Implementing the Madrasah Layak Belajar Program by BAZNAS of the Republic of Indonesia in Lombok for Quality Education

Muhammad Faozan (Sekolah Tinggi Ilmu Syariah Darul Falah, Indonesia)

Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Vol 8 No 3 (2026): JULY

Philanthropic-based educational programs have received growing attention as a means of addressing disparities in educational resources; however, research examining their contribution to improving the quality of Islamic educational institutions in resource-limited regions remains limited. This study aimed to explore the implementation of the Madrasah Layak Belajar Program initiated by BAZNAS of the Republic of Indonesia in Lombok and to examine its contribution to improving educational quality in beneficiary madrasahs. A qualitative design was employed, and the study was conducted from January to February 2026 in Lombok, West Nusa Tenggara, Indonesia. A total of 31 participants were selected through purposive sampling, including program implementers, school stakeholders, and direct beneficiaries. Data were collected through in-depth interviews, observations, and document analysis and analyzed using thematic analysis to identify key patterns related to program implementation and educational outcomes. The findings indicate that the program made a significant contribution to improving educational infrastructure through classroom renovation and the provision of learning facilities, thereby creating a more conducive learning environment. These improvements supported more effective teaching practices and increased student engagement in classroom activities. The results further demonstrate that collaboration between philanthropic institutions and educational institutions can play a strategic role in addressing educational resource disparities in Islamic schools. The study concludes that philanthropic initiatives such as the Madrasah Layak Belajar Program can effectively support educational quality improvement in under-resourced madrasahs. These findings contribute to the discourse on community-based educational development and provide practical recommendations for policymakers and philanthropic organizations to strengthen collaborative educational programs, while also indicating the need for future research on their long-term educational impact.