah Peuradeun, 12(3), 1335–1356. https://doi.org/10.26811/peuradeun.v12i3.1152
Samindjaya, S. S., Laallam, A., Hudaefi, F. A., Issa, B. M., Ouassaf, S., & Oussedik, M. I. (2024). Imam Zarkasyi’s Contribution to Indonesia’s Modern Waqf Education System. Journal of Islamic Thought and Civilization, 14(1), 74–91. https://doi.org/10.32350/jitc.141.05
Sumanti, S. T., Nunzairina, N., & Salminawati, S. (2024). The Evolution of Islamic Educational Institutions in North Sumatra Indonesia. Nazhruna: Jurnal Pendidikan Islam, 7(1), 1–19. https://doi.org/10.31538/nzh.v7i1.4419
Suwendi, S., Gama, C. B., Farabi, M. F. F., Fuady, F., & Arman, A. (2024). ROLES AND CHALLENGES OF PESANTREN INTELLECTUAL NETWORKS. Jurnal Ilmiah Islam Futura, 24(2), 453. https://doi.org/10.22373/jiif.v24i2.23134
Syukron, H., Fauzan, A., Syafi’i, T. I., Nasrullah, A., Mubaraq, Z., & Hardiki, W. (2023). Phenomenological Approaches in Islamic Studies. El -Hekam, 8(1), 249. https://doi.org/10.31958/jeh.v8i1.8460
Tihnike, D. (2025). Tinjauan Filasafat Psikologi: Pendekatan Kritis Habermas Dalam Perkembangan Psikologi Pendidikan. Sultan Idris Journal of Psychology and Education, 4(2), 109–120. https://doi.org/10.21093/sijope.v4i2.10355
Ubaidillah, U., & Fauzinudin Faiz, M. (2025). Beyond the Sacred Walls: Reimagining Pesantren’s Architecture of Islamic Moderation. Ulumuna, 29(1), 32–70. https://doi.org/10.20414/ujis.v29i1.1362
Universitas Islam International Darul Lugha Wa Dakwah, Indonesia. (n.d.). [Dataset].
Wasehudin, W., Rohman, A., Nizarudin Wajdi, M. B., & Marwan, M. (2023). Transforming Islamic Education through Merdeka Curriculum in Pesantren. Jurnal Pendidikan Islam, 9(2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918
Yang, Y. (2014). Bourdieu, Practice and Change: Beyond the criticism of determinism. Educational Philosophy and Theory, 46(14), 1522–1540. https://doi.org/10.1080/00131857.2013.839375
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 INJIES: Journal of Islamic Education Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
