The Relevance of Classical Islamic Education in the Modern Era: A
Case Study of Kuttab Islamic Schools
Firdaus Wajdi
a
, Rohma Kubro
b
and Suci Nurpratiwi
c
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
a
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
Copyright © 2025 by Paper published under CC license (CC BY-NC-ND 4.0)
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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