The Islamic Educational Thought of KH. Abdul Wahid Hasyim: An Analysis of the Four Pillars of Islamic Education
DOI:
https://doi.org/10.51468/jpi.v8i2.1712Keywords:
Wahid Hasyim, Education, Four PillarAbstract
The renewal of Islamic education is crucial for navigating the dynamics of changing times without compromising Islamic and national values. KH. Abdul Wahid Hasyim was a key figure in the reform of Islamic education in Indonesia, championing integrative ideas for the development of *pesantren* (Islamic boarding school) and *madrasah* (Islamic school) education systems. This study aims to analyze KH. Abdul Wahid Hasyim’s educational thought through four primary pillars: religiosity, the development of student potential, social engagement, and the spirit of nationalism. A qualitative approach utilizing library research methods was employed. Data were gathered through a review of relevant literature and subsequently analyzed using a descriptive-analytical method to identify the ideas and contributions of KH. Abdul Wahid Hasyim regarding education. The findings indicate that his educational philosophy emphasized the integration of religious education and general knowledge, the cultivation of students' intellectual potential—fostered through a culture of reading and foreign language proficiency—the development of social concern and tolerance, and the instillation of a national spirit aligned with Islamic values. These ideas were realized through the modernization of *pesantren* learning systems, curriculum development, and an openness to diverse academic disciplines. These four pillars demonstrate that Islamic education is not solely oriented toward knowledge acquisition and spiritual formation but also encompasses character development, social awareness, and national responsibility. Thus, KH. Abdul Wahid Hasyim’s thought provides a conceptual foundation for an Islamic education system that is integrative, moderate, and relevant to the needs of contemporary society.
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