The Integration of Islamic Essentialism and Existentialism in the Makhadiyah Educational System at Nurul Cholil Islamic Boarding School

EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 6, No. 2, May-August 2026, pp. 1179-1194 ISSN 2776-5229 1179 The Integration of Islamic Essentialism and Existentialism in the Makhadiyah Educational System at Nurul Cholil Islamic Boarding School Moh Rieza Salmany1, M. Yunus Abu Bakar2, Moh Faizin3, Mustofa Ali4, Usman Yudi5 1,2,3,4,5 Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia ARTICLE INFO Article history Received April 2, 2026 Revisied May 19, 2026 Accepted May 22, 2026 Keywords: Islamic Education, Essentialism, Existentialism, Makhadiyah System, Islamic Boarding School. ABSTRACT This study examines the integration of Islamic essentialist and existentialist values within the Makhadiyah educational system at Nurul Cholil Islamic Boarding School. The research is motivated by the need for an Islamic educational model that maintains spiritual authenticity while remaining responsive to contemporary social realities. The study aims to analyze how these two philosophical orientations are integrated into pesantren educational practices and how they contribute to santri character formation. This research employed a descriptive qualitative method with a case-study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion verification. The findings reveal that Islamic essentialism is reflected in the preservation of turats, cultivation of adab, and continuous spiritual habituation that strengthen personal piety. Meanwhile, Islamic existentialism is implemented through community-oriented programs such as guru tugas, nasyrul ‘ilmi, and safari dakwah, which encourage self-actualization and social responsibility. The integration of these dimensions forms a holistic educational paradigm that balances spirituality, intellectuality, and humanity in shaping socially transformative santri. This study contributes theoretically by offering an integrative framework that bridges Islamic essentialism and existentialism within pesantren educational practices. Practically, the findings provide an alternative educational model for Islamic institutions seeking to preserve religious values while fostering students’ social engagement and contextual awareness in contemporary society. 1. INTRODUCTION Islamic education in Indonesia has undergone significant transformation in responding to the social, technological, and cultural changes of the twenty-first century (Astuti, 2019). According to EMIS data from the Ministry of Religious Affairs for the 2024/2025 academic year, there are more than 42,000 active Islamic boarding schools (pesantren) across Indonesia. These institutions collectively provide education and care for approximately 3.22 million students (santri) during the first semester of the academic year (Kementerian Agama Republik Indonesia, 2024). This figure not only demonstrates the vitality of pesantren institutions but also confirms their strategic role as centers of moral, spiritual, and social education. Amid the rapid currents of globalization and value secularization, pesantren face a dual challenge: preserving the classical Islamic scholarly tradition while simultaneously adapting to the demands of modern society (Hasan, 2023; Rahman, 1982). This condition raises a fundamental question regarding how Islamic education can remain rooted in essential values derived from revelation and morality while still providing space for human beings to develop autonomously, reflectively, and contextually. Within the perspective of Islamic educational philosophy, this issue may be approached through the integration of Islamic essentialism and Islamic existentialism. Islamic essentialism emphasizes the preservation of permanent values Moh Rieza Salmany et.al (The Integration of Islamic Essentialism and Existentialism…) EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 6, No. 2, May-August 2026, pp. 1179-1194 ISSN 2776-5229 1180 originating from the Qur’an, Hadith, and the intellectual traditions of Muslim scholars.(S M N AlAttas, 1980) explains that the ultimate purpose of Islamic education is ta’dīb, namely the formation of civilized human beings who position knowledge, action, and ethics proportionally. In contrast, Islamic existentialism views education as a process of cultivating human consciousness in order to actualize divine values within real-life experiences. (Tafsir, 2012) argues that Islamic education should not merely transfer knowledge but should also guide individuals toward existential awareness as God’s vicegerents (khalifah) on earth. The integration of these two paradigms is therefore essential because Islamic education requires not only a strong foundation of enduring values but also the capacity to respond to evolving social realities. Several studies within the last decade have demonstrated that pesantren institutions have developed in terms of management, technology, and character education. (Muchasan & Rohmawan, 2024) examined technological adaptation in pesantren as a response to educational modernization. (Maulana Malik Ibrahim & Mukhsin, 2025) explored the integration of traditional and modern methods in the teaching of classical Islamic texts, while (Adi, 2022) highlighted the cultivation of tolerance values through bahs al-masā’il activities. Furthermore, (Ulfan, Hasan, & Sugiran, 2023) emphasized the continuing relevance of religionbased character education in the digital era. Nevertheless, these studies tend to focus on technical, managerial, or pedagogical dimensions and rarely discuss explicitly the integration of Islamic essentialist and existentialist values within pesantren educational practices. Based on the existing literature, a significant research gap remains within the discourse of Islamic educational philosophy, particularly regarding how Islamic essentialist and existentialist values are practically integrated within pesantren educational systems. Previous studies have generally positioned pesantren either as institutions preserving Islamic traditions or as adaptive institutions responding to modernization (Solichin, 2012), Existing research has predominantly focused on managerial transformation, technological adaptation, and pedagogical practices, while limited attention has been given to the philosophical integration of enduring Islamic values and students’ existential development within educational practice. Consequently, there remains insufficient understanding of how these educational orientations interact in shaping students’ character and social awareness within pesantren contexts. The novelty of this study lies in its attempt to develop an integrative perspective on pesantren education through the lens of Islamic essentialism and existentialism. Unlike previous studies that tend to examine these paradi (...truncated)