<![CDATA[This study was motivated by the implementation of a confiscated-item redemption policy at Al-Muhammad Islamic Boarding School, Cepu, as a disciplinary measure for students. The policy raises different interpretations in Islamic jurisprudence regarding the permissibility of ta’zir bi al-māl according to the Hanafi and Shafi'i schools and its implications for social solidarity. This study aimed to analyze the implementation of the policy, examine it from the perspectives of the Hanafi and Shafi'i schools, and interpret it using Émile Durkheim's theory of social solidarity. A qualitative case study approach was employed. Data were collected through observation, interviews, and documentation involving the boarding school leader, administrators, and students. Data were analyzed using the Miles, Huberman, and Saldaña interactive model and validated through source, technique, and time triangulation. The findings indicate that the policy serves as an educational disciplinary mechanism to promote responsibility, discipline, environmental awareness, and prevent wasteful behavior. Its implementation reflects contextual ijtihad by combining ta’zir bi al-māl and ta’zir bi al-abdān according to students' conditions. The policy also strengthens social cohesion through collective compliance with institutional rules. These findings demonstrate that the policy prioritizes educational values and public benefit rather than economic interests.]]>
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