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All Journal Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan
Husnul Yamil
Universitas Islam Negeri Mataram, Indonesia
Education

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The Islamic Educational Philosophy of Tuan Guru Haji Musthafa Umar Abdul Aziz in His Book Al-Fawaid and Its Relevance to Contemporary Education Husnul Yamil; Adi Fadli; Abdul Mujib
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 2 (2026): June
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i2.2952

Abstract

This study analyses the Islamic educational philosophy of TGH Musthofa Umar Abdul Aziz as set out in his book entitled Al-Fawa’id, as well as its relevance to the discourse on contemporary Islamic education policy in Indonesia. This study employs a qualitative approach using a literature review (library research) design, combined with empirical analysis through a case study at the Al Aziziyah Kapek Islamic Boarding School in West Lombok. Research data was obtained. The findings reveal that the educational philosophy presented in Al-Fawa’id emphasizes three key principles: (1) the integration of knowledge, ethics, and spirituality as the foundation of Islamic education; (2) a pedagogical relationship based on moral exemplarity between teacher and student; and (3) an educational orientation that aims not only to transmit religious knowledge but also to cultivate moral character and social responsibility. In institutional practice, these principles are reflected in pesantren educational models that combine classical Islamic scholarship with adaptive responses to contemporary educational demands. The case study of Al-Aziziyah Islamic boarding school demonstrates that the educational ideas articulated in Al-Fawa’id contribute to strengthening the epistemological identity of pesantren while simultaneously encouraging curricular innovation responsive to modern educational dynamics. From the perspective of Islamic education policy in Indonesia, the study suggests that the educational thought of TGH Musthofa Umar Abdul Aziz holds strategic relevance in the context of strengthening pesantren institutions following the enactment of Law Number 18 of 2019 on Pesantren. The concept of integrating knowledge and morality proposed in Al-Fawa’id may serve as an epistemological foundation for developing pesantren curricula that remain rooted in traditional Islamic scholarship while addressing contemporary educational challenges. This article therefore argues that revitalizing the educational thought of local Muslim scholars constitutes a crucial strategy for constructing a contextual and resilient model of Islamic education in modern Indonesia.
Recognition Of Islamic Boarding Schools-An Analysis of Law No. 18 Of 2019 Husnul Yamil; Ahyar; Saparudin
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 2 (2026): June
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i2.3228

Abstract

This research analyzes Indonesia’s Law Number 18 of 2019 on pesantren (Islamic boarding schools) as a form of state recognition within the politics of Islamic education. Utilizing a combined library research and content analysis and then policy study approach informed by contemporary literature, the study traces the genealogy of pesantren recognition in the national education system and critically examines its implications for institutional status, curriculum development, and resource allocation. Findings reveal that while the law provides formal legitimacy and expands access to state resources, it also introduces bureaucratic standards that may constrain the epistemological autonomy of pesantren. Varied responses among pesantren reflect ongoing negotiations between traditions of religious scholarship and demands of modernization. The research concludes that the effectiveness of legal recognition largely depends on the pesantren’s internal capacities to negotiate with state mechanisms and on implementation frameworks that respect institutional diversity. Policy recommendations include differentiated implementation strategies, curricular autonomy safeguards, strengthened human resource capacity, and participatory accountability models.
Co-Authors Abdul Mujib Adi Fadli Ahyar Saparudin