ABSTRACT
RIZAL SAIFULLAH. 2026. Integration of Tahfiz Al-Qur'an Education and Agropreneurship at Baitul Qur'an An Nur Islamic Boarding School, Magetan. Islamic Religious Education Study Program, Faculty of Islamic Religion, Muhammadiyah University of Ponorogo. Advisors: (1) Dr. Rido Kurnianto, M.Ag., (2) Dr. Bambang Wahrudin, M.Pd.
Keywords: Integration, Education,Tahfiz Al-Qur'an, Agropreneurship.

This research is motivated by the concern over the current weak entrepreneurial independence within the Muslim community, where Islamic boarding school (pesantren) alumni still frequently contribute to unemployment rates due to a lack of applied skills. Therefore, an educational transformation model is needed to synergize spiritual strength with practical economic skills. This study aims to describe the integration model of Tahfiz Al-Qur'an education and agropreneurship, analyze its impact on shaping the independent character of the students (santri), and analyze the supporting and inhibiting factors of its implementation at Baitul Qur'an An Nur Islamic Boarding School, Magetan.
This study uses a qualitative approach with a case study design. Data collection techniques were conducted through in-depth interviews, participant observation, and documentation studies. The research subjects included the boarding school administrators, tahfiz teachers, agropreneurship mentors, and the involved students. The data analysis technique used the analysis model developed by Miles and Huberman, which was carried out through the processes of data condensation, data display, and conclusion drawing. Meanwhile, data validity was verified using source triangulation, technique triangulation, and time triangulation.
The results of the study show that: (1) The integration model takes place as a practical integration based on the daily rhythm of boarding school life, rather than through a fully documented fusion of a formal curriculum. This implementation is realized through a clear division of time, where tahfiz is focused on the times following obligatory prayers, while agropreneurship is carried out in the morning. (2) The impact of this integration forms three layers of independence in the students: spiritual-personal independence by maintaining worship and daily deeds (amal yaumi), practical-vocational independence through the direct practice of the farming cycle, and mental-orientational independence that forges resilience in facing physical fatigue. (3) The supporting factors for the program's implementation include the clear vision of the administrators, the availability of approximately 8,000 square meters of agricultural land, structured time management, mentoring by the teachers (ustadz), and internal evaluation. Meanwhile, the inhibiting factors include limited capital, students' low interest in agriculture, physical fatigue, fluctuating motivation and gadget distractions, as well as the program's administrative documentation system, which is still in its pioneering stage.