The idea of modernization as an effort to adapt and maintain pesantren education amid the challenges of the times has become a dilemma for pesantren. The issue of modernizing pesantren education boils down to what kind of modernism is offered in the idea of pesantren modernization. Differences in modernism can be seen in the thoughts of Azyumardi Azra and Abdullah Syukri Zarkasyi, which have implications for differences in the ideas of modernization of pesantren education in several aspects. The objectives of this study are: (1) To identify the idea of modernizing pesantren education in the thinking of Azyumardi Azra. (2) To identify the idea of modernizing pesantren education in the thinking of Abdullah Syukri Zarkasyi. (3) To identify the differences between the ideas of modernization proposed by Azyumardi Azra and Abdullah Syukri Zarkasyi. This research is a literature study that uses the works of Azyumardi Azra and Abdullah Syukri Zarkasyi as primary sources. All writings that refer to these two figures are used as secondary sources. This study uses a philosophical and comparative approach to analyze and compare the thoughts of the two figures. The chosen method of analysis is content analysis, which is considered suitable for the chosen research approach. The conclusions of this study show that: (1) Modernism in Azyumardi Azra's thinking is understood as development. (2) Modernism in Abdullah Syukri Zarkasyi's thinking is understood as renewal (Tajdid wa Islah). (3). These differences in modernism have an impact on the differences in the ideas of modernization of pesantren education in terms of institutional aspects, management, curriculum, and methodology, although there are some similarities in the thoughts of both figures. This study provides recommendations for: (1). Further examining the impact of the ideas of modernization of pesantren education in the ideas of Azyumardi Azra and Abdullah Syukri Zarkasyi on the development of pesantren in Indonesia. (2). Further examining the concept of Pesantren by the two figures. (3). Providing recommendations to scholars and pesantren practitioners to be more careful and cautious in choosing ideas to be used as references in modernizing pesantren education.