REFRAMING THE ISLAMIC BOARDING SCHOOL CURRICULUM EDUCATIONAL INNOVATION FOR THE POST-TRUTH AND DISINFORMATION ERA

Abstract

This study aims to analyze how Islamic boarding schools (pesantren) reframe the curriculum as a form of relevant educational innovation in the face of the post-truth and disinformation era. The research method used a qualitative approach with a case study, located at the Blokagung Islamic Boarding School in Banyuwangi, Indonesia. Data were collected through in-depth interviews with caretakers, Islamic boarding school administrators, and students, participant observation, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing. Data validity was checked through triangulation of sources, methods, and observers. The results reveal three main findings: first, the role of caretakers as literacy agents who strengthen students' critical attitudes towards information: second, curriculum innovation based on the integration of classical values and digital literacy that bridges tradition and modern needs: third, the urgency of synergy with external stakeholders, including the government, universities, media, and civil society, to strengthen the resilience of Islamic boarding schools from isolation to empowerment. This research contributes to offering a conceptual framework for an adaptive, contextual Islamic boarding school curriculum that is capable of addressing the challenges of global disinformation.