Visual Art Education Model in The Bormove (Boarding Movement) Community

Abstract

Art education in Indonesia has undergone various developments, particularly in the context of learning approaches. However, art learning has often encountered resistance from Islamic cultural contexts, especially within Islamic boarding schools (pesantren), which emphasize religious studies and employ distinctive learning methods. In response to this, the Bormove (Boarding Movement) community has emerged as a unique example of integrating pesantren culture into art education practices. This study aims to explore how the Bormove community actualizes an art education model that combines Islamic boarding school traditions with contemporary art practices. The research employs a qualitative case study design, utilizing data collection techniques such as literature review, observation, and interviews. The data were systematically analyzed to describe how pesantren-based learning methods are adapted and applied within the Bormove community’s art learning process. The findings of this study are expected to contribute to an alternative model of art education that is inclusive, contextual, and capable of bridging the spiritual and aesthetic dimensions in arts learning