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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Istifkar: Media Transformasi Pendidikan
Mustofa, Makmur Sofyan
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Religion Education Other

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Islamic Educational Policy Analysis on Facilitating Islamic Boarding School Development Under the Local Regulation Mustofa, Makmur Sofyan; Syukur, Fatah; Muhlisin, Muhlisin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7081

Abstract

This study examines the facilitation of Islamic boarding school (Pesantren) development in Pekalongan City, Indonesia, under the Islamic Boarding School Law No. 18 of 2019 framework. This research analyzes the implementation of Regional Regulation No. 3 of 2022 in implementing this legal framework to support the development of Pesantren, especially in Pekalongan City, Indonesia. This study employs a qualitative approach with a case study design. The case study method was selected as it allows for an in-depth exploration of the implementation of Regional Regulation (Perda) No. 3 of 2022 within the specific context of Pekalongan City, Indonesia, as a locus for pesantren development under the framework of the Islamic Boarding School Law No. 18 of 2019. Data were collected through in-depth interviews with key stakeholders, including Pesantren’s leaders, local government officials, and community members, and analysis of relevant policy documents and reports. This research is based on a Political Knowledge approach to the analysis of policy documents. The analysis technique employed in this study is thematic analysis, which involves identifying, analyzing, and reporting patterns (themes) within qualitative data The important findings of this article show that although national and local regulations provide a strong foundation for the development of Islamic boarding schools, several challenges still exist, including limited funding, uneven distribution of resources, and the need for capacity building among Islamic boarding school administrators. Regional regulations are critical to be issued in order to strengthen central government policies. The study also identifies significant opportunities, such as increased community engagement, improved infrastructure, and increased religious and general education curricula integration. This research contributes to a broader discourse on Islamic education policy by offering insights into implementing national laws at the local level and providing recommendations to optimize the development of Pesantren in Pekalongan City and its surroundings.
From Hierarchy To Reciprocity: Re-Envisioning Teacher-Student Relations In Islamic Education Through Qira’ah Mubadalah Mustofa, Mahmud Yunus; Malik, Muh Syauqi; Indriani, Mikke Novia; Mustofa, Makmur Sofyan
Istifkar: Media Transformasi Pendidikan Vol 6 No 1 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i1.382

Abstract

Teacher-student relationships within the Islamic educational tradition are frequently characterized by a unidirectional, vertical hierarchy in which the student is relegated to a passive recipient of knowledge. This power imbalance often triggers pedagogical stagnation and, in extreme cases, manifests as physical violence or emotional detachment. This study proposes a paradigm shift by re-envisioning the dynamics of teacher-student relations through the lens of Mubādalah (Reciprocity). Employing a qualitative approach grounded in hermeneutic analysis, this paper deconstructs the conventional "subject-object" dichotomy and replaces it with a "subject-to-subject" partnership grounded in Mubādalah principles. The analysis applies a three-step Mubādalah framework: first, identifying universal Islamic principles of justice; second, extracting core pedagogical values from religious texts; and third, reciprocally distributing these values to both teachers and students. The findings demonstrate that applying Mubādalah to teacher-student relations transforms the classroom into a space of mutual dignity, where both parties become active participants in a shared spiritual and intellectual journey. This reciprocal model does not diminish the teacher's role but reframes their position from an absolute authority to a mentor and facilitator grounded in compassion (raḥmah). Ultimately, this research contributes to the discourse on Islamic educational reform by providing a theological and methodological foundation for creating non-violent, egalitarian, and harmonious learning environments suited to the challenges of the 21st century.
Co-Authors Fatah Syukur, Fatah Indriani, Mikke Novia Mahmud Yunus Mustofa Muh Syauqi Malik Muhlisin Muhlisin