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All Journal MUMTAZ: Jurnal Pendidikan Agama Islam
Ardiyansyah
Sekolah Tinggi Agama Islam Al-Gazali Bulukumba, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media

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The Dynamics of Salafiah Education in the Modern Era: A Study of the Syaichona Muhammad Cholil Islamic Boarding School Machbub Ainurrofiq; Zakariyah; Ardiyansyah; Heru Setiawan; Fatakhul Khoir; Hafidul Muhsin; Sanifu
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 (2026): September 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i2.3775

Abstract

This study uses a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies, then analyzed using reduction, categorization, verification, and triangulation techniques to ensure the validity of the findings. The results show that the dynamics of Islamic boarding school education took place in two phases: the era of Syaichona Muhammad Cholil as the central transmission of the sanad of salafiah knowledge in Java-Madura; the era of KH. Abdulloh Schal who revitalized the system through the integration of ma'hadiyah and madrasiyah; and the era of KH. Fakhruddin Aschal who initiated the method of quickly reading yellow books (Al-Miftah and Amtsilati), classification of dormitories based on salafiah levels, and strengthening formal institutions. The Salafiyah pattern is maintained through the sorogan system, wetonan/bandongan, halaqah, tahfiz, hiwar, and bahtsu al-masa'il, with a curriculum composition of 70% religious and 30% general. Kiai leadership, management, alumni achievements, and commitment to maintaining the purity of the sanad are the main supporting factors, while diploma orientation and the penetration of modern curriculum are challenges. The implication is that Salafiyah Islamic boarding schools need to develop a paradigm of "maintaining good old traditions in the Salafiyah manhaj and adopting new things that are more beneficial contextually" as a philosophical basis for strengthening the curriculum, leadership, and institutions. This model emphasizes the typology of modern Salafiyah Islamic boarding schools that are adaptive without losing the authenticity of values.
Shaykh Abu H. Hasanoel Bashri's Method in Learning Fiqh: a Multi-Site Study in an Islamic Boarding School Zulfahmi; M. Afif Zamroni; Muslihun; Rahmat; Ardiyansyah; Futri Syam; Muzakkir
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 6 (2026): September 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v6i2.3797

Abstract

This study aims to analyze the structure and implementation of fiqh (Islamic jurisprudence) learning methods within the pedagogical tradition of Sheikh Abu H. Hasanoel Bashri and to contribute to the development of fiqh pedagogy in dayah (traditional Islamic boarding schools). The study employs a qualitative approach with a multi-site design, focusing on Dayah Ihyaul ‘Ulum Al-Aziziyah and Dayah MUDI MESRA, Aceh. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively using within-site and cross-site analysis. The results indicate that fiqh learning proceeds through four stages forming an interconnected pedagogical sequence: Beut (knowledge transmission via text reading, interpretation, and dialogue), Meulang (reinforcement of understanding through diverse methods and collaborative discussion), Seumeubeut (knowledge reproduction through peer teaching), and evaluation (a mechanism for periodically verifying mastery of the material). Cross-site synthesis reveals that these four stages do not operate in isolation but form a pedagogical cycle linking teacher authority, collective acquisition, student participation, and the monitoring of knowledge mastery. Based on these findings, the study formulates a Fiqh Pedagogical Cycle Model comprising Transmission, Reinforcement, Peer Teaching, and Periodic Evaluation. This model offers a conceptual contribution by expanding the understanding of fiqh pedagogy from a simple knowledge transmission pattern to a process of knowledge reproduction that engages students as both learning actors and transmitters of knowledge within the dayah scholarly tradition. 
Co-Authors Fatakhul Khoir Futri Syam Hafidul Muhsin Heru Setiawan M Afif Zamroni Machbub Ainurrofiq Muslihun Muzakkir Rahmat Sanifu Zakariyah Zulfahmi