The Contribution of Kyai Leadership to Curriculum Innovation for Non-Formal Tafaqquh Programmes in Islamic Boarding Schools

Abstract

Changing learning needs in Islamic boarding schools (pesantren) call for the development of a curriculum capable of preserving Islamic scholarly traditions whilst responding to developments in contemporary life. In this context, the leadership of the kyai plays a vital role in guiding the curriculum development process, particularly within the non-formal education system of pesantren. This study analyses the leadership of the kyai in curriculum innovation within the Tafaqquh Fiddin Programme at the Al-Bahjah Pesantren, focusing on the characteristics of the kyai’s leadership, the forms and development of curriculum innovation, and the role of the kyai in shaping and facilitating such innovation. The study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation and document analysis, and were subsequently analysed thematically. The research findings indicate that the kyai’s leadership is characterised by direct involvement in the learning process, setting an example, providing direction, and engaging teaching staff. Curriculum innovation has developed in terms of structure, methods, and learning content through the organisation of the Lughoh, Ri’ayah, and Tarbiyah stages; the placement of students based on their initial abilities; and the contextualisation of textbook material in relation to contemporary life issues. The kyai acts as a visionary guide, a role model in practice, and a provider of development opportunities for teaching staff. These findings demonstrate that curricular innovation in non-formal pesantren education can be developed without departing from the scholarly foundations of the classical texts, through leadership that bridges pesantren traditions with contemporary learning needs.