INTEGRATION OF KHIDMAH-BASED EDUCATION IN ISLAMIC BOARDING SCHOOL: A STRUCTURAL FUNCTIONALIST APPROACH)

Abstract

This study explores the integration of Khidmah-based education in Islamic boarding schools (pondok pesantren) using a structural-functionalist approach to understand how the educational system within pesantren can effectively adopt Khidmah principles emphasizing service and social responsibility. The research aims to answer the following questions: How can Khidmah principles be systematically integrated into the curriculum and educational practices in pondok pesantren? What structural and functional elements within pesantren support or hinder this integration? And what are the expected outcomes for students (Santri) and the surrounding community?; The method used in this study is a literature review, examining various sources related to Khidmah theory, structural functionalism, educational practices in pesantren, and the integration of social and religious values. This literature analysis aims to identify key concepts, patterns of integration, as well as challenges and opportunities in implementing Khidmah-based education in pondok pesantren. The findings contribute to the theory and practice of pesantren education by presenting a model for embedding service-oriented values within formal education in pesantren. This study offers practical guidelines for pesantren managers and policymakers to build socially responsible learning environments and enhance student (Santri) engagement through Khidmah-based initiatives. Ultimately, this research broadens the understanding of how pondok pesantren can structurally adapt to achieve community service goals without compromising academic integrity and religious values.