Reconstructing the Concept of Holistic Education at Gontor: A Literature Review on Its Relevance to Islamic Religious Education
DOI:
https://doi.org/10.58230/c6sjfj09Keywords:
holistic education, Panca Jiwa, KMI curriculum, Pondok Modern Gontor, Islamic religious educationAbstract
Holistic education views students as a unified whole encompassing intellectual, spiritual, emotional, and physical dimensions. Pondok Modern Darussalam Gontor is widely recognized as an Islamic boarding school that consistently applies this approach through its Panca Jiwa philosophy, a 24-hour boarding system, and the Kulliyatul Mu’allimin Al-Islamiyah (KMI) curriculum, which balances religious and general knowledge. This article aims to reconstruct the concept of holistic education at Gontor and to analyze its relevance to the development of contemporary Islamic Religious Education (PAI). The study used a qualitative library research design, tracing and synthesizing 25 selected academic sources published between 2015 and 2026, together with classic theoretical works. The findings show that the Panca Jiwa values of sincerity, simplicity, self-reliance, Islamic brotherhood, and freedom provide a philosophical foundation that fosters four domains of intelligence simultaneously: intellectual, spiritual, emotional, and kinesthetic. The KMI curriculum, which does not separate religious from general knowledge, offers a model of knowledge integration relevant to PAI curricula in formal schools and madrasas. The study recommends that the principles of value integration, a total educational environment, and multi-intelligence training be adopted optionally in PAI learning design, with attention to institutional differences between boarding and formal schools. The findings are limited by the reliance on qualitative evidence from a single Gontor campus.
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