Islamic education in the transitional Era: The educational system of Nahdlatul Wathan in Lombok, Indonesia, 1936–1960

Abdul Rasyad; Ahmad Tohri; Hasan Basri; Hasanuddin Chaer

doi:10.31893/multiscience.2026272

Keywords:

curriculum

education system

islamic education system

madrasah

Nahdlatul Wathan

Abstract

Nahdlatul Wathan (NW), as the largest socio-religious organization in West Nusa Tenggara, has played a pivotal role in advancing education in the region, particularly on Lombok Island, Indonesia. Rooted in its foundational mission to promote Islamic religious education within a socio-religious framework, the organization’s early initiatives were marked by the establishment of Nahdlatul Wathan Diniyah Islamiyah (NWDI) and Nahdlatul Banat Diniyah Islamiyah (NBDI). This study seeks to trace the historical evolution of the educational system under NW’s auspices, highlighting its transformation from traditional to modern forms. Employing a historical methodology—encompassing heuristics, source criticism, interpretation, and historiography—the research examines NW’s efforts to cultivate religious consciousness among the Lombok community, primarily through the establishment and development of educational institutions, as well as its broader religious and social movements. Between 1936 and 1960, NW’s educational reforms spanned both non-formal and formal systems. Non-formal education was initiated with the founding of the Pondok Pesantren Al-Mujahidin in 1934, which operated for three years (1934–1936) before evolving into NWDI and NBDI as formal madrasah institutions. These madrasahs qualified as formal educational institutions, as their curricula aligned with government-recognized standards. The pedagogical system developed by NW represented a synthesis between salafiyah (traditional) and khalafiyah (modern) models. By the 1950s, the curricula of these madrasahs were adapted to meet the standards established by the Indonesian Ministry of Religious Affairs. NW’s pedagogical trajectory from 1936 to 1960 began with a semi-classical pondok pesantren system in 1934, transitioned into a classical madrasah model between 1936 and 1953, and ultimately adopted the framework of the national curriculum from 1953 to 1960. Initially, this transformation reflected the influence of the Madrasah Saulatiyah system of Makkah (1936–1953), which had been adopted by TGKH Muhammad Zainuddin Abdul Madjid, the founder of NW, who completed his studies at the institution. A sustained historical investigation of Indonesia’s educational landscape—particularly Islamic schools—is crucial to understanding how Indonesian Muslims have navigated sociocultural transformations by internalizing Islamic values within their educational institutions.
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How to cite

Rasyad, A., Tohri, A., Basri, H., & Chaer, H. (2025). Islamic education in the transitional Era: The educational system of Nahdlatul Wathan in Lombok, Indonesia, 1936–1960. Multidisciplinary Science Journal, 8(4), 2026272. https://doi.org/10.31893/multiscience.2026272

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[2] Anas, D. W., Khaeruman, B., Rahman, M. T., & Awaludin, L. (2019). Anatomi Gerakan Dakwah Persatuan Islam. Amana Publishing.

[3] Antara, I. W. W. (1996). Perkembangan Pendidikan di Lombok Pada Masa Pemerintahan Kolonial Belanda Tahun 1914-1942 (Master's Thesis). Universitas Gadjah Mada.

[4] Arifianto, A. R. (2024). Moderate Islamic Organisations and Contestation Over Political Theology: The Responses by Nahdlatul Ulama and Muhammadiyah Towards Islamism in Indonesia. In Gabriel Facal, Elsa Lafaye de Micheaux, & Astrid Norén-Nilsson (Eds.) The Palgrave Handbook of Political Norms in Southeast Asia (pp. 337–355). Springer Nature Singapore.

[5] Arifin, S., Umiarso, U., Muthohirin, N., & Fuad, A. N. (2024). The dimensions of leadership and ideology in strengthening and institutionalizing religious moderation in Muhammadiyah. Legality : Jurnal Ilmiah Hukum, 33(1), 69–92. https://doi.org/10.22219/ljih.v33i1.37219

[6] Badrun, B. (2022). The Foundation of Developing Character Building in Hamzanwadi Nahdhadul Wathan Diniyah Islamiyah (NWDI) Islamic Boarding School in East Lombok. Jurnal Tatsqif, 20(1), 1–17. https://doi.org/https://doi.org/10.20414/jtq.v20i1.3646

[7] Baharuddin, & Rasmianto. (2004). Maulana Lentera Kehidupan Umat. Mitra Insan Cendikia.

[8] Basarudin. (2019). Sejarah Perkembangan Islam di Pulau Lombok pada Abad Ke-17. SANGKéP: Jurnal Kajian Sosial Keagamaan, 2(1), 31–44. https://doi.org/10.20414/sangkep.v2i1.933

[9] Beutel, A. M., & Axinn, W. G. (2002). Gender, social change, and educational attainment. Economic Development and Cultural Change, 51(1), 109–134. https://doi.org/https://doi.org/10.1086/345517/0

[10] Biyanto. (2017). The Typology of Muhammadiyah Sufism: Tracing its Figures’ Thoughts and Exemplary Lives. Indonesian Journal of Islam and Muslim Societies, 7(2), 221–249. https://doi.org/10.18326/ijims.v7i2.221-249

[11] Depag. (1992). Organisasi Nahdlatul Wathan di Nusa Tenggara Barat. Balai Penelitian Aliran Kerohanian/Kegamaan Departemen Agama RI.

[12] Depag. (2004). Sejarah Madrasah, Pertumbuhan, Dinamika dan Perkembangannya di Indonesia. Departemen Agama RI.

[13] Depdikbud. (2002). Sejarah Pendidikan Daerah Nusa Tenggara Barat. Proyek Inventarisasi dan Dokumentasi Kebudayaan Daerah NTB Depdikbud RI.

[14] Dharta, F. Y. (2025). Motivating community engagement in education: analyzing Tuan Gurus’ communication through symbolic interaction in Lombok, West Nusa Tenggara. Asian Anthropology, 24(2), 151–154. https://doi.org/10.1080/1683478X.2024.2428867

[15] Efendi, H., Dienaputra, R., Sofianto, K., & Asnan, G. (2022). Power Relations Urang Pandai and Candidate on Regional Head Election in West Sumatra, Indonesia. International Journal of Sustainable Development and Planning, 17(5), 1659–1665. https://doi.org/10.18280/ijsdp.170532

[16] Fadli, M. R., Sudrajat, A., Aman, A., & Amboro, K. (2021). The influence of sorogan method in learning history to increase historical understanding and historical awareness. International Journal of Evaluation and Research in Education (IJERE), 10(1), 300-307. https://doi.org/10.11591/ijere.v10i1.20972

[17] Fahrurrozi. (2015). Tuan Guru Eksistensi dan Tantangan Peran dalam Transformasi Masyarakat. Sanabil.

[18] Fahrurrozi. (2018). Tuan Guru and Social Change in Lombok, Indonesia. Indonesia and the Malay World, 46(135), 117–134. https://doi.org/10.1080/13639811.2018.1452487

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