The Tahfidz-Embedded School System (TESS): A Multi-Case Study of Value-Based Qur’anic Curriculum Management in Islamic Boarding Schools

Authors

  • Ahmad Mubarok UIN Maulana Malik Ibrahim Malang, Indonesia
  • Agus Maimun UIN Maulana Malik Ibrahim Malang, Indonesia
  • Samsul Hady UIN Maulana Malik Ibrahim Malang, Indonesia
  • Hufron Hufron IAI Sunan Kalijogo Malang, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i2.9591

Keywords:

educational management, Islamic curriculum integration, value-based education, school leadership

Abstract

Tahfidz-based secondary schools in pesantren contexts often face managerial fragmentation between the national curriculum and Qur’anic memorization programs. This study examines how formal curricula and Tahfidz al-Qur’an education are institutionally managed and integrated in pesantren-based secondary schools.A qualitative multi-case study was conducted at SMA Unggulan Harapan Ummat Mojokerto and MA Islam Terpadu Darul Fikri Sidoarjo, East Java, Indonesia. The sites were selected using a maximum variation strategy to compare school-dominant and pesantren-centered governance models. Data were collected over six months through 28 semi-structured interviews with 27 participants, participant observation, and document analysis. Cross-case thematic analysis was conducted through open, axial, and selective coding, supported by NVivo 12. Trustworthiness was ensured through triangulation, member checking, intercoder reliability, peer debriefing, audit trails, and reflexive documentation.The findings reveal two interconnected integration pathways. The adaptive–operational pathway emphasizes schedule synchronization, differentiated memorization tracks, teacher coordination, supervision, and performance monitoring. The normative–epistemological pathway embeds Qur’anic values, ta’dib, spiritual formation, and institutional vision into curriculum objectives, implementation, and evaluation. These pathways differ according to leadership orientation and governance structure.The study formulates the Tahfidz-Embedded School System (TESS), a value-based curriculum management model that positions Qur’anic memorization as the organizing core of planning, organization, implementation, supervision, and evaluation. TESS contributes to Islamic education management by reconceptualizing curriculum integration as a managerial and epistemological system rather than merely instructional coordination.

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Published

2026-06-03

How to Cite

Mubarok, A., Maimun, A., Hady, S., & Hufron, H. (2026). The Tahfidz-Embedded School System (TESS): A Multi-Case Study of Value-Based Qur’anic Curriculum Management in Islamic Boarding Schools. AL-ISHLAH: Jurnal Pendidikan, 18(2), 1888–1900. https://doi.org/10.35445/alishlah.v18i2.9591

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Vol. 18 No. 2 (2026): JUNE 2026

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