Islamic Education in the Sultanate of Banten during the Glory Period in a Contemporary Educational Perspective, 1552–1683
DOI:
https://doi.org/10.29408/fhs.v10i3.35609Keywords:
Banten Sultanate, character education, Islamic educationAbstract
Islamic education during the Banten Sultanate represented one of the traditional educational models in the Indonesian archipelago, characterized by a structured system and a strong orientation toward character formation. This study aims to analyze the system, values, and practices of Islamic education during the golden age of the Banten Sultanate (1552–1683), as well as their relevance to the development of contemporary educational paradigms. The study is motivated by the moral crisis and dehumanization in modern education, which tends to emphasize academic achievement over the cultivation of spiritual values and character. This research employs a qualitative approach using a library research method by analyzing historical sources and literature on Islamic education. The findings reveal that Islamic education in the Banten Sultanate was conducted through institutions such as mosques, surau (small prayer houses), halaqah (study circles), and pesantren (Islamic boarding schools), with an integrated learning system combining religious knowledge, moral conduct (adab), and character development. Educational principles emphasized the internalization of tawhid (Islamic monotheism), discipline in worship, teachers' exemplary conduct, and experiential learning through halaqah, sorogan, and wetonan methods. The effectiveness of this system is reflected in the emergence of influential scholars such as Shaykh Yusuf al-Maqassari and Shaykh Nawawi al-Bantani. These findings demonstrate that the educational legacy of the Banten Sultanate remains relevant as a humanistic, integrative, and character-oriented educational model. Its values provide both conceptual and practical references for developing curricula, teaching methods, and educational management that balance intellectual, spiritual, and moral development while strengthening national cultural identity.
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