Tasikmalaya- Architectural design can carry values, not just walls and roofs. That is the core message of a 2026 study by Ujang Ruli, Sri Pare Eni, and Yophie Septiadi from Universitas Kristen Indonesia, published in the East Asian Journal of Multidisciplinary Research. The researchers examined how Intangible Metaphor Architecture can be applied to design student interest and talent facilities at the Miftahul Huda Islamic Boarding School in Tasikmalaya, Indonesia. Their findings show that Islamic values such as worship, brotherhood, and social harmony can be embedded into architectural space without relying on explicit religious symbols—an approach that is increasingly relevant for modern Islamic education.
The study matters because many Islamic boarding schools, or pesantren, are under pressure to modernize facilities while preserving their religious identity. As pesantren expand their role beyond religious instruction into arts, sports, and life skills education, the design of physical space becomes a strategic issue rather than a purely technical one.
Why Facility Design Matters for Pesantren Today
Pesantren have long played a central role in shaping religious knowledge, character, and social behavior in Indonesia. However, globalization and changing educational demands require pesantren to provide broader opportunities for students to develop creativity, physical skills, and social competence. Facilities for arts, sports, and extracurricular activities are no longer optional—they are essential.
At Miftahul Huda Islamic Boarding School in Manonjaya, Tasikmalaya, this need is particularly visible. The region is designated as an education and socio-religious development zone under the Tasikmalaya Regency Spatial Plan for 2015–2035. Despite this, centralized facilities that specifically support students’ interests and talents remain limited.
According to the authors, inadequate facilities reduce students’ chances to fully develop their potential and weaken their readiness to engage with society after graduation. Architecture, in this context, becomes a tool that can either support or hinder holistic education.
Translating Islamic Values Into Space
Instead of proposing a conventional building plan, the research introduces Intangible Metaphor Architecture as a conceptual design approach. This method translates non-physical values—such as spirituality, togetherness, and harmony—into spatial organization, form, circulation, and atmosphere.
The study highlights three core Islamic values as the foundation of the design concept:
- Spirit of worship, reflected through order, orientation, and spatial unity
- Rahmatan lil alamin (mercy for all creation), expressed through inclusive, environmentally responsive, and sustainable design
- Ukhuwah (brotherhood), embedded in spaces that encourage social interaction while respecting privacy
Rather than using overt religious symbols, these values are communicated subtly through how spaces are arranged and experienced by users.
As Ujang Ruli of Universitas Kristen Indonesia explains in the article, Islamic values “can be effectively translated into architectural forms, spaces, and experiences through a non-physical metaphorical approach,” allowing buildings to educate users through daily interaction with space.
Simple Methods, Clear Design Logic
The research uses a qualitative architectural design approach. The authors conducted field observations at the pesantren, reviewed relevant architectural and educational literature, and analyzed student activities and environmental conditions. These inputs were then synthesized into a design concept using metaphor-based reasoning.
In simple terms, the process involved:
- Observing how students learn, socialize, and practice arts and sports
- Identifying key Islamic values that guide pesantren life
- Translating those values into spatial principles such as orientation, openness, flexibility, and circulation
- Developing a coherent design concept that aligns function, meaning, and context
Architecture is treated as a form of non-verbal communication, where space itself conveys values and shapes behavior.
Why the Hexagonal Form Was Chosen
One of the most distinctive outcomes of the study is the use of a hexagonal basic shape as the foundation of the facility design. The choice is both practical and symbolic.
From a functional perspective, hexagonal forms allow efficient spatial arrangements without leaving unused gaps. Modular hexagons can be combined flexibly, making them suitable for multi-purpose educational facilities.
From a value perspective, the hexagon represents order, collective work, and sustainability. The authors also draw inspiration from natural patterns, such as honeycombs, which are referenced in Surah An-Nahl. Importantly, this connection is not used as a literal symbol but as a conceptual reference that reinforces harmony between humans, nature, and learning.
The study also refers to international precedents, such as Sanhuan Kindergarten in Jiangsu, China, which uses hexagonal modules to create adaptive learning environments. This comparison strengthens the argument that the form is both globally relevant and locally meaningful.
Key Findings at a Glance
The research identifies several important conclusions:
- Intangible Metaphor Architecture enables Islamic values to be integrated into design without explicit symbolism
- Spatial order and orientation reinforce spiritual discipline and focus
- Flexible, open spaces support arts, sports, education, and social interaction
- Hexagonal forms improve space efficiency while expressing sustainability and togetherness
- Well-designed facilities contribute to character formation, not just physical activity
Overall, the facility design functions as both an educational space and a moral environment.
Implications for Education and Policy
The implications extend beyond a single pesantren. For Islamic education institutions, the study offers a design framework that balances tradition and modernity. Facilities designed with value-based architecture can enhance student comfort, creativity, and social behavior.
For policymakers and planners, the research provides evidence that educational infrastructure should consider cultural and spiritual dimensions, not only capacity and cost. Architecture aligned with institutional values can strengthen educational outcomes and community acceptance.
The authors also suggest that this approach could be applied to other pesantren with different cultural contexts, expanding its relevance across Indonesia and beyond.
Author Profiles
- Ujang Ruli – Universitas Kristen Indonesia
- Sri Pare Eni – Universitas Kristen Indonesia
- Yophie Septiadi – Universitas Kristen Indonesia
0 Komentar