Holistic Education and the Transformation of Islamic Boarding Schools (Pesantren) in ASEAN: An Educational Psychology Perspective

Abd. Madjid

doi:10.18535/ijsrm/v13i11.el04

Abstract

This systematic literature review (SLR) examines how Islamic boarding schools (pesantren) in ASEAN have undergone transformative change towards a holistic educational model that integrates cognitive, affective, and spiritual domains within the framework of educational psychology. Drawing on PRISMA 2020 protocols, this study analyses articles published between 2018 and 2025 from Scopus and regional databases focusing on holistic Islamic education, character development, and psychological well-being of students in pesantren contexts across Indonesia, Malaysia, Brunei, Thailand, and Singapore. Findings reveal three interrelated themes: (1) the integration of spiritual and psychological dimensions in pedagogy; (2) institutional transformation toward inclusive curricula that embrace science and modern skills; and (3) the psychological impact of value-based learning on students’ character, emotional resilience, and academic achievement. The review highlights that pesantren education across ASEAN embodies the principles of holistic education through its balance of religious values and psychological growth. The paper argues that educational psychology provides a conceptual lens to understand how spiritual intelligence, motivation, and social connectedness drive students’ self-actualisation within Islamic education. Recommendations are offered for future research and policy to enhance holistic learning frameworks in Islamic educational institutions throughout Southeast Asia.

References

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[refR-1] Al-Attas, S. M. N. (1991). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Kuala Lumpur: ISTAC. https://doi.org/10.2307/j.ctv1qv1hhDOI ↗Google Scholar ↗

[refR-2] Al-Ghazālī. (2002). Iḥyā’ ‘Ulūm al-Dīn (Vol. 1). Beirut: Dār al-Fikr. https://doi.org/10.1163/ej.9789004170975.i-345DOI ↗Google Scholar ↗

[refR-3] Azra, A. (2015). Islamic Education: A Missing Link in Indonesian Reform. Leiden: Leiden University Press. https://doi.org/10.1163/9789004262601_007DOI ↗Google Scholar ↗

[refR-4] Deci, E. L., & Ryan, R. M. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press. https://doi.org/10.7202/1041542arDOI ↗Google Scholar ↗

[refR-5] Dhofier, Z. (2014). Tradisi Pesantren: Studi tentang Pandangan Hidup Kyai dan Visinya mengenai Masa Depan Indonesia. Jakarta: LP3ES. https://doi.org/10.7454/mjs.v20i2.5080DOI ↗Google Scholar ↗

[refR-6] Goleman, D. (2020). Emotional Intelligence: Why It Can Matter More Than IQ (25th Anniversary ed.). Bloomsbury. https://doi.org/10.4324/9781315112465DOI ↗Google Scholar ↗

[refR-7] Hidayat, N. (2023). Digital Pedagogy and Character Building in Indonesian Pesantren: A Transformative Approach. Cogent Education, 10(1), 1–13. https://doi.org/10.1080/2331186X.2023.2203178DOI ↗Google Scholar ↗

[refR-8] Keyes, C. L. M. (2014). Mental well-being and flourishing: The complementary nature of hedonic and eudaimonic well-being. Journal of Positive Psychology, 9(3), 179–189. https://doi.org/10.1080/17439760.2013.830764DOI ↗Google Scholar ↗

[refR-9] Miller, J. P. (2007). The Holistic Curriculum (2nd ed.). Toronto: University of Toronto Press. https://doi.org/10.3138/9781442685271DOI ↗Google Scholar ↗

[refR-10] Miller, J. P. (2019). Holism and Education: Discipline, Devotion, and Dissent. University of Toronto Press. https://doi.org/10.3138/9781487518222DOI ↗Google Scholar ↗

[refR-11] Nasr, S. H. (2010). Islamic Philosophy from Its Origin to the Present: Philosophy in the Land of Prophecy. SUNY Press. https://doi.org/10.5840/monist201093414DOI ↗Google Scholar ↗

[refR-12] Noddings, N. (2013). Education and Democracy in the 21st Century. Teachers College Press. https://doi.org/10.7312/nodd16024DOI ↗Google Scholar ↗

[refR-13] Page, M. J., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(n71). https://doi.org/10.1136/bmj.n71DOI ↗Google Scholar ↗

[refR-14] Rahim, A. (2018). Moderasi Beragama dalam Pendidikan Pesantren di Indonesia. Jurnal Pendidikan Islam, 7(2), 213–230. https://doi.org/10.14421/jpi.2018.72.213-230DOI ↗Google Scholar ↗

[refR-15] Rogers, C. R. (1969). Freedom to Learn. Columbus, OH: Merrill. https://doi.org/10.1177/002205747004000616DOI ↗Google Scholar ↗

[refR-16] Roslan, S., & Ibrahim, N. (2019). Cognitive flexibility and motivation among Malaysian madrasah students. Journal of Islamic Education Studies, 5(2), 45–60. https://doi.org/10.17509/jies.v5i2.18923DOI ↗Google Scholar ↗

[refR-17] Sulaiman, M. (2020). The Holistic Education in Indonesian Pesantren: Character Building and Human Development Perspective. Journal of Social Studies Education Research, 11(3), 1–16. https://doi.org/10.17499/jsser.23459DOI ↗Google Scholar ↗

[refR-18] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.2307/j.ctv1xz0z0DOI ↗Google Scholar ↗

[refR-19] Yusof, N. (2022). Integrating Adab and Emotional Well-being in Brunei Madrasah. Asia Pacific Journal of Education, 42(3), 376–392. https://doi.org/10.1080/02188791.2021.1984225DOI ↗Google Scholar ↗

[refR-20] Zarkasyi, H. F. (2019). The Education System of Pesantren and Its Role in the Character Building of Muslim Students. Tafkir: Interdisciplinary Journal of Islamic Education, 1(1), 1–15. https://doi.org/10.31538/tijie.v1i1.99DOI ↗Google Scholar ↗