Ustadz as agents of religious moderation in islamic boarding schools: Concepts, strategies, and impacts at pesantren mta, karanganyar

Muin Abdullah; Annafi’ Nurul’Ilmi Azizah; Mohammed Hafiz Ali Wafa; Habib Assalam

doi:10.59944/jipsi.v4i4.519

Authors

Muin Abdullah Institut Islam Mamba’ul ‘Ulum Surakarta, Indonesia
Annafi’ Nurul’Ilmi Azizah Institut Islam Mamba’ul ‘Ulum, Surakarta, Indonesia
Mohammed Hafiz Ali Wafa International Institute for Halal Research and Training (INHART), International Islamic University Malaysia (IIUM), Malaysia
Habib Assalam International University of Africa, Khartoum, Sudan

DOI:

https://doi.org/10.59944/jipsi.v4i4.519

Keywords:

Religious moderation, Islamic boarding schools, Concepts, strategies, and impacts of education

Abstract

This study examines the role of ustadz as agents of religious moderation at the Majelis Tafsir Al-Qur’an (MTA) Islamic Boarding School in Karanganyar, Central Java, through a qualitative case study involving 12 informants using interviews, observations, and documentation. The findings indicate that educational background and preaching experience influence the ustadz’s understanding and strategies in internalizing moderation, whether through sermons, discussions, exemplary conduct, or non-formal activities, although consistency remains uneven. The ustadz play a role in fostering tolerance and social harmony, with positive impacts on students’ mindsets, making them more critical, inclusive, and tolerant, despite some still perceiving moderation as a weakening of principles. Challenges include student resistance, limited ustadz capacity, and the influence of digital media, while opportunities involve media literacy, inter-community activities, and internal policies. The success of religious moderation depends on curriculum integration, role modeling, and sustainable social guidance, which can be replicated in other Islamic boarding schools.

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