Classical Islamic Education Policy: Institutions, Curriculum, Waqf, and Contemporary Relevance

Abstract

This study aims to analyze classical Islamic education policies in terms of institutional development, curriculum, funding systems, and their relevance to the development of contemporary Islamic education. Using a qualitative approach and a library research method, data were collected from the Qur'an, Hadith, classical Islamic texts, books on the history of Islamic education, and relevant scholarly literature. The findings reveal that classical Islamic education developed through various institutions, including mosques, *kuttab*, *madrasahs*, *Bayt al-Hikmah*, *zawiyah*, *dayah*, and *pesantren*, which implemented an integrated curriculum combining religious and rational sciences. The success of this educational system was supported by *waqf*-based funding, state patronage, and close collaboration between religious scholars and political authorities in maintaining educational quality, enabling it to produce prominent scholars who made significant contributions to the advancement of global knowledge. This study concludes that the principles of classical Islamic education remain relevant as a foundation for the development of contemporary Islamic education through the integration of knowledge, strengthened institutional governance, the revitalization of productive *waqf*, and the development of adaptive curricula that respond to social change while preserving Islamic values. The study recommends formulating Islamic education policies that strengthen institutional governance, optimize productive *waqf*-based financing, and develop high-quality, sustainable, and globally competitive curricula.