ONTOLOGI RELASIONAL DAYAH ACEH SEBAGAI FONDASI PENDIDIKAN ISLAM KONTEKSTUAL: SINTESIS FILOSOFIS KEARIFAL LOKAL

Abstract

This study aims to analyze the philosophical foundations of Dayah (Acehnese traditional Islamic boarding school system) and their relevance to the discourse of contextual Islamic education. Employing a qualitative approach through a synthesis  of 15 relevant literature, this research specifically investigates two main themes: the relational-hierarchical ontology and the integrative-contextual epistemology of Dayah. The findings reveal that Dayah’s ontology positions the dayah as a sacred social-spiritual cosmos, integrating transcendental, human, and natural dimensions with the Teungku (religious teacher) as its charismatic axis. This structure creates a potent, norm-based social cohesion but also presents tension with modern egalitarian educational ideals. Furthermore, the study finds that Dayah’s epistemology is not limited to the transmission of classical texts (kitab kuning), but dynamically integrates them with local wisdom (e.g. peusijuk, khanduri) and contemporary social realities to produce contextual religious guidance. Theoretically, this research contributes by offering an alternative model of contextual education rooted in a sacred relational ontology, challenging the assumption that contextual learning requires liberal democratic structures. In conclusion, Dayah provides a robust, culturally-grounded framework for contextual Islamic education. The study recommends developing pedagogical strategies that operate from within this existing ontological framework to enhance its capacity to foster critical thinking while preserving its core integrative values.