The Relevance of Classical Islamic Education in the Modern Era: A

Case Study of Kuttab Islamic Schools

Firdaus Wajdi

, Rohma Kubro

and Suci Nurpratiwi

Department of Islamic Education, State University of Jakarta, Jl. Rawamangun Muka, East Jakarta 13220, Indonesia

Keywords: Classical Islamic Education, Kuttab Al-Kahfi, Kamil Generation.

Abstract: Classical Islamic education has a long history in shaping Islamic civilisation, with a model that combines

scientific and moral aspects. In the fast-paced and dynamic modern era, the relevance of this education is

often questioned when facing the challenges of the times. This article explores the relevance of classical

Islamic education in the modern era through the case study of Kuttab Al-Kahfi. This educational institution

carries a traditional approach with the motto "Giving birth to a Divine and Noble Generation in Youth". Kuttab

Al-Kahfi has succeeded in integrating classical Islamic values with the needs of modern education through a

comprehensive curriculum, which includes learning the Qur'an and adab. This article highlights how Kuttab

Al-Kahfi faces the challenges of globalisation and technology while maintaining the basic principles of

Islamic education, as well as the impact of this educational method on the formation of the character and

intellect of the younger generation. The study results show that an educational approach rooted in classical

tradition remains relevant in forming a generation with noble character and high competence in the modern

era.

1 INTRODUCTION

Islam is a comprehensive religion that explains

various aspects of human life, including education.

Education plays a very important role in the discourse

of Islamic studies and is one of the factors that will

help develop civil society. Therefore, the discussion

of Islamic education remains relevant to

understanding the use and application of existing

relevant Islamic education models in this modern era.

These models play a significant role in preserving the

classical model of Islamic education while meeting

the contemporary demands of Muslim societies.

One classical Islamic education model

remains relevant even in the contemporary era, with

various variants and models developed related to

Islamic education. The educational model in question

is the Kuttab model of Islamic education. Kuttab, as

a model of Islamic education, has a very long history

and can even be associated with the history of Islamic

education in the early days of Islam's development.

Researchers attribute it to the early Islamic education

https://orcid.org/0000-0002-9736-1026

period where the Prophet Muhammad (peace and

blessings of Allaah be upon him) began teaching

Islam with various fundamental knowledge such as

reading and writing the Quran. Researchers also

associate this Kuttab with pre-Islamic history, as

indicated by the meaning of the kuttab as an

educational institution to teach reading and writing

among members of the Arab community in the pre-

Islamic (Bialfino, Masyitoh, and Suryadi 2023; Ifendi

2021).

The history of Islamic education in the

classical or early era dates back to the early Islamic

period, specifically from the 7th to the 9th centuries

AD. During this time, Islamic education primarily

focused on learning the Qur'an and Hadith. As

Muslim society evolved, between the 9th and 13th

centuries, Islamic education expanded to include

Islamic sciences and integrated subjects such as logic,

mathematics, and astronomy. This enriched the

educational process by fostering critical thinking and

analytical skills (Amri 2023; Ismail 2024; Nurdiyanto

et al. 2024)

832

Wajdi, F., Kubro, R. and Nurpratiwi, S.

The Relevance of Classical Islamic Education in the Modern Era: A Case Study of Kuttab Islamic Schools.

DOI: 10.5220/0013414900004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 832-836

ISBN: 978-989-758-752-8

In Indonesia, the development of Islamic

education is closely linked to the spread of Islamic

da'wah. One of the country's most prominent Islamic

educational institutions is the Islamic boarding school

(pesantren), which adapts classical education

methods to local contexts. In the contemporary era,

Islamic education in Indonesia has also seen a rise in

classical Islamic educational institutions that meet

modern needs. One notable example is the Kuttab

model of Islamic education. Unlike many modern

Islamic educational institutions, Kuttab emphasizes

teaching the Qur'an, mainly through memorization

and character development among students. This

approach highlights the importance of Kuttab in

contemporary Indonesia, where it continues to

promote and familiarize students with Islamic

education and culture despite strong globalization

influences (Nurdiyanto et al. 2024; Sofanudin et al.

2022)

Kuttab serves as a response to the increasing

demand for literacy and Islamic values in education

for Muslims. Initially, Kuttab developed in Medina

during the time of the Prophet Muhammad

Shallallahu Alaihi Wasallam, when Muslim children

learned to read and write knowledge related to Islam

(Bialfino, Masyitoh, and Suryadi 2023; Ifendi 2021)

The Kutab curriculum focuses more on studying the

Quran, Arabic, and basic calculations. This Kuttab

education model then developed with the

development of the Islamic communities in Medina,

Mecca and various other regions where Islam is Islam

(Bialfino, Masyitoh, and Suryadi 2023; Hasanah and

Suseno 2020; Ifendi 2021).

Indonesia, one of the countries with the largest

Muslim population in the world, became one of the

places where this Kuttab education model developed.

However, the development of the fixed model in

Indonesia occurred for quite a long time compared to

the early Islamic region. Some indications illustrate

that this educational model, such as Kuttab, had been

practised before the Indonesian independence period.

However, the development of Kuttab in Indonesia has

only been seen significantly and formally since 2012,

when it was reintroduced and recognised as a model

of Islamic education in Indonesia. The establishment

of the Kuttab institution is also intended to find

solutions to the shortcomings in the current education

system by integrating Islamic education with basic

literacy and numeracy skills. This was marked by the

establishment of Kuttab Al-Fatih in Depok (Bialfino,

Masyitoh, and Suryadi 2023; Hasanah and Suseno

2020).

In its subsequent development, the Kuttab

educational institution has operated in Indonesia as a

non-formal educational institution. It is an alternative

model of Islamic education that offers uniqueness and

relevance in this contemporary era. In general, Kuttab

education focuses on teaching the young generation

of Islam about Islamic values and education taught

together with basic academic skills. This is believed

to be the knowledge, principles, and fundamentals

that need to be mastered by the young generation of

Islam in the golden age of their educational

development. Furthermore, this Kuttab education

model can be accepted more widely in Indonesia with

indications that the development of Kuttab

educational institutions can be seen in various regions

in Indonesia in a relatively short period of time. This

illustrates that there is a high level of interest from the

Muslim community in Indonesia, especially parents

who want their children to get Islamic religious

education and also academic development as a

provision for the young generation of Islam (Bialfino,

Masyitoh, and Suryadi 2023).

One of the characteristics of this Kuttab learning

model is that it focuses on students at a young age at

the same level as elementary school. This educational

model also combines traditional Islamic teaching

methods with modern educational practices. This is

undoubtedly one of the attractions owned by this

Kuttab educational institution. This approach is

believed to be successful in educating the younger

generation with Islamic Knowledge and, very

importantly, instilling moral values from a young age

(Bialfino, Masyitoh, and Suryadi 2023; Hasanah and

Suseno 2020). The development of the Kuttab model

education system illustrates the significance and

relevance of Islamic religious teachings, especially in

education, which developed in the early days of Islam

and is still relevant in this contemporary era,

especially in Indonesia. Therefore, studying how the

Kuttab education model is still relevant in the modern

context is essential to understand and know.

2 METHODS

This study uses the library research method to

examine the concept and implementation of the

Kuttab education model in Indonesia in depth based

on literature that has been published in various

academic journals. This research was carried out by

collecting and analysing various relevant secondary

data sources, scientific articles, and information from

school websites that can be accessed online. In

general, the source of this research was chosen by

using the keyword "Kuttab" or "kutab," a unique

keyword that can help direct the literature to reliable

The Relevance of Classical Islamic Education in the Modern Era: A Case Study of Kuttab Islamic Schools

833

sources. Through this method, the research is

expected to produce a clear and in-depth picture of

the Kutab Islamic education model without going

directly into the field so that it is conceptual and

theoretical. Meanwhile, the analysis is carried out

using descriptive-analytical techniques, namely, by

systematically describing and explaining the content

of the literature sources. This approach aims to

comprehensively understand Indonesia's classical

Ilam education model known as Kuttab (Connaway

and Powell 2017; Mahanum 2021).

3 FINDING AND DISCUSSION

Based on the data found online through journal

analysis and also information related to Kuttab as an

educational institution with classical characteristics

as well as offering a curriculum that studies Islam for

the younger generation, which now is still relevant

and even in demand by the Muslim community in

various regions in Indonesia, several points can be

found that can explain the relevance of this Kuttab

Islamic education model in the contemporary era. The

kuttab developed in Indonesia is characterised by

various unique and distinctive characteristics and

describes the merger between the principles of

classical Islamic education developed in the early

days of Islam and modern pedagogy practices and

techniques.

3.1 Faith-Based Curriculum

Kuttab is an Islamic educational institution

emphasising the classical Islamic curriculum model,

which has a very long history that developed in the

early days of Islam. Therefore, the curriculum

description also strongly indicates the existence of

significant subjects in Islam that will be the basis for

the younger generation in their early education. The

curriculum developed in the Kuttab classical Islamic

educational institution, known as the faith-based

curriculum, is one of the characteristics of the Kuttab

educational institution. Clearly, the curriculum taught

in the Kuttab educational institution focuses on faith

and learning the Quran. In the aspect of faith, students

are taught to understand the aqidah and also belief

systems in the teachings of Islam as the essential

capital of the life of the Muslim community. Then,

from the aspect of learning the Quran, this Kuttab

educational institution emphasises the aspects of

memorisation and understanding of the Quran. In the

view of the management of Kuttab educational

institutions, these two aspects, namely aqidah and

also the Qur'an, are very central educational

frameworks, and students need this to develop an

understanding of Islam both from theological and

practical aspects that have strong roots in the sources

of Islamic religious teachings (Chapman et al. 2014;

Sofanudin et al. 2022; Yayasan Al-Fatihah 2024).

The curriculum implemented in Kuttab is not

only about Islam but also murofaqot, an additional

lesson whose portion is not larger than the two main

curricula, namely Faith and the Quran. In practice,

murofaqot can consist of mathematics and natural

sciences. This is intended so that students in Kuttab

can continue their education at a higher level.

Interestingly, Kuttab then adopted natural science

materials with an Islamic understanding related to the

interpretation of the Qur'an and the meaning of the

hadith of the Prophet PBUH.

3.2 Student Level Management

Classroom management in the Kuttab model

education system is carried out very simply, where, in

general, the student management structure is divided

into two primary levels, namely the initial kuttab and

the Kuttab Qanuni. The initial kuttab level is designed

to provide students with basic knowledge of Islamic

teachings, which can gradually increase in

complexity over time. In comparison, the Kuttab

Qanuni level is designed as a follow-up to the initial

Kuttab level where at this Kuttab Qanuni level,

Islamic education instruction has become more

advanced, and there are also materials based on a

broader range of disciplines (Sofanudin et al. 2022;

Yayasan Al-Fatihah 2024).

The learning atmosphere and classrooms in

the modern Islamic educational institution Kuttab

also support the relevance of this institution in the

modern era. Learning space is one of the essential

factors that the managers of educational institutions

realise. This educational institution usually consists

of small classrooms that allow for good attention

from teachers to students. Small spaces also allow for

good communication between students, fellow

students, and educators. With this good

communication, the Kuttab educational institution

seeks to determine that the role of teachers becomes

more essential or prioritised than luxurious and

extensive physical infrastructure. In the Kuttab,

interpersonal connections and mentorship, the

education system is considered more important and

more substantial than building facilities. It is also

reminiscent of the learning practices of the early

Islamic period, which were proven to produce

successful individuals becoming Kaffah Muslim

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

834

individuals and future leaders (Hasanah and Suseno

2020; Sofanudin et al. 2022).

3.3 Adab Before Science Teaching

Methods

Islam has three main foundations, namely Sharia and

morals. The three components support each other in

forming a Kaffah Muslim person. This has been

described by the Prophet PBUH from the beginning

of learning Islam. Through this Kuttab model, Islamic

educational institutions, These three things get a

significant portion of attention. In the aspect of

Aqidah, Material is the primary material given to

students who are the younger generation of Islam as

a provision for practising Islamic religious teachings,

which are given structurally from an early age. Then,

the practice of cleanliness as a form of

implementation of Sharia is also carried out in daily

learning activities at Kuttab educational institutions.

Then, what is no less critical is related to morals or

manners. Manners are a component that cannot be

separated from the reason why classical educational

institutions such as Kuttab are still relevant in the

modern era. There is even a priority over academic

ability. Manners that can be understood as good

behaviour and habits are prioritised over intelligence

in the aspect of knowledge. In the practice of learning

at Kuttab educational institutions, students are given

ethical learning and respect for others in accordance

with the teachings and values of Islam (Sofanudin et

al. 2022).

On one occasion, the researcher found a significant

change in the manners of the students who had joined

Kuttab. This can be seen as a positive change from

those who previously tended to be students with

emotional problems and became good students after

joining Kuttab.

3.4 Parental Involvement

Islam places parents as the first educators for children

and the younger generation. This is also still seen as

one of the characteristics of the Kuttab Islamic

educational institution. So, parental involvement is

highly appreciated and assessed. Even educational

programs are specifically designed to adopt parents'

participation in becoming a holistic learning system

that supports understanding and practising Islamic

religious teachings for the young generation of

Muslims (Hasanah and Suseno 2020; Sofanudin et al.

2022). This can be one of the critical breakthroughs

and a significant feature and also explains why

educational institutions that implement the classic

model, such as Kuttab, are still relevant and get

attention from the Muslim community. Especially

considering the debt that focuses on students at the

elementary school level, the involvement of parents

in the learning process and a system that recognises

and adopts the role of parents in supporting the

education system will certainly be something that is

very much liked by parents who are very concerned

about religious education and also basic skills and

ethics for their children (Avvisati, Besbas, and Guyon

2010).

3.5 Learning Environment: Activities

and Practices

The Kuttab model Islamic educational institution also

integrates diverse practices in the learning process,

such as implementing fadhu (compulsory) prayers

and reciting the Quran. This further shows that there

is an integration of various elements such as faith-

based curriculum, student level management,

emphasis on learning and practice of manners rather

than academic achievement alone, as well as parental

involvement Can create a comprehensive learning

environment so that this institution can provide a

learning experience that can grow intellectual and

spiritual potential (Sofanudin et al. 2022; Yayasan

Al-Fatihah 2024).

Considering the above, Kuttab pointed out that this

educational institution is based on classical Islamic

traditions that combine knowledge and character

development in the learning process. The learning

environment at Kuttab school is designed to form an

Islamic character by integrating academic activities

and daily worship practices. This is one of the unique

educational practice in the contemporary era.

4 CONCLUSIONS

Although the Kuttab Islamic educational institution is

inspired by the classical Islamic education model

applied during the time of the Prophet PBUH, it turns

out that in practice in Indonesia in this modern era, it

recognises progress in the existing educational

aspects and the demand of the society regarding

educating the children to have abilities in the fields of

science and mathematics. Based on various studies, it

has studied in detail the growth and development of

Kuttab educational institutions in Indonesia. This

institution has shown the integration between

traditional Islamic values, such as the importance of

The Relevance of Classical Islamic Education in the Modern Era: A Case Study of Kuttab Islamic Schools

835

aspects of faith, learning the Quran, and the practice

of adab, with the needs and developments in

contemporary society. This can be seen, for example,

from the adaptation of the role of parents in the

learning process, which creates a holistic system to

adapt and answer modern challenges such as the

formation of good character amid the challenges of

globalisation and the digital era.

Among the advantages of this Kuttab

educational institution is the use of a faith-based

curriculum that characterises the practice of classical

Islamic education during the time of the Prophet

PBUH, student management that uses small classes

that allow communication and also learning that is

more focused on students, the application of the

principle of adab is more important than academic

knowledge, the involvement of parents as a symbol of

the system in the learning process, As well as the

existence of a learning environment that allows the

practice of Islamic teachings and values that form a

kaffah Islamic generation.

One of the things that should be appreciated

from this Kuttab educational institution is that the

integration carried out only sometimes sacrifices the

essence of Islamic spiritual values. This educational

model provides an essential alternative for Muslim

families who still want fundamental provisions in the

form of Islamic religious values and manners for their

children while not needing to be too far behind the

benefits of learning that uses and applies

contemporary educational models. Therefore, this

educational model is acceptable and still relevant in

this modern era. Modern education can inspire the

development of Islamic education in various contexts

to develop the young generation who practice Islam

in Kaffah.

There is a possibility that in the future, Kuttab

will continue to develop, for example, by adopting

modern needs such as mastery of English but still

with adoption following Islamic religious teachings

based on the Qur'an and hadith. This can then make

Kuttab still accepted and in demand by modern

society in Indonesia.

ACKNOWLEDGEMENTS

This publication would not have been possible

without the generous financial support of the Faculty

of Social Sciences and Law, Universitas Negeri

Jakarta.

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