| dc.description.abstract | This study investigates the integration of English Language Teaching (ELT) with philosophy and classical Islamic studies (Kitab Kuning) at Pesantren Luhur Baitul Hikmah, Kepanjen, as a strategic educational response to international Islamophobic narratives. The research pursued three objectives: (1) to analyze the pedagogical design and implementation of this integrated curriculum, (2) to explore students' experiences and perceptions of engagement, and (3) to identify the specific competencies developed through this approach.
Employing a qualitative case study design, data were collected over six weeks through participant observation, semi-structured interviews with two lecturers and five purposively selected students, and document analysis of curricular materials and student work. Thematic analysis, guided by critical pedagogy and hermeneutic philosophy, was employed to analyze the data systematically.
The findings revealed three key results. First, the curriculum is implemented through four interconnected practices: bilingual text analysis, Qur'anic paraphrasing, Thursday night speech rehearsals (muhadarah), and immersive language scaffolding (70% English, 30% Bahasa Indonesia). Second, students undergo a transformative journey from initial "epistemic shock" to adaptive navigation and ultimately perceived empowerment, linking their education to countering global misconceptions about Islam. Third, students develop three interconnected competencies: linguistic-hermeneutic competence enabling sophisticated cross-cultural mediation, epistemic hybridity allowing synthesis of Islamic and Western knowledge systems, and proactive counter-Islamophobic agency manifested in analytical, hermeneutic-justificatory, and communicative-productive dimensions.
The study concludes that this integrated curriculum offers a coherent pedagogical model for cultivating Muslim graduates capable of engaging confidently in global discourse, thereby contributing to theoretical discourse on epistemic hybridity and decolonial pedagogy while providing a practical blueprint for Islamic educational reform.
Keywords: Islamic education, epistemic hybridity, critical pedagogy, counter-narrative agency. | en_US |
