| Summary: | Pesantren (Islamic boarding school), a place for religious learning, has been tarnished because it is considered as a breeding ground for extremism and radicalism. This paper aims to examine the view that pesantren is not an institution for radicalism to be seedbed. However, it is an institution that is open, inclusive, and can accommodate modernity. In line with that idea, three questions could be formulated. First, how is the learning curriculum in pesantren? Second, how is the implementation of learning in pesantren? Third, how is the portrayal of inclusive graduates as the learning impact in pesantren? This study uses qualitative research with curriculum/materials and learning methods in pesantren as the object of the study. The data were collected from sources such as kyai (preacher), ustadz, santri (Islamic boarding school students), graduates, administrators of pesantren who were selected by purposive sampling, with documentation study methods, observations, and interviews. The analysis uses a descriptive method to portray the entire curriculum and learning conditions conducted in pesantren. Then they were analyzed interpretively to see the relationship between the formation of santri's inclusive attitudes. This study shows that the curriculum and learning methods have a significant role in shaping the students' attitudes. A sequential-comprehensive curriculum structure and discursive learning methods will form an inclusive (open and tolerant) student personality. Therefore, other pesantren(s) need to transform towards a discursive curriculum and learning to lead to inclusive students. © 2022 Abdul Rohman and Siti Muhtamiroh
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