The Role of Islamic Religious Teachers in Da‘wah and Learning in the Contemporary Era: A Case Study at Darul Hikmah Islamiyah Islamic Boarding School, Peunaga Rayeuk

Islamic Education Teachers, Da‘wah, Learning Strategies

Abstract

This study aims to examine the role of Islamic Education teachers in da‘wah and learning in the contemporary era through a case study at Darul Hikmah Islamiyah Islamic Boarding School, Peunaga Rayeuk. Islamic Education teachers at the pesantren play a strategic role in integrating da‘wah and learning into the curriculum and students’ daily activities, enabling the pesantren to remain relevant as a center of Islamic education in modern society. This research employs a qualitative approach using a case study method. Data were collected through in-depth interviews with teachers, students, and pesantren administrators, participatory observation, and document analysis. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was tested using source triangulation, member checking, and audit trail techniques. The findings reveal that Islamic Education teachers hold highly significant roles as educators, facilitators, motivators, and role models for students and the surrounding community. The strategies applied in da‘wah and learning include interactive teaching methods, the utilization of technology, and the strengthening of noble moral values (akhlak mulia) in daily life. Although teachers face several challenges, such as limited time and supporting facilities, they successfully create a dynamic and effective learning environment. The impact of these roles can be seen in the improvement of students’ religious understanding, the strengthening of moral values, and the establishment of harmonious relationships between the pesantren and the community. Therefore, Islamic Education teachers can adapt da‘wah and learning practices effectively to the challenges of the contemporary era.