The Social Construction Of Gender Justice In Religious Moderation Education At Nurul Huda Al Bashori Islamic Boarding School

Gender justice constitutes a critical dimension of religious moderation education, particularly within Islamic boarding schools where religious authority, institutional traditions, and educational practices intersect. This study examines the conceptualization of gender justice and proposes an analytical framework for understanding its social construction at Nurul Huda Al Bashori Islamic Boarding School, Indonesia. Employing a qualitative case-study framework informed by social construction theory, the study develops a thematic synthesis of 112 simulated interview responses representing 14 hypothetical profiles of pesantren leaders, educators, and students. The analysis identifies three interconnected dimensions of gender justice: human dignity, substantive educational opportunities, and proportional responsibilities. Furthermore, the proposed framework conceptualizes gender justice through externalization, objectivation, and internalization, highlighting how religious values may become institutionalized and subsequently negotiated through educational experiences. The synthesis reveals a potential tension between normative commitments to equality and institutional arrangements governing participation, leadership, and educational access. Theoretically, this study extends religious moderation discourse beyond interpersonal tolerance toward institutional accountability and substantive educational justice. Practically, it proposes reflective pedagogical approaches and equitable governance mechanisms. As the analysis relies on hypothetical scenarios, its conclusions remain provisional, requiring empirical validation through authentic interviews and observations before institutional claims can be established.