Development of Gender responsive Islamic Education Curriculum in Indonesian Islamic Boarding Schools

Abstract

This study aims to analyze the development of a gender responsive Islamic Religious Education curriculum at Pondok Pesantren Al-Khoirot. The study is motivated by the importance of strengthening the pesantren educational system to ensure equal educational rights for male and female students while maintaining the traditional values of Islamic boarding schools. Pondok Pesantren Al-Khoirot develops an integrated curriculum combining the national curriculum, madrasah diniyah, and classical Islamic texts (kitab kuning) while emphasizing student protection, safety, and comfort. This research employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation. The data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the development of a gender responsive curriculum is implemented through the separation of classes and teachers based on gender, the provision of equal educational access for male and female students, the strengthening of child-friendly and anti-violence policies, and the implementation of a hybrid curriculum integrating formal education with pesantren traditions. The study further finds that gender responsiveness in pesantren education is not interpreted as gender mixing, but rather as an effort to promote justice, protection, and equal educational opportunities. These findings contribute to the development of an Islamic Religious Education curriculum model that is adaptive to the social needs of contemporary pesantren communities.