Pesantren Contributions to the Sustainable Development Goals: An Empirical Analysis of Islamic Boarding Schools and SDGs 3, 4, and 16 in Indonesia

Kholid Mawardi; Yuslam; Zein Muchamad Masykur

doi:10.55927/z1sywp16

Authors

Kholid Mawardi UIN Prof. K.H. Saifuddin Zuhri Purwokerto Author
Yuslam UIN Prof. K.H. Saifuddin Zuhri Purwokerto Author
Zein Muchamad Masykur UIN Prof. K.H. Saifuddin Zuhri Purwokerto Author

DOI:

https://doi.org/10.55927/z1sywp16

Keywords:

Pesantren, SDG 3, SDG 4, SDG 16, Religious Moderation

Abstract

This study examines how Indonesian Islamic boarding schools (pesantren) contribute to three Sustainable Development Goals — SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice and Strong Institutions) — and identifies the institutional conditions under which these contributions intensify. A convergent parallel mixed-methods design was employed. Quantitative data were gathered from 144 kiai and managers, 480 santri, and 240 alumni across 48 pesantren in five Indonesian provinces. Partial Least Squares Structural Equation Modeling (PLS-SEM) tested a framework integrating resource-based view, religious moderation, and social capital. Thirty-two in-depth interviews were thematically analysed with NVivo 14. Pesantren institutional capacity significantly mediates the impact of resource endowment (β = 0.39, p < 0.001), religious moderation (β = 0.48, p < 0.001), and community engagement (β = 0.43, p < 0.001) on a composite SDG contribution score. The strongest specific paths emerge for SDG 4 (skills and global-citizenship education) and SDG 16 (religious moderation and accountable governance), while SDG 3 contributions are constrained by persistent WASH deficits in salafi and rural pesantren. Pesantren typology moderates the relationship, with integrated and modern pesantren consistently outperforming traditional and salafi ones on all three SDGs. Cross-sectional design and purposive sampling limit causal inference and external generalisability; longitudinal studies across all 38 provinces are needed

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