PENDIDIKAN ISLAM NIRKEKERASAN DI PESANTREN (Studi Kasus di Pondok Pesantren Puncak Darussalam Pamekasan)

Ikrom Shaliadi (2026). Nonviolent Islamic Education in Pesantren (A Case Study at Pondok Pesantren Puncak Darussalam Pamekasan). Doctoral Dissertation, Doctoral Program in Islamic Religious Education, Directorate of Postgraduate Programs, Universitas Muhammadiyah Malang. Promotor: Prof. Dr. Abdul Haris, M.A.; Co-Promotor I: Prof. Akhsanul In’am, Ph.D.; Co-Promotor II: Assoc. Prof. Dr. M. Nurul Humaidi, M.Ag.
Keywords: Nonviolent Islamic Education; Pesantren; Social Learning Theory; Character Education; Restorative Discipline; Verbal Violence; Pedagogical Transformation; Rahmatan lil ‘Alamin.
This dissertation is grounded in the paradox between the normative ideal of pesantren as Islamic educational institutions that uphold the values of rahmah (compassion) and akhlaq al-karimah (noble character), and the empirical reality in which various forms of violence particularly verbal and symbolic violence persist within the everyday dynamics of students’ lives. The study aims to: (1) explicate the underlying rationales for strengthening nonviolent Islamic education at Pondok Pesantren Puncak Darussalam Pamekasan; and (2) critically examine the strategies employed in implementing nonviolent education within the institutional educational system of the pesantren. This research adopts an interpretivist paradigm, employing a qualitative approach with a single-case study design. Data were collected through in-depth interviews with the pesantren leader (kyai), administrators, and students; participant observation; and institutional document analysis. Data analysis was conducted through systematic stages comprising data familiarization, initial coding, thematic categorization, iterative theme refinement, and the construction of in-depth interpretative narratives (thick description). The trustworthiness of the findings was ensured through source and methodological triangulation, member checking, and the maintenance of an audit trail to safeguard credibility and consistency. The findings reveal that the reinforcement of nonviolent education at Pondok Pesantren Puncak Darussalam is grounded in three principal foundations: (1) a philosophical-theological basis rooted in the Islamic values of rahmah (compassion), rifq (gentleness), and ‘adl (justice); (2) empirical observations of the post-pandemic escalation of verbal violence, frequently normalized and unrecognized as violence; and (3) socio-institutional considerations aimed at aligning disciplinary practices with the pesantren’s moral and character-forming vision. The implementation strategies encompass the integration of nonviolent values into both formal and nonformal curricula, the development of case-based character-building programs, intensive room-level mentoring, the establishment of reward mechanisms for nonviolent behavior, and a paradigmatic shift in disciplinary approaches from coercive to educative-restorative models. Theoretically, this study extends the application of Social Learning Theory within the context of pesantren-based Islamic education and proposes a holistic, contextual, and transformative model of nonviolent Islamic education. Practically, it offers both conceptual and operational contributions to the advancement of humane, civil, and character-oriented educational policies within Islamic boarding school institutions.