Reframing Instructional Quality in Islamic Education: Toward a Pedagogical Model of Teacher Performance in Pesantren

Abstract

This study examines how instructional quality is constructed through pedagogical practices and teacher performance in pesantren, with a particular focus on developing a context-based pedagogical model. Situated within the broader discourse on educational quality and Islamic education, the study addresses the gap between global frameworks of instructional effectiveness and the unique pedagogical traditions of pesantren. A qualitative case study design was employed in an Indonesian pesantren, with data collected through observation, in-depth interviews, and document analysis, and analyzed using an interactive model of data condensation, display, and verification. The findings reveal that instructional quality is shaped by the integration of five key dimensions: cognitive stimulation, contextual learning, pedagogical variation, authentic assessment and feedback, and reflective teaching. These elements are embedded in both formal classroom instruction and the broader learning ecology of pesantren, including activities such as problem-based discussions, language development, and extracurricular engagement. The study demonstrates that pesantren pedagogy is not merely traditional but adaptive and capable of supporting contemporary standards of effective teaching. This study contributes to the literature by proposing a pedagogical model of teacher performance that reframes instructional quality within the context of Islamic education. The model integrates global educational principles with pesantren-based learning practices, offering both theoretical and practical insights for improving teaching quality in Islamic educational institutions