ANALYSIS OF SYEKH H. MUHAMMAD ARSYAD THALIB LUBIS’S THOUGHT ON THE EDUCATIONAL CURRICULUM AND ITS IMPLICATIONS AT MTs MUALLIMIN UNIVA MEDAN

Abstract

This study aims to describe how the educational thought of Sheikh H. Muhammad Arsyad Thalib Lubis is implemented in the learning process at MTs Muallimin UNIVA Medan and to analyze its implications for the curriculum and the distinctive character of education in the madrasah. A qualitative method with a descriptive approach was employed through field research. Data were collected through observation, in-depth interviews with the vice-head for curriculum, teachers of his books, Alwashliyah figures who were his direct students, and Grade VIII students, and through documentation. The data were analyzed through data condensation, data display, and conclusion drawing, with credibility strengthened through source, technique, and time triangulation. The findings show that his thought is still implemented in the madrasah’s vision and mission, in the use of his books (Ushul Fiqh, Musthalah Hadis, and Qawaid Fiqh) as teaching materials, in the integration of religious and general knowledge, in character formation, and in learning based on Alwashliyah values, even though his name is not stated explicitly in policy documents. Implementation is evaluated through kitab learning, Qira’atul Kutub, and the Imtihan Umumi Alwashliyah. Its implications are a distinctive curriculum that blends the national and Alwashliyah curricula, stronger Islamic values, better understanding of worship, student character formation, and the preservation of the Islamic scholarly tradition, while the challenges lie in learning methods, learner motivation, and teacher–student relationships. His thought therefore remains relevant to the development of the Islamic education curriculum at MTs Muallimin UNIVA Medan.