Muhammad Ilyas Ichsan Fadillah. 2026. The Role of the Muhammadiyah Zakat Institution of Ponorogo in Promoting Continuing Education for Muhammadiyah Cadres in Ponorogo. Undergraduate Thesis. Islamic Education Study Program, Faculty of Islamic Studies, Universitas Muhammadiyah Ponorogo.
This study aims to describe and analyze the roles, strategies, supporting factors, and inhibiting factors of the Muhammadiyah Zakat, Infaq, and Sadaqah Institu-tion of Ponorogo in promoting continuing education for Muhammadiyah cadres. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews with four informants representing the in-stitution's leadership, executive board, the Council for Cadre Development and Human Resources, and an alumnus of the Sang Surya Scholarship program. The data were further supported by non-participant observation and documentation. Data analysis employed the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verifi-cation. Data validity was examined through source triangulation, technique tri-angulation, member checking, and an audit trail.
The findings show that the Muhammadiyah Zakat Institution of Ponorogo per-forms multiple roles through financial assistance, values and character develop-ment, progress monitoring, and collaboration in cadre development with various elements of the Muhammadiyah organization. The program is implemented through a tiered strategy consisting of the Mentari Scholarship for primary and secondary education and the Sang Surya Scholarship for higher education, ac-companied by recipient selection, mentoring, institutional partnerships, and the involvement of recipients in community service activities. The program is sup-ported by the policies of the Muhammadiyah Regional Leadership, the trust of muzaki, the network of Muhammadiyah charitable enterprises, educational insti-tutions, and the Council for Cadre Development and Human Resources. The main obstacles include limited funding, a limited number of mentors, uneven participation among recipients, complex economic needs, and a weak follow-up system after graduation. The study concludes that philanthropy-based cadre edu-cation is developed through a continuous process of educational access, mentor-ing, monitoring, and service. This process needs to be strengthened through clear indicators of cadre development, an alumni database, competency development, and more clearly documented institutional responsibilities.