The Role of the Foster Parent Program in Financing Islamic Education for Dhuafa Students at Maskanul Huffadz

M. Alifarqi; Siti Helmalia K; Nani Afriyani

doi:10.61159/hwm50r88

Authors

M. Alifarqi University of Darunnajah
Siti Helmalia K University of Darunnajah
Nani Afriyani University of Darunnajah

DOI:

https://doi.org/10.61159/hwm50r88

Keywords:

Islamic education financing; foster parent program; dhuafa students; pesantren; qualitative case study

Abstract

Islamic educational institutions in Indonesia continue to face financial challenges, especially in serving dhuafa students who need sustained support to remain in pesantren-based learning environments. This study examines the role of the Foster Parent Program in financing Islamic education for dhuafa students at Maskanul Huffadz. A qualitative case study approach was employed, with beneficiary students (or their guardians) as informants. Data were collected through semi-structured interviews on May 15, 2026, and analyzed using Miles, Huberman, and Saldaña's qualitative framework. The findings indicate that the program provides comprehensive support (covering tuition, boarding, and meals), enabling students from non-pesantren backgrounds to enter tahfidz education. Beneficiaries reported reduced financial stress, improved focus on learning, and heightened motivation. Regular communication about student progress to donors created transparency and trust. The program is perceived as a form of ongoing charitable participation that supports program continuity. The study concludes that the Foster Parent Program functions not only as a financing mechanism but as a community-based educational support system ensuring the continuity of tahfidz education for dhuafa students. The results imply that pesantren and Islamic philanthropic institutions can strengthen inclusive education by integrating financial assistance, accountability, and donor engagement in structured programs.

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