The Unique Characteristic of Teacher Development in Mu’adalah Pesantren of East Java

The community needs, the demands for policy, the education system in pesantren have undergone many changes overtimes. However, it was a fact that the community has acknowledged the quality of pesantren graduates. The basic assumption for this was that pesantren graduates have proven sufficient quality because they were educated by qualified teachers. This article examined Teacher Development in Islamic boarding schools (pesantren) including the model of Teacher Development implementation, the barriers, and their impacts. This study applied a phenomenological approach. This study applied a qualitative method by applying the Multi-Site Study at Al-Amien Islamic Boarding School Sumenep, Sidogiri Pasuruan Islamic Boarding School, and Baitul Arqom Islamic Boarding School of Jember, East Java. This study found that the focus of Teacher Development in Islamic boarding schools was unique and more effective than that of the theory of formal teacher development management and formal education institutions which tended to underlined the administrative, bureaucratic and formalistic aspects. The implementation of the management in mu’adalah pesantren was started from planning, recruitment and selection stages, development and coaching comprehensively covered by spiritual and substantial elements.

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Model Pengembangan Pendidikan Pesantren Muhammadiyah Boarding School Jombang

International Journal on Integrated Education ◽

10.31149/ijie.v3i1.418 ◽

2020 ◽

Vol 3 (1) ◽

pp. 189-193

Author(s):

Furqon ◽

Dr. Isa Anshori, M.SI

Keyword(s):

Information And Communication Technologies ◽

Evaluation System ◽

Formal Education ◽

Boarding School ◽

Communication Technologies ◽

Boarding Schools ◽

Factor Endowments ◽

Information And Communication ◽

The Subject

This research aims to understand about the education developing model of MuhammadiyahBoarding School Jombang, factor endowments and a barrier, as well as the efforts of addressing and resolving the various obstacles. This research uses qualitative methods with a phenomenology approach to the subject: caregivers, ustadz – ustadzah and director ofMuhammadiyah Boarding School Jombang. This research uses data collection techniques of observation, interview, and document. Whereas the data collected is analyzed through the stages of data reduction, data display and take conclusion. The results showed that the education developing model of Muhammadiyah Boarding School Jombang combines educational systemof formal education by using ekspositori strategies, inquiry, CTL,as well as evaluation system formative and summative. In this boarding schools utilizes information and communication technologies as a means of supporting education and quality of ustadz- ustadzahin accordance with the field of their education, barriers in these boarding schools is the lack of ustadz – ustadzah qualified and competent in their field, not the lack of adequate facilities and infrastructure, and lack of funding there are various attempts are made to overcome these obstacles include: improving the quality of human resources (ustadz – ustadzah), searching for ustadz – ustadzah that corresponds to the field of education, to improve the existing infrastructure as well as cooperation with communities and agencies for the provision of infrastructure and the provision of funds.

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Perubahan Budaya dan Tinjauan Islam terhadap Manajemen Mutu Terpadu Pendidikan Islam di Pondok Pesantren Daar El Manshur

Reslaj : Religion Education Social Laa Roiba Journal ◽

10.47467/reslaj.v3i3.416 ◽

2021 ◽

Vol 3 (3) ◽

pp. 319-341

Author(s):

Ade Salamun ◽

Maemunah Sa’diyah

Keyword(s):

Quality Management ◽

Total Quality Management ◽

Cultural Change ◽

Qualitative Method ◽

Boarding School ◽

Boarding Schools ◽

Total Quality ◽

Fully Integrated ◽

Depth Interview

This study aims to provide an overview of the process of cultural change through total quality management in Islamic perspective carried out at Daar El Manshur Islamic Boarding School. The method of the study is qualitative method by using in-depth interview techniques with informants. This research was conducted at the Daar El Manshur Islamic Boarding School, Depok City, West Java. Data analysis was carried out using content analysis with the stages of reducing data, triangulating data, presenting data descriptively, and drawing conclusions/verification. The results showed that cultural change through total quality management at Daar El Manshur Islamic Boarding School was seen from 7 focuses. The focus of planning for Islamic boarding schools is still focused on current conditions. The focus of the organization is participatory by involving all individuals to improve the quality of education and to develop Islamic boarding schools. The focus of control is still in the form of monitoring and supervising each section based on the existing SOP. The focus of communication has been two-way communication. The focus of the decision is still reactive and not based on well planning even though decisions are made based on deliberation and consensus. The focus of functional management has not been fully integrated. The focus of quality management is still reactive because it is still in the stage of finding the best and most suitable method to be applied in Islamic boarding schools. Therefore, the process of cultural change at Daar El Manshur Islamic Boarding School has begun to occur.

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PENGUATAN MEMBACA KITAB KUNING MENGGUNAKAN METODE BITHAQATIL JUMAL PADA PESANTREN MU’ALLIMIN MUHAMMADIYYAH SAWAH DANGKA KAB. AGAM, SUMATERA BARAT

Turast : Jurnal Penelitian dan Pengabdian ◽

10.15548/turast.v9i2.2898 ◽

2021 ◽

Vol 9 (2) ◽

Author(s):

Adlan Sanur Tarihoran ◽

Muhamad Rezi

Keyword(s):

Community Service ◽

Language Skills ◽

Boarding School ◽

Boarding Schools ◽

Arabic Language ◽

Service Activity ◽

Adequate Quality ◽

The Right ◽

Islamic Values

One of the great traditions in Islamic education institutions in Indonesia is teaching by transmitting Islamic values as found in classical books written centuries ago. The majority in Indonesia, the classic book is better known as the Kitab Kuning. Teaching with the Kitab Kuning is usually done in Islamic Boarding Schools. Examining Kitab Kuning requires qualified Arabic language skills at least passively. Unfortunately, not all Islamic boarding schools that have a variety of superior programs in certain fields, are weak in the field of studying Kitab Kuning. One of them is the Islamic Boarding School Mu'allimin Muhammadiyyah Sawah Dangka which has the flagship Tahfizh Alquran program but is weak in the study of Kitab Kuning. One of the main factors is the lack of adequate quality of human resources. For this reason, this community service activity aims to provide training while introducing new, lightweight methods in learning Arabic, namely the Bihaqatil Jumal method. This method emphasizes learning Arabic using the right brain. After a series of community service activities, teachers and Islamic boarding schools felt helped and gained new experiences in learning Arabic methods to study Kitab Kuning. In addition, both the assisted object and the resource person requested that this kind of community service be continued.

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Reteaua de licee: cum o optimizam din punct de vedere numeric si în profil teritorial

Impactul antropic asupra calitatii mediului ◽

10.53380/9789975330800.32 ◽

2019 ◽

Author(s):

Serafim Florea ◽

Keyword(s):

High School ◽

High Schools ◽

Negative Impact ◽

Boarding Schools ◽

Qualified Teachers ◽

Republic Of Moldova ◽

School Network ◽

New Type ◽

The Republic

There are over 300 high schools in the Republic of Moldova, most of which do not have 10-12th parallel classes, many of which also lead to the lack of qualified teachers in some subjects, which has a negative impact on the quality of students education. The optimization of the high school network can be achieved by keeping only about 100 of their existing number, planning them in new type institutions: district high-schools, boarding schools and mixed high schools of both these categories.

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Pergeseran Pola Kepemimpinan Kiai dalam Mengembangkan Lembaga Pesantren

FALASIFA : Jurnal Studi Keislaman ◽

10.36835/falasifa.v11i1.281 ◽

2020 ◽

Vol 11 (1) ◽

pp. 144-156

Author(s):

Mahfudz Sidiq

Keyword(s):

Boarding School ◽

Boarding Schools ◽

Community Services ◽

Religious Knowledge ◽

Institutional Dynamics ◽

Data Validity ◽

Value Changes ◽

The Impact ◽

Depth Interviews

The development and sustainability of Islamic Boarding School are strongly influenced by the regeneration of the leadership of kiai as a successor of the vision and mission, depending upon their disciplines. Regeneration of the leadership of kiai often occurs on the basis of lineage to maintain and respond the developmental and institutional dynamics in the boarding school. The research is intended to analyze and discover the leadership patterns of kiai, the shifting patterns of the leadership, and the impact of the shift towards the development of the institutions. This study is phenomenological. The data collection techniques employed were observation, in-depth interviews, and documentation. The data analysis procedures were data reduction, data display, and conclusion. Tringualation was used to check the data validity, credibility, transferability, dependability, and confirmability.The findings of the research reveal the following results. Firstly, the pattern of the leadership of kiai is preserving and maintaining lineage or dzurriyyah (leader is born). The characteristics of the leadership of kiai are paternalistic, charismatic, pseudo-democratic, and transcendent-transformative. Secondly, the shifting patterns of the leadership of kiai are maintaining direct dzurriyah, direct and closest dzurriyyah, and indirect and closest dzurriyyah. The patterns are based on the following principles: a) capable to maintain knowledge and the characteristics of the boarding school, b) able to maintain the values of the boarding schools and families (dzurriyyah), c) able to maintain the values and patterns of leadership characteristics which are paternalistic, charismatic, pseudo-democratic, and transcendent-transformative, and d) finally, able to maintain the institutional characteristics of the boarding schools which are salafiyah, salafiyah-khalafiyah, and khalafiyah. Thirdly, the impacts of the leadership shift of kiai are as follows. a) the leadership pattern is more open and accepts value changes. b) Diversity of institutional models occurs from salafiyah, salafiyah-khalafiyah, and khalafiyah. c) the models of institutional buildings are from wood and bamboo to modern buildings. d) the quality of human resources is in the forms of expertises religious knowledge and science. e) the management of santri is from traditional to classical management models, and f) the outputs or graduates involve in the works for the religious instution and community services in his environment.

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The Leadership Style of Kiai Manshur in Forming Anfa’linnas Students

Journal of Management and Entrepreneurship Research ◽

10.34001/jmer.2020.12.01.2-9 ◽

2021 ◽

Vol 1 (2) ◽

Author(s):

Muhammad Rizki Al Mubarok ◽

Much Imron

Keyword(s):

Leadership Style ◽

Value Added ◽

Boarding School ◽

Boarding Schools ◽

Educational Institutions ◽

Leadership Traits ◽

Non Profit ◽

Qualitative Approaches ◽

Depth Analysis

Objective: This study explores the characteristics and leadership style of kiai (boarding school leader and Islamic teacher) Manshur as a leader in the pondok pesantren (Islamic boarding school) that he fostered. Kiai Manshur’s leadership traits are also explored in this study in detail with in-depth analysis. Research Design & Methods: Several qualitative approaches were used to collect information about Kiai Manshur, including direct observation, questionnaires, in-depth interviews, and documentation. Technically, involve themselves and interact directly in the activities carried out by Kiai Manshur. The information is analyzed interactively, data reduction, data display, and drawing conclusions. Findings: The results of this study indicated that Kiai Manshur uses a special compilation in leading his pondok pesantren to form a distinctive leadership style. The style created the his leadership characteristics, including integrity, discipline, competence, trustworthiness, humanism, communication, and organizational. The leadership style of Kiai Manshur aims to produce anfa’linnas santri (good and helpful student). Implications & Recommendations: There is no perfect writing, but the limitations do not reduce the quality of the results study. Further research can discuss more about the anfa’linnas students, characteristics and effectiveness of application in the society. Contribution & Value Added: The results of this study provide a scientific contribution to leadership in organizations, especially in non-profit organizations such as Islamic boarding schools (traditional educational institutions) and the concept of anfa’ linnas student. Practically, the board of Islamic boarding schools and teachers can use these findings as material to develop the institution for the benefit of many people.

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POLA ASUH DAN PEMBINAAN SOSIAL REMAJA PADA PONDOK PESANTREN

ACADEMIA: Jurnal Inovasi Riset Akademik ◽

10.51878/academia.v1i2.715 ◽

2021 ◽

Vol 1 (2) ◽

pp. 225-238

Author(s):

MUMU MUKHLISIN

Keyword(s):

Social Development ◽

Role Models ◽

Informal Education ◽

Formal Education ◽

Boarding School ◽

Boarding Schools ◽

Daily Activities ◽

Religious Knowledge ◽

Main Attraction

Islamic Boarding School education (Pesantren) began to be in great demand by the community as a place for formal and informal education. The main attraction of pesantren education is the embeded of character and religious knowledge which cannot be obtained in formal education. The application of Islamic character habituation applied to the daily life of students (santri) in Islamic boarding schools cannot be separated from the role of Kyai, Nyai as well as ustadz and ustadzah. The pattern of parenting and social development applied to students aims to change the students characters into virtuous characters in accordance with Islamic concepts. The habituation of Islamic character is carried out through the daily activities of students in Islamic boarding schools. This research with a theoretical approach tries to analyze the concept of parenting and social development of adolescents applied in Islamic boarding schools. The results of this study indicate that Parenting at Darunnajah Islamic Boarding School uses democratic parenting. The role of Kyai and Nyai as role models and mentors is a form of embodiment of religious characters. The application of discipline in the Islamic Boarding School did by using democratic and responsible parenting approach. ABSTRAKPendidikan Pondok Pesantren (Pesantren) mulai banyak diminati oleh masyarakat sebagai wadah pendidikan formal maupun informal. Daya tarik utama pendidikan pesantren adalah tertanamnya budi pekerti dan ilmu agama yang tidak dapat diperoleh dalam pendidikan formal. Penerapan pembiasaan karakter Islami yang diterapkan dalam kehidupan sehari-hari santri (santri) di pondok pesantren tidak lepas dari peran Kyai, Nyai serta ustadz dan ustadzah. Pola asuh dan pengembangan sosial yang diterapkan pada siswa bertujuan untuk mengubah karakter siswa menjadi karakter yang berbudi luhur sesuai dengan konsep Islam. Pembiasaan karakter islami dilakukan melalui aktivitas keseharian santri di pondok pesantren. Penelitian dengan pendekatan teoritis ini mencoba menganalisis konsep pola asuh dan perkembangan sosial remaja yang diterapkan di pondok pesantren. Hasil penelitian ini menunjukkan bahwa Pola asuh di Pondok Pesantren Darunnajah menggunakan pola asuh demokratis. Peran Kyai dan Nyai sebagai suri tauladan dan pembimbing merupakan salah satu bentuk perwujudan karakter religius. Penerapan disiplin di Pondok Pesantren dilakukan dengan menggunakan pendekatan pola asuh yang demokratis dan bertanggung jawab.

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Sistem Pendidikan Pesantren Salafiyah Syafi’iyah Sorong

AL-FIKR: Jurnal Pendidikan Islam ◽

10.32489/alfikr.v3i2.40 ◽

2017 ◽

Vol 3 (2) ◽

pp. 1-5

Author(s):

Agus Yudiawan

Keyword(s):

Education System ◽

Formal Education ◽

Boarding School ◽

Social Program ◽

Quality Of Education ◽

General Science ◽

Traditional System ◽

Inhibiting Factor ◽

The Social

Salafiyah Syafi'iyah Islamic Boarding School is a combination of Religion and general science. This Islamic boarding school still maintains its traditional system by using the method of sorogan and wetonan in carrying out the process of its education system especially in the study of classical books while the quality of education in the Salafiyah Syafi'iyah Islamic Boarding School is quite good. Educational programs in the Salafiyah Syafi'iyah Islamic Boarding School, namely formal education programs including Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MTs), non-formal education in the form of diniyah education for 6 years for SD/MI graduates and 3-year program for graduates MTs. The social program includes preaching and social activities of students. One of the factors supporting the implementation of the education system in the Salafiyah Syafi'iyah Islamic Boarding School which is urgent and important is the building. From year to year, Salafiyah Syafi'iyah Islamic Boarding School experienced a development starting with buying land or land until now it has become a building that can be occupied and to study Islam. The inhibiting factor in the implementation of the Salafiyah Syafi'iyah Islamic Boarding School is the most urgent matter in terms of dormitory because, with the increasing number of students, a large place for students to live or live is needed.

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TRANSMISI PENDIDIKAN KEAGAMAAN TERHADAP KEBUDAYAAN MASYARAKAT DEMAK PERSPEKTIF ANTROPOLOGI

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v11i1.802 ◽

2016 ◽

Vol 11 (1) ◽

Author(s):

Thoifuri Thoifuri

Keyword(s):

Social Change ◽

Religious Education ◽

Cultural Transmission ◽

Formal Education ◽

Inductive Method ◽

Religious Institutions ◽

Community Needs ◽

Learning School ◽

Culture Education

Penelitian ini memiliki tujuan untuk mengetahui proses transmisi pendidikan keagamaan dan kebudayaan dalam masyarakat Demak dalam konteks antropologis dengan jenis historis- naturalistik. Penelitian ini menggunakan metode kualitatif dengan metode induktif sebagai analisis data. Hasil dari penelitian ini berupa transmisi pendidikan keagamaan dan kebudayaan di masyarakat Demak dalam Pendidikan Keagamaan Pesantren. Dalam prosesnya menekankan belajar usia sekolah 7- 24 tahun, melengkapi sarana pendidikan dan memacu masyarakat dalam pendidikan non-formal (pesantren), memacu minat baca dan tulis masyarakat Demak yang dibungkus dengan semangat kehidupan religius, menerapkan sistem keyakinan, memelihara sistem ritus dan upacara, dst. Implikasinya terhadap kebudayaan masyarakat Demak berupa kualitas Sumber Daya Manusia, toleransi kehidupan beragama, tumbuh suburnya lembaga keagamaan sebagai agent of social change. Implikasi ini dengan menerapkan kurikulum yang bercorak Islami, ketaatan pada Allahs sesuai kebutuhan masyarakat, menghindari kontradiksi, memperhatikan perkembangan psikologis, dan penggunaan metode pembelajaran yang fleksibel.Kata Kunci: Transmisi, Kebudayaan, Pendidikan, Agama.The purpose of this study was to determine the transmission of religious education and culture in Demak society in the context of historical anthropological types-naturalistic. This study uses qualitative methods with inductive method for the data analysis. The results of this study in the form of religious education and cultural transmission in Demak society in Religious Education Pesantren. In the process emphasizes learning school aged 7- 24 years, completing facilities and spur public education in non-formal education (schools), stimulate interest in reading and writing Demak society wrapped in a spirit of religious life, implemented a system of beliefs, rites and ceremonies maintain systems, ff. Implications Demak cultural community in the form of quality of Human Resources, religious tolerance, the flourishing of religious institutions as an agent of social change. The implications of this by applying a patterned Islamic curriculum, obedience to God according to community needs, avoid contradictions, pay attention to psychological development, and the use of flexible learning methods.Keywords: Transmission, Culture, Education, Religion

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REORIENTASI PARADIGMA PENDIDIKAN KEGURUAN: Telaah terhadap Rancangan Sertifikasi Kompetensi Pendidik dan Tenaga Kependidikan

El-HARAKAH (TERAKREDITASI) ◽

10.18860/el.v7i2.4658 ◽

2008 ◽

Vol 7 (1) ◽

pp. 59

Author(s):

Nur Ali Rahman

Keyword(s):

Teacher Education ◽

Teacher Development ◽

Positive Characteristic ◽

Education Quality ◽

Quality Of Education ◽

Good Society ◽

Qualified Teachers ◽

Professional Teacher ◽

The Future

A good society can be seen by the positive characteristics displayed by its people. A person with positive characteristic is a product of a good quality of education. It is said that education quality is influenced by the quality of teachers. Low-qualified teachers are mostly related with the system of teacher development and the low-qualified institutions whose aim is to educate the future teachers. This article discusses the orientation of teacher education that has been programmed by government for several years. It is listed in 10 basic competences of professional teacher. The program of certification as the professional guarantee is also one of parts of this article. It can be assumed that to solve any kinds of educational problems, the renewal of orientation in developing education paradigm is highly needed. Masyarakat yang baik hanya dapat dibentuk dengan menampilkan individu-individu dengan karakter baik. Individu yang berkarakter baik dapat dibentuk melalui pendidikan yang berkualitas. Sedangkan, kualitas pendidikan banyak dipengaruhi oleh kualitas guru. Rendahnya kualitas guru banyak berkaitan dengan pola pengembangan guru dan banyaknya lembaga pendidikan berkualitas rendah yang menghasilkan guru. Artikel ini membahas orientasi pendidikan guru yang dicanangkan pemerintah beberapa tahun ini. Program-program tersebut tercakup dalam 10 kompetensi dasar untuk profesionalisme guru. Program sertifikasi sebagai penjamin juga menjadi salah satu bahasan di sini. Dapat disimpulkan bahwa untuk menyelesaikan masalah-masalah pendidikan, pembaharuan orientasi dalam pengembangan paradigma pendidikan sangat dibutuhkan.

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