Pesantren Resistance to Modern Education System and It’s Implication to Culture of Learning: a Study on Pondok Pesantren Al-Is'af Kalabaan, Guluk-Guluk, Sumenep, Jawa Timur

Pesantren (Islamic boarding school) grew as traditional Islamic education institutions since the beginning of Islam arrival to Indonesia. The kiai in the traditional pesantren educated the student set of classical Islamic text books those organized by the method sorogan and bandongan. In the early 20th century, pesantrens have got challenge with school education system that introduced by Dutch Colonial Government in the first 1900s. The challenge to pesantren also came from Muslim Reformist which also performed modern educational system in their schools and madrasah. Facing the challenge, most of pesantren modernized their educational system by performing schools and madrasah affiliated to the Indonesian government. There were only a few pesantrens those rejected the of modern educational system. Pesantren al- Is’af rejected the school education system and had ben keeping the sustainability of traditional education of Islamic knowledge teaching learning. The rejection brought about the effort of the pesantren in sthrengtening teaching learning classical Islamic textbook (kitab kuning) with sorogan and bandongan methods. Some of the text books had taugt the rule of santri learning. There were many rules, norms and belief that resulted the culture of learning in Pesantren.

Download Full-text

Pesantren Resistance to Modern Education System

10.31237/osf.io/35vjg ◽

2019 ◽

Author(s):

Fariha Azalea

Keyword(s):

Educational System ◽

Education System ◽

Boarding School ◽

Traditional Education ◽

School Education ◽

Culture Of Learning ◽

Modern Education ◽

System P ◽

Teaching Learning ◽

Colonial Government

Pesantren (Islamic boarding school) grew as traditional Islamic education institutions since the beginning of Islam arrival to Indonesia. The kiai in the traditional pesantren educated the student set of classical Islamic text books those organized by the method sorogan and bandongan. In the early 20th century, pesantrens have got challenge with school education system that introduced by Dutch Colonial Government in the first 1900s. The challenge to pesantren also came from Muslim Reformist which also performed modern educational system in their schools and madrasah. Facing the challenge, most of pesantren modernized their educational system by performing schools and madrasah affiliated to the Indonesian government. There were only a few pesantrens those rejected the of modern educational system. Pesantren al- Is’af rejected the school education system and had ben keeping the sustainability of traditional education of Islamic knowledge teaching learning. The rejection brought about the effort of the pesantren in sthrengtening teaching learning classical Islamic textbook (kitab kuning) with sorogan and bandongan methods. Some of the text books had taugt the rule of santri learning. There were many rules, norms and belief that resulted the culture of learning in Pesantren.

Download Full-text

Strategi Epistimologis Implementasi Pendidikan Holistik Pada Pondok Pesantren

Ulumuddin : Jurnal Ilmu-ilmu Keislaman ◽

10.47200/ulumuddin.v11i1.767 ◽

2021 ◽

Vol 11 (1) ◽

pp. 69-84

Author(s):

Muhammad Nasrudin ◽

Hilman Harun ◽

Ahmad Salim ◽

Ahmad Dimyati

Keyword(s):

Education System ◽

Boarding School ◽

Boarding Schools ◽

School Education ◽

Islamic Education ◽

Distinct Advantage ◽

Religious Knowledge ◽

Basic Principles ◽

Two Sides ◽

Islamic Values

the basic principles of Islamic boarding school education, namely; Al Muhafadhah ala al-qadim al shalih wa al akhdzu bi al jadid al ashlah. This principle has encouraged pesantren to maintain good old Islamic values without denying better changes. This paper intends to explore two sides of the coin for Pondok Persantren where one side is a distinct advantage for but can be a boomerang that hinders the progress of Islamic education based on understanding the basic elements and values of Islamic boarding schools and, then contributing thoughts in building a holistic Islamic boarding school education so that can follow the development of science without losing the obligation to maintain basic values. Holistic pesantren education can only be achieved if it is reaffirmed that the elements of the boarding school education system are not oriented towards learning religious knowledge but how kyai, teachers / ustaz and santri can learn to live in religion.

Download Full-text

PENDIDIKAN DAN PAHAM KEAGAMAAN PESANTREN NURUSSALAM CIAMIS

EDUKASI Jurnal Penelitian Pendidikan Agama dan Keagamaan ◽

10.32729/edukasi.v15i2.449 ◽

2017 ◽

Vol 15 (2) ◽

Author(s):

Husen Hasan Basri

Keyword(s):

Educational System ◽

Education System ◽

Qualitative Method ◽

Boarding School ◽

Boarding Schools ◽

Islamic Education ◽

National Agency ◽

National Education ◽

National Education System ◽

Religious Understanding

AbstractPesantren Nurussalam Ciamis is often associated with the movement of Abu Bakar Ba’asyir who was caught in Banjar in August 2010. Even in 2013, this Islamic boarding school is linked again with the arrest of terrorist Anton whois allegedly an alumnus of Nurussalam Islamic Boarding School. After the bombing of Thamrin on January 14, 2016, Nurussalam Islamic Boarding School is indicated by the National Agency for Combating Terrorism (BNPT) as one of radical Islamic boarding schools. The question is whether Nurussalam Islamic Boarding School is really a source of radicalism. To answer that question, wesee two aspects of Pesantren Nurussalam namely its education method and religious understanding. Through qualitative method, it is found that Pesantren Nurussalam education system generally refers to the national education system plus Islamic education system adopted from Gontor and Ngruki models. The educational system built is not separated from the religious understanding ofthe founders and managers who understand salaf, more precisely salaf puris cooperationis. Although it adheres to Salaf, Pesantren Nurussalam refusesto be categorized as radical Islamic boarding school.AbstractPesantren Nurussalam Ciamis is often associated with the movement of Abu Bakar Ba’asyir who was caught in Banjar in August 2010. Even in 2013, this Islamic boarding school is linked again with the arrest of terrorist Anton whois allegedly an alumnus of Nurussalam Islamic Boarding School. After the bombing of Thamrin on January 14, 2016, Nurussalam Islamic Boarding School is indicated by the National Agency for Combating Terrorism (BNPT) as one of radical Islamic boarding schools. The question is whether Nurussalam Islamic Boarding School is really a source of radicalism. To answer that question, wesee two aspects of Pesantren Nurussalam namely its education method and religious understanding. Through qualitative method, it is found that Pesantren Nurussalam education system generally refers to the national education system plus Islamic education system adopted from Gontor and Ngruki models. The educational system built is not separated from the religious understanding ofthe founders and managers who understand salaf, more precisely salaf puris cooperationis. Although it adheres to Salaf, Pesantren Nurussalam refusesto be categorized as radical Islamic boarding school.

Download Full-text

Revitalization of Islamic Education: Study on the Existence of Salafiyah Village in Parappe Village, Campalagian Sub-district, Polewali Mandar District

Didaktika Religia ◽

10.30762/didaktika.v8i1.1474 ◽

2020 ◽

Vol 8 (1) ◽

pp. 28-50

Author(s):

M. Djunaedi

Keyword(s):

Social Dynamics ◽

Boarding School ◽

Boarding Schools ◽

Traditional Education ◽

Islamic Education ◽

Educational Practices ◽

Social Community ◽

Modern Education ◽

The Government ◽

Media And Technology

This article examines traditional education practices, forms of the revitalisation of Islamic education, and efforts at the Salafiyah Parappe Islamic Boarding School to maintain traditional educational practices in facing the opportunities and challenges of modern education. This article departs from qualitative research using an Islamic pedagogic-normative approach. Regarding the revitalisation of Islamic education practised by the Salafiyah Parappe Islamic Boarding School, namely maximising the internal potential of Islamic boarding schools including the development of educators’ competencies, the transformation of methods, media and technology in learning; and strengthening the kiai’s leadership, building boarding school infrastructure. The Salafiyah Parappe Islamic Boarding School’s efforts to maintain traditional educational practices in facing the opportunities and challenges of modern education include revitalising the functions of the people’s demoralisation solution, strengthening the institutional competitiveness of Islamic boarding schools, developing alumni competencies based on needs and social dynamics, strengthening partnerships with related institutions and stakeholders, both the government as well as the private sector, maintaining the independence and independence of Islamic boarding schools, optimising the grounding of the yellow book in the community, expanding the orientation and targets of Islamic boarding schools namely the dimensions of religiosity, social, moral, vocational, and other social community fields.

Download Full-text

Perencanaan dan Pengelolaan Pesantren Darul Abror Melalui Pengembangan Kurikulum PAI

Edugama: Jurnal Kependidikan dan Sosial Keagamaan ◽

10.32923/edugama.v5i2.974 ◽

2019 ◽

Vol 5 (2) ◽

pp. 137-153

Author(s):

Dwi Saprida Ramami ◽

Suparta Suparta ◽

Andi Arif Rifa'i

Keyword(s):

Educational System ◽

Learning Process ◽

Boarding School ◽

Islamic Education ◽

Educational Institutions ◽

Life Skill ◽

Curriculum Developer ◽

The Subject ◽

Character Building ◽

Teaching Learning

This study reports on the planning and management of Islamic Boarding School Daarul Abror in developing curriculum of Islamic Education Subject. This study attempts to address the following question; (1) How is the administration management at Islamic Boarding School DaarulAbror? (2) How are the development and implementation Islamic Education Subject at Islamic Boarding School DaarulAbror? It is conducted at Islamic Boarding School Daarul Abror Bangka, Bangka Belitung Islands Province. The data for the study are obtained through two instruments; The interview and observation.The interview is conducted to obtain the clarification and expanation from the boarding school. The observation is done during the interaction in the teaching learning process to observe the activities done in the school. The subject of this study is the vice-head master of the school who has been a teacher as well as curriculum developer in the Islamic Boarding School. The finding reveal that, (1) the administration management at Islamic Boarding School Daarul Abror is conducted based on the educational institutions of the Ministri of Religious Affair and the Ministri of Education and Culture Republic Indonesia. (2) the development of and the implementation of Islamic Education subjetcs is by applying education in a classroom as well as out of classroom refering to the achievement life skill and the Islamic character building in dayly life. Based on the finding it is recommended that the stakeholders of the Islamic Boarding School should keep managing their institution to develope and applying nowdays educational system.

Download Full-text

HEUTAGOGY IN THE COURSE OF PESANTREN EDUCATION (CASE STUDY AT PESANTREN SALAF AL-LUQMANIYYAH)

Sunan Kalijaga International Journal on Islamic Educational Research ◽

10.14421/skijier.2019.2019.31.07 ◽

2019 ◽

Vol 3 (1) ◽

pp. 66-79

Author(s):

Munganatl Khoeriyah

Keyword(s):

Social Media ◽

Boarding School ◽

Qualitative Approach ◽

School Education ◽

Islamic Education ◽

The Internet ◽

Learning Method ◽

Community Needs ◽

Study Materials

Pesantren, the Islamic boarding school, is the oldest Islamic education in Indonesia and is constantly undergoing changes from time to time. This research uses the qualitative approach. This study aims to describe the application of the heutagogy method in the growth of pesantren education. The results of this study indicate that the Al-Luqmaniyyah salaf Boarding School has already applied the heutagogy learning method, it means that pesantren education precedes the Westerners in terms of its utilization. Through the study and discussion of Kitab Kuning (yellow-colored textbooks about Islamic knowledge), students determine their systems, study materials, and problems to find a solution. Sources of learning for students are not only limited by the Kitab Kuning, but students can also have access through the internet, online books and applications with trusted sources. PSDS is responsible for managing the talents and interests of the santri (a term used in Pesantren to call an apprentice), as well as training santri skills by making films, recording, creativity, writing, making advertisements, making interesting contents on social media. LP2M Al-Luqmaniyyah with its various divisions is required to channel and facilitate what the community needs from the students as they can also learn from the community it self. Keywords: Heutagogy, Islamic boarding school education.

Download Full-text

Competențele – expresie a rezultatelor școlare

Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences ◽

10.46727/jshs.2020.v46.i3.p93-99 ◽

2020 ◽

Vol 46 (3) ◽

pp. 93-99

Author(s):

Elena Ramona Cenușe

Keyword(s):

Educational System ◽

Social Expectations ◽

Educational Organization ◽

Know How ◽

Modern Education ◽

The World ◽

Education School ◽

The One ◽

Teaching Learning

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.

Download Full-text

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

Special School ◽

10.5604/01.3001.0015.6297 ◽

2021 ◽

Vol LXXXII (5) ◽

pp. 370-386

Author(s):

Monika Gałkowska ◽

Katarzyna Kruś-Kubaszewska

Keyword(s):

Inclusive Education ◽

Educational System ◽

Education System ◽

School Education ◽

Final Decision ◽

Child Relationship ◽

Stressful Experience ◽

Role Of Parents

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

Download Full-text

HEGEMONY OF DUTCH COLONIAL GOVERNMENT AGAINST THE EXISTENCE OF MINANGKABAU ANCIENT MANUSCRIPTS WITH ARABIC-MALAY

Komposisi Jurnal Pendidikan Bahasa Sastra dan Seni ◽

10.24036/komposisi.v16i1.8047 ◽

2015 ◽

Vol 16 (1) ◽

pp. 91

Author(s):

Yona Primadesi

Keyword(s):

Key Words ◽

Education System ◽

Traditional Education ◽

Value Of Life ◽

The People ◽

Ancient Manuscripts ◽

Colonial Government ◽

Dutch Colonial

HEGEMONI PEMERINTAH KOLONIAL BELANDA TERHADAP KEBERADAAN NASKAH-NASKAH KUNO MINANGKABAU BERAKSARA ARAB-MELAYUAbstractFar before the Netherland colonial came to Indonesia, Indonesian people is a very eductead people. Proves with the development of traditional education that use local font in the whole country, on of them is Minangkabau. Local font of Minangkabau is the adaptation of Arabian font along with the culture of the people there that is brought by the Arabia merchants, and well known with Arab-Melayu font or Arab without marker. Arab-Melayu font is thaught in the traditional Minangkabau education system through mosque. Besides, Arab-Melayu fontis the background of toward the existence of some texts which contains the value of life of Miangkabau people at that time. However, the existence of Arab-Melayu font try to move, especially when the Netherland colonial try to authorize by introducing latin font to Minangkabau people. The hegemony of latin font cause the degradation of Arab-Melayu font, that implicates to the dissapear of some texts like some scripts or memory that is saved in the old Minangkabau people’s mind. Other than that, the hegemony of politics that is offered by The Netherland’s government caused many Minangkabau scripts become not appropriate to be published and also most of the scripts is voluntary given to the Netherland’s government or as a gift. Key Words: Minangkabau scripts, The Netherland’s colonial, hegemony, local fontAbstrakJauh sebelum penjajah Belanda datang ke Indonesia, orang Indonesia adalah orang yang sangat edukatif. Terbukti dengan berkembangnya pendidikan tradisional yang menggunakan aksara lokal di seluruh negeri, di antaranya adalah Minangkabau. Aksara lokal Minangkabau adalah adaptasi dari aksara Arab bersama dengan budaya orang-orang di sana yang dibawa oleh para pedagang Arabia, dan terkenal dengan aksara Arab-Melayu atau Arab gundul. Aksara Arab-Melayu masuk dalam sistem pendidikan tradisional Minangkabau melalui masjid. Selain itu, aksara Arab-Melayu merupakan latar belakang adanya beberapa teks yang berisi nilai kehidupan orang-orang Minangkabau saat itu. Namun, keberadaan aksara Arab-Melayu mencoba terdesak, terutama saat penjajah Belanda mengenalkan aksara latin kepada masyarakat Minangkabau. Hegemoni aksara latin menyebabkan degradasi aksara Arab-Melayu, yang berimplikasi pada menghilangnya beberapa teks seperti beberapa skrip atau memori yang tersimpan dalam pikiran orang Minangkabau tua. Selain itu, hegemoni politik yang ditawarkan oleh pemerintah Belanda menyebabkan banyak naskah Minangkabau tidak sesuai untuk diterbitkan dan juga sebagian besar skripnya secara sukarela diberikan kepada pemerintah Belanda atau sebagai hadiah.Kata kunci: Skrip Minangkabau, hegemoni kolonial Belanda, aksara lokal

Download Full-text

PENDIDIKAN ISLAM DI MESIR DAN MALAYSIA DI ERA GLOBALISASI KAJIAN PSIKOLOGI POSITIF

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v13i1.3252 ◽

2018 ◽

Vol 13 (1) ◽

pp. 127

Author(s):

Saliyo Saliyo

Keyword(s):

Positive Psychology ◽

Qualitative Study ◽

Religious Education ◽

Education System ◽

Islamic Education ◽

Positive Thinking ◽

Modern Education ◽

Secular Education ◽

Muslim Majority

AbstrakPenelitian ini dilakukan untuk mengetahui pelaksanaan pendidikan Islam di Mesir dan Malaysia di era globalisasi dalam kajian psikologi positif. Penelitian ini merupakan penelitian kualitatif mengkaji literatur dengan cara mereview sumber bacaan buku dan jurnal. Metode yang digunakan untuk menganalisis penelitian ini menggunakan pola berpikir deduktif induktif. Hasil penelitian menunjukan bahwa seiring dengan tantangan zaman di era globalisasi Negara yang mayoritas muslim di Mesir melaksanakan pendidikan di Negaranya dengan menganut sistem pendidikan sekuler dan sistem Islam. Begitu juga di Malaysia yang memiliki warga Negara multi ras, multi budaya dan multi agama menganut sistem pendidikan tradisional dan pendidikan modern. Kedua Negara tersebut dalam melaksanakan pendidikan Islam dilaksanakan dengan baik. Sebagai penyelenggara pemerintahan baik di Mesir maupun di Malaysia yang mampu melaksanakan pendidikan Islam yang baik, berarti pelaku orang tersebut dalam kajian psikologi positif merupakan orang-orang yang memiliki kepribadian positif dan berpikir positif dalam perspektif psikologi positif. AbstractThis research was done to investigate the implementation of Islamic education in Egypt and Malaysia in the globalization era in the study of positive psychology. This study is a qualitative study reviewing the literature by way of reviewing the source of reading books and journals. The method used to analyze this study using inductive deductive thinking patterns. The results showed that along with the challenges of the age of globalization muslim-majority state in Egypt carry out education in the country by embracing the secular education system and the Islamic system. So also in Malaysia that has a multi-racial citizens, multi-cultural and multi-religious education system adheres to both traditional and modern education. The two countries in implementing Islamic education properly implemented. As organizers of governance both in Egypt and in Malaysia, capable of performing a good Islamic education, meaning that the actors in the study of positive psychology are people who have a positive personality and positive thinking in the perspective of positive psychology.

Download Full-text