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All Journal Abjadia, International Journal of Education Journal EVALUASI Ta`Limuna : Jurnal Pendidikan Islam Piwulang: Jurnal Pendidikan Agama Islam Journal Islamic Studies Alhikam Journal of Multidisciplinary Islamic Education (AJMIE) Jurnal Manajemen Pendidikan Islam
siti Mutholingah
STAI Ma'had Aly Al-Hikam Malang
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Islamic Education as Cultural Resilience: Malay Identity amid Religious Pluralism in Southern Thailand Umeirsyah Umeirsyah; Rosidin Rosidin; Siti Mutholingah; Mahammadaree Waeno
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36584

Abstract

This study examines the crucial role of Islamic education for the Malay community in Pattani, Southern Thailand, in safeguarding cultural identity amid the challenges of religious pluralism and national assimilation policies in daily practices. The study employs a qualitative approach with an interpretive case study design, collecting data through participatory observation, in-depth interviews and document analysis. The findings reveal that the dynamics of Islamic education are characterized by the implementation of a dual curriculum that combines the national curriculum with religious content, generating identity tensions among Muslim students. Cultural preservation is effectively carried out through traditional educational institutions such as pondok pesantren (Islamic boarding school) and “Malay schools,” which instill Malay values and use the local language as the medium of instruction. In addition, the values of multiculturalism and tolerance are deeply embedded in the learning process, for example, even though Santiwitya is an Islamic school, the curriculum still adapts the national compulsory curriculum in the form of general subjects which include examples of teachings from Buddhism. The novelty of this research lies in its holistic approach because this approach viewing Islamic education not only as a fortress of cultural preservation but also as an active agent in cultivating tolerance and serving as a bridge for dialogue. Theoretically, the study demonstrates that strong religiosity can coexist with inclusive attitudes, while practically it offers a model of community-based education as an effective strategy for cultural reconciliation and the preservation of minority identities.
Management Students at School Value-Based Islamic Boarding Schools: A Comparative Study in Indonesia and Thailand Luthfiah Syafiqi; Siti Mutholingah; Miss Fateemah Ali Muhammad
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.265

Abstract

This study aims to analyse and compare the planning, implementation, and evaluation of student management systems within Islamic boarding school-based institutions in two distinct Southeast Asian contexts: MTs Al-Hidayah in Indonesia and Mattayom Muslimeen Suksa in Thailand. As Islamic education faces the challenges of modernisation, understanding how these schools preserve traditional values while adopting formal management standards is crucial. This research employed a qualitative multi-case study design, utilising both within-case and cross-case analyses to identify similarities and divergent practices. Data were gathered through in-depth interviews, observations, and documentation, with informants selected via purposive sampling of 10 key participants, including school principals, teachers, and students from both institutions. The results demonstrate that both schools successfully integrate national curricula with Islamic boarding school values, emphasising character building and spiritual development. However, the study reveals significant contextual adaptations: MTs Al-Hidayah focuses on input quality through Al-Quran literacy assessments, while Mattayom Muslimeen Suksa prioritises social accessibility and inclusivity for Muslim minorities through scholarship programs. The primary contribution of this research is the identification of a sustainable, integrative student management model. This model features the integration of hybrid technology into admission planning, the seamless infusion of boarding school values into formal instructional processes, and continuous behavioural-academic evaluation. These findings offer a practical framework for other Islamic educational institutions to enhance the quality of their management without compromising their religious identity. This sustainable model serves as a strategic reference for school administrators navigating the complexities of managing student development across diverse socio-cultural environments
Co-Authors Abdul Gafur Ahmad Hisyam Ahsan Muzadi Baharuddin Baharuddin Basri Zain Luthfiah Syafiqi Mahammadaree Waeno Misbahul Munir Miss Fateemah Ali Muhammad Muh. Rodhi Zamzami Rosidin Rosidin Umeirsyah Umeirsyah