Teaching ʿAqīdah in a Modern Pesantren: Faith Internalization Through Al-Burhān fī Masāʾil al-Īmān Among Upper–Middle Socioeconomic Students

Sopian Kamil Muttaqin; Muhammad Rifaldi; Gumilang Eka Fadhyla; Naufal Hidayatullah; Fuzna Amalena Mayadinal 'Amal; Ariq Rifqi Musthofa

doi:10.35445/alishlah.v18i2.9250

Teaching ʿAqīdah in a Modern Pesantren: Faith Internalization Through Al-Burhān fī Masāʾil al-Īmān Among Upper–Middle Socioeconomic Students

Sopian Kamil Muttaqin, Muhammad Rifaldi, Gumilang Eka Fadhyla, Naufal Hidayatullah, Fuzna Amalena Mayadinal 'Amal, Ariq Rifqi Musthofa

Abstract

Although ʿaqīdah (Islamic creed) education in Islamic boarding school (pesantren) has been widely studied, the process of faith internalization among students in modern pesantren from upper–middle socioeconomic backgrounds, particularly through textbook-based instruction, has received limited empirical attention. This study aims to investigate the role of teaching Kitāb al-Burhān fī Masāʾil al-Īmān in supporting the internalization of ʿaqīdah at Bina Anak Sholeh (BIAS) Modern Boarding School, Yogyakarta. This study employs qualitative case study design. Participants consisted of one teacher and four students. Data were collected through semi-structured interviews, learning observations, and document analysis, and were thematically analyzed to identify patterns and stages of ʿaqīdah internalization. The findings reveal that ʿaqīdah instruction is oriented toward three main focuses: positioning faith as a life orientation, cultivating spiritual and moral awareness, and strengthening students’ personal conviction. The internalization process occurs progressively, beginning with initial knowledge of ʿaqīdah, followed by understanding basic concepts of tawḥīd, recognizing the dimensions of ulūhiyyah, rubūbiyyah, and asmāʾ wa ṣifāt, linking faith with moral attitudes and social realities, and culminating in the ability to apply tawḥīd values in contemporary life contexts. These findings suggest the importance of a sequenced ʿaqīdah curriculum, dialogic and reflective pedagogical practices, and learning outcomes that integrate faith understanding with students’ lived experiences in modern pesantren settings.

Keywords

‘Aqîdah internalization; Islamic Religious Education; Pesantren pedagogy; Textbook-based learning; SOLO Taxonomy

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DOI: https://doi.org/10.35445/alishlah.v18i2.9250