Tracing Islamic Educational Traditions Through an Indonesian Pesantren: Rahmah, Epistemic Agency, and Transformative Pedagogy

Pesantren have become a defining feature of one form of education in Indonesia. Furthermore, Pesantren continue to develop innovative learning models that are relevant to the educational needs in this era of disruption. This study analyzes how the contemporary educational framework of Peacesantren Welas Asih (PWA) demonstrates both continuity and change, as well as rearticulation within the pesantren tradition. In addition, it explores how Rahmah, as rearticulated through Welas Asih, manifests in relational and pedagogical practices, thereby influencing student authority and agency. The study investigates how these pedagogical practices foster epistemic agency and contribute to the transformative experiences reported by students. To achieve this, the study employs a case study design, using Peacesantren Welas Asih as a representative example of the criteria required of Islamic boarding schools to address the research questions. Data collection was conducted through interviews, observations, documentation, open-ended questions, and digital archiving. The results showed that, at PWA, the pesantren tradition continued to uphold its religious and cultural elements. However, this continuity often went hand in hand with a rearticulation of the tradition, achieved through the infusion of new meaning derived from the value of Rahmah. Notably, this rearticulation was evident in the transformation of the educator’s authority. Specifically, it shifted from reliance on supervision and obedience towards a more dialogical and reflective relationship, without diminishing the educator’s role. As a result, this shift in authority created space for students to take the initiative in their learning process. As a result, this space paved the way for transformative pedagogy, in which students demonstrated development of epistemic agency and experienced transformative changes in how they thought and understood themselves.