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All Journal Tafkir: Interdisciplinary Journal of Islamic Education
Eko Sumadi
Universitas Islam Negeri Sunan Kudus, Indonesia
Religion Humanities Education Other

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Turasth–Based Model for Islamic Education Policy Analysis: A Case Study of Madrasah Tsanawiyah Dian Rusydianti; Eko Sumadi; Masrukhin Masrukhin
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2629

Abstract

This study explores a turath-based model for Islamic education policy analysis through a case study at MTs Mazroatul Huda Karanganyar, Demak. The study is motivated by the growing concern over moral degradation among students in the digital era and the urgent need to strengthen value-based Islamic education. Although classical Islamic texts (turath) have historically played a central role in shaping students' moral and spiritual character, their integration into contemporary educational policy and learning practices remains underexplored. Therefore, this research aims to analyze the instructional strategies used in teaching turath texts, identify the challenges encountered in the learning process, and formulate practical solutions for strengthening the internalization of aqidah and akhlak values among students. This research employs a descriptive qualitative method with a case study approach. Data were collected through classroom observations, in-depth interviews with teachers and school leaders, and supporting documentation. The findings indicate that the integration of traditional learning methods, particularly sorogan and bandongan, with modern pedagogical approaches can effectively support the internalization of Islamic values among students. However, several challenges were identified, including limited Arabic language proficiency, students' learning motivation, and restricted instructional time. To address these issues, the institution implemented several strategies, including teacher professional development, interactive learning methods, and stronger collaboration with parents. This study highlights the importance of a holistic learning model supported by continuous evaluation in developing Islamic education that is both relevant and responsive to contemporary challenges. The findings contribute to the development of a conceptual framework for integrating turath-based learning into Islamic education policy and practice.
Islamic Values as Social Glue: Pesantren Strategies in Shaping the Character of Multicultural Students at the Al Hidayah Kudus Islamic Boarding School Fahrizal Hakim; Eko Sumadi
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2752

Abstract

In the context of Indonesia's ethnically, culturally, and religiously pluralistic society, Islamic boarding schools (pesantren) play a strategic role as religious educational institutions and agents of social integration. The focus of this study is to identify the Islamic values that form the basis for the formation of the social character of Islamic boarding school students (santri) and to examine their internalization strategies in daily life. This study uses a descriptive qualitative approach with data collection techniques through participatory observation, in-depth interviews with kiai, ustadz, and students, and documentation analysis. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing. The results show that the dominant Islamic values at the Al Hidayah Kudus Islamic Boarding School are ta'dib (manners), tawasuth (moderation), tasamuh (tolerance), and ukhuwwah (brotherhood), which function as an effective moral and social system in building harmony in the multicultural student environment. Internalization of these values is carried out through three main strategies: the exemplary behavior of kiai and ustadz, socio-religious habits, and strengthening the pesantren culture. The synergy of these three strategies fosters the inclusive, moderate, and empathetic character of students, while strengthening social cohesion among them. This study concludes that Islamic values serve not only as theological teachings but also as social mechanisms capable of integrating diversity into harmony. These findings affirm the role of Islamic boarding schools (pesantren) as a relevant model of Islamic education in strengthening social cohesion in Indonesia's pluralistic society.
Co-Authors Dian Rusydianti Fahrizal Hakim Masrukhin Masrukhin