MANAJEMEN PONDOK PESANTREN BERBASIS PENDIDIKAN KARAKTER (Studi Kasus di Pondok Pesantren “Annuriyyah” Kaliwining Kecamatan Rambipuji Kabupaten Jember).

Abstract: Islamic Boarding School at least have three specials role, (1). As institute Islamic education, (2). Da’wa institute and (3). Institute of society development. Kyai as leader of Islamic Boarding School has an important role in order to upgrading santri quality in the Islamic boarding school with His management to reach vision which expected by leader. Islamic Boarding School represent most effective place for the implementation of character education, because study process in the Islamic Boarding School during 24 hours, santri always in observation of leader and ustadz with specified discipline. Besides that santri civilized and conditioned with positive environment which useful activity for the development potency and personality for themselves.In “Annuriyyah” Kaliwining Islamic Boarding School planning base on character education, They tend to barer to all element, proved by planning to every decision making for formulation of vision, mission, target, and planning activity program. Development planning and progress of Islamic Boarding School always entangle inputs from all element in Islamic Boarding School. المنظمات الدعاية تاسسؤمو ،درسة داخلية لا يقل عن ثلاثة أدوار رئيسية مثل المؤسسات التعليمية الإسلامية وتنمية المجتمع. كياي كرعاة الصعود دورا هاما جدا في تحسين نوعية من الطلاب في مدرسة داخلية مسلحة الرؤية التي من المتوقع من قبل مقدمي الرعاية. مدرسة داخلية هي المكان الأكثر فعالية قيقتحمع الإدارة، و دائما تحت مه بلاطلاو ،لتنفيذ التعليم الطابع، لأن عملية التعلم في مدرسة داخلية تعمل لمدة 24 ساعة المزروعة بلاطلاو ،تم وضعها. وبالإضافة إلى ذلك تيلا حئاوللامع القواعد و سيسقإشراف مقدمي الرعاية، ووشخصيته. ةيمنتلا تاناكمإمع الأنشطة البيئية الإيجابية هو دائما مفيد لل ةفيكمو

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Understanding Istifadah (Utilizing Time and Chance) for Personality Development in Islamic Education

Global Perspectives on Teaching and Learning Paths in Islamic Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8528-2.ch014 ◽

2020 ◽

pp. 268-288

Author(s):

Miftachul Huda ◽

M.Ikhsan Nawawi ◽

Liberty Liberty ◽

Jarkawi Jarkawi ◽

Azmil Hashim ◽

...

Keyword(s):

Character Education ◽

Time Management ◽

Personal Development ◽

Theoretical Basis ◽

Personality Development ◽

Descriptive Analysis ◽

Boarding School ◽

Islamic Education ◽

Literature Study ◽

Moral Quality

This chapter attempts to accurately investigate the conception to take a benefit as an ethical foundation of character education, known as the concept of istifādah. This refers to the insightful value of al-Zarnūjī's Ta'lim al-Muta'allim, containing fundamental principles in the context of education, which has been used by the Islamic boarding school Pesantren in Indonesia. This research is employed through literature study using descriptive analysis. The findings reveal that there four core stages to examine istifādah for personal development in Islamic education context. Those are integrating Hikmah (wisdom) based moral quality for personal development, sustaining continuous discipline, nurturing effective time management, and empowering strategic effort with experiential foundations. Moreover, this study is supposed to give the contribution mainly in supplementing the theoretical basis on personality development in Islamic education context.

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Kebijakan Pimpinan Dalam Pengembangan Kelembagaan Pesantren

Tadbir: Jurnal Manajemen Dakwah ◽

10.15575/tadbir.v5i2.2098 ◽

2020 ◽

Vol 5 (2) ◽

pp. 105-126

Author(s):

Muhammad Imad

Keyword(s):

Institutional Development ◽

Education Institution ◽

Boarding School ◽

Development Planning ◽

Islamic Education ◽

Organizational Life ◽

Top Managers ◽

Specific Goal ◽

Or Organization ◽

The Impact

Kebijakan merupakan garis pedoman untuk bertindak atau mengaplikasikan suatu strategi untuk mendapatkan suatu tujuan tertentu dari sebuah lembaga atau organisasi. Pondok Pesantren Al-Basyariyah merupakan suatu lembaga yang mencoba menerapkan sebuah kebijakan dalam upaya pengembangan lembaga pendidikan islam yang dipimpinnya. Hal ini tentunya merupakan suatu wujud kepekaan dan kepedulian terhadap berbagai perkembangan realitas sosial yang seringkali mendatangkan berbagai dampak dalam setiap sisi kehidupan termasuk dalam dunia pendidikan pondok pesantren.Salah satu segi kehidupan organisasional yang amat penting untuk selalu mendapat perhatian pimpinan puncak suatu organisasi adalah menyesuaikan kemampuan organisasi yang dipimpinnya dengan perubahan-perubahan kondisi lingkungan yang pasti selalu terjadi. Untuk dapat menampung akibat dari segala perubahan yang selalu terjadi itu, manajer puncak mutlak perlu mengambil suatu langkah strategis guna mengantisipasi dari dampak perubahan tersebut -positif atau negatif- terhadap keberlangsungan hidup organisasi yang bersangkutan. Tujuan penelitian ini adalah untuk mengetahui perencanaan pengembangan kelembagaan yang dilaksanakan sebagai suatu kebijakan pimpinan Pondok Pesantren Al-Basyariyah dan langkah-langkah pengembangan kelembagaan yang ditempuh di Pondok Pesantren Al-Basyariyah. Policy is a guideline for acting or applying a strategy to get a specific goal from an institution or organization. Al-Basyariyah Islamic boarding school is an institution that tries to implement a policy in the development of the Islamic education institution it leads. This is certainly a form of sensitivity and concern for various developments in social reality which often have various impacts in every aspect of life, including in the world of Islamic boarding school education.One aspect of organizational life that is very important to always get the attention of the top leadership of an organization is to adjust the ability of the organization they lead to changes in environmental conditions that are sure to always occur. To be able to accommodate the consequences of all the changes that always occur, top managers absolutely need to take a strategic step in anticipating the impact of these changes - positive or negative - on the survival of theorganization concerned.The purpose of this study is to determine the institutional development planning implemented as a policy for the leadership of the Al-Basyariyah Islamic Boarding School and the institutional development steps taken at the Al-Basyariyah Islamic Boarding School.

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DILEMMA OF FULL DAY SCHOOL IN ISLAMIC EDUCATION IN INDONESIA

Didaktika Religia ◽

10.30762/didaktika.v5i2.627 ◽

2017 ◽

Vol 5 (2) ◽

pp. 345-360

Author(s):

Ahmad Muzammil Kholily

Keyword(s):

Character Education ◽

Formal Education ◽

Boarding School ◽

Day School ◽

Islamic Education ◽

National Education ◽

National Education System ◽

The Government ◽

Full Day ◽

Basic Level

This article aims to explore the implementation of full day school in Islamic education in Indonesia. The position of Islamic education in the national education system is a kind of religious character education, so Islamic education in sisdiknas should be able to organize formal education institutions, non formal and informal, from the basic level to college, managed by the government or/and private institution. In this case, the government also creates an organizational structure in running Islamic education programs in Indonesia. Regulation of Minister of Education No. 23 of 2017 about full day school certainly contribute to the conflict of Islamic education in Indonesia because full day school is not accepted by the majority of scholars or the santri because it is realized that the regulation is problematic for Islamic education, especially madrasah diniyah , for students and teachers. Full day school (FDS) program is actually not new in education, such as boarding school education institutions. The education program at boarding school is not only Full Day School (FDS) but full years school or running for 24 hours, where the process of education is not only in formal lesson time. يهدف هذا البحث إلى اكتشاف تطبيق برنامج مدرسة يوم كامل في التربية الإسلامية بإندونيسيا. إن مكانة التربية الإسلامية في نظام التربية الوطنية كتربية الأخلاق ذات الصبغة الدينية. فلهذا، فالتربية الإسلامية في نظام التربية الوطنية تستطيع أن تدخل وتندرج في التربية الرسمية وغير الرسمية، من المرحلة الابتدائية حتى المرحلة الجامعية، منها ما تديرها الحكومة، ومنها ما تديرها الجهة الخاصة أو الأهلية. وفي هذا تضع الحكومة هيكلا تنظيميا لإجراء برنامج التربية الإسلامية بإندونيسيا. ونظام وزير التربية رقم 32 سنة 3102 عن مدرسة يوم كامل تأتي بالمشكلة في التربية الإسلامية بإندونيسيا، وذلك لأن أكثر العلماء وطلاب المعاهد الدينية لايقبلون نظام مدرسة يوم كامل، لأن هذا النظام يأتي بالمشكلة في وسط عالم التربية الإسلامية خاصة المدارس الدينية، ولم تكن المشلكة في برنامج الدراسات الدينية فحسب، وإنما مشكلة على الطلبة والمدرسين أيضا. والحديث عن نظام مدرسة يوم كامل في الحقيقة ليس أمرا جديدا في عالم التعليم، فعلى سبيل المثال نظام المعهد الديني، فالتربية فيه لم تكن يوما كاملا فحسب، وإنما سنة كاملة أو تسير طوال أربع وعشرين ساعة، حيث إن عملية التربية فيه ليست في أوقات الدراسة أو في عملية التعليم داخل الفصل فقط. Artikel ini bertujuan mengeksplorasi implementasi program full day school dalam pendidikan Islam di Indonesia. Posisi pendidikan Islam dalam system pendidikan nasional merupakan pendidikan karakter yang bersifat keagamaan, untuk itu pendidikan Islam dalam sisdiknas mampu memasuki dan menyelenggarakan lembaga pendidikan formal, non forma dan informal, baik dari tingkat dasar hingga perguruan tinggi yang kesemuanya dikelola oleh negeri dan adapula yang dikelola oleh swasta. Dalam hal ini pemerintah juga membuat struktur organisasi dalam menjalankan program pendidikan Islam di Indonesia. Peraturan menteri pendidikan Nomor 23 Tahun 2017 tentang full day school tentu menyumbang konflik pendidikan Islam di indonesia sebab full day school tersebut tidak diterima oleh mayotas kalangan ulama atapun para santri sebab disadari atau tidak peraturan menteri pendidikan tersebut hanya menjadi problem bagi dunia pendidikan Islam khususnya madrasah diniyah, tidak hanya pada program diniyahnya akan tetapi kepada para siswa dan para guru. Berbicara program full day school (FDS) sebenarnya bukan hal baru dalam dunia pendidikan, misalnya lembaga pendidikan pondok pesantren. Program pendidikan di pondok pesantren bukan hanya Full Day School (FDS) akan tetapi full years school atau berjalan selama 24 Jam, yang mana proses pendidikan tidak hanya di waktu pelajaran formal ataupun kegiatan belajar mengajar di kelas.

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PEMBINAAN KARAKTER RELIGIUS SANTRI DI MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA

AL-ASASIYYA Journal Of Basic Education ◽

10.24269/ajbe.v2i2.1115 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

Putri Amilosa ◽

Sumedi Sumedi

Keyword(s):

Character Education ◽

Character Development ◽

Field Research ◽

Boarding School ◽

Islamic Education ◽

Psychological Approach ◽

Building Model ◽

Religious Attitude ◽

Character Building ◽

Education And Development

The background of this research is the education and development which show and develop about religious attitude as the bridge to internalize Islamic knowledge in the daily life. The character development is needed to every teacher for creating how Islamic education can be the base of life in daily activity.A boarding school with it's background and culture to be place which researcher try to know about their model of religious character for studen and implementation. This research is a qualitative field research by taking background of Muhamamdiyah Boarding School Yogyakarta. This research is a character education approach. Subject of this research such as Directors, teachers, students of Muhammadiyah Boarding School Yogyakarta. The data collecting has done by conducting a sociological dan psychological approach. Methods of thinking in the analysis of data research is inductive by collecting and combing special words into a unified information. The results show that the character building model used by Muhammadiyah Boarding School Yogyakarta is by using pesantren system and the teaching of Islamic sciences which directly regulate the dynamics of santri to have good religious character such as being kind people, polite, responsible, and diligent to worship.

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DILEMMA OF FULL DAY SCHOOL IN ISLAMIC EDUCATION IN INDONESIA

Didaktika Religia ◽

10.30762/didaktika.v5i2.865 ◽

2017 ◽

Vol 5 (2) ◽

pp. 345-360

Author(s):

Ahmad Muzammil Kholily

Keyword(s):

Character Education ◽

Formal Education ◽

Boarding School ◽

Day School ◽

Islamic Education ◽

National Education ◽

National Education System ◽

The Government ◽

Full Day ◽

Basic Level

Abstract This article aims to explore the implementation of full day school in Islamic education in Indonesia. The position of Islamic education in the national education system is a kind of religious character education, so Islamic education in sisdiknas should be able to organize formal education institutions, non formal and informal, from the basic level to college, managed by the government or/and private institution. In this case, the government also creates an organizational structure in running Islamic education programs in Indonesia. Regulation of Minister of Education No. 23 of 2017 about full day school certainly contribute to the conflict of Islamic education in Indonesia because full day school is not accepted by the majority of scholars or the santri because it is realized that the regulation is problematic for Islamic education, especially madrasah diniyah , for students and teachers. Full day school (FDS) program is actually not new in education, such as boarding school education institutions. The education program at boarding school is not only Full Day School (FDS) but full years school or running for 24 hours, where the process of education is not only in formal lesson time. ملخص يهدف هذا البحث إلى اكتشاف تطبيق برنامج مدرسة يوم كامل في التربية الإسلامية بإندونيسيا. إن مكانة التربية الإسلامية في نظام التربية الوطنية كتربية الأخلاق ذات الصبغة الدينية. فلهذا، فالتربية الإسلامية في نظام التربية الوطنية تستطيع أن تدخل وتندرج في التربية الرسمية وغير الرسمية، من المرحلة الابتدائية حتى المرحلة الجامعية، منها ما تديرها الحكومة، ومنها ما تديرها الجهة الخاصة أو الأهلية. وفي هذا تضع الحكومة عن 3102 سنة 32 هيكلا تنظيميا لإجراء برنامج التربية الإسلامية بإندونيسيا. ونظام وزير التربية رقم مدرسة يوم كامل تأتي بالمشكلة في التربية الإسلامية بإندونيسيا، وذلك لأن أكثر العلماء وطلاب المعاهد الدينية لايقبلون نظام مدرسة يوم كامل، لأن هذا النظام يأتي بالمشكلة في وسط عالم التربية الإسلامية خاصة المدارس الدينية، ولم تكن المشلكة في برنامج الدراسات الدينية فحسب، وإنما مشكلة على الطلبة والمدرسين أيضا. والحديث عن نظام مدرسة يوم كامل في الحقيقة ليس أمرا جديدا في عالم التعليم، فعلى سبيل المثال نظام المعهد الديني، فالتربية فيه لم تكن يوما كاملا فحسب، وإنما سنة كاملة أو تسير طوال أربع وعشرين ساعة، حيث إن عملية التربية فيه ليست في أوقات الدراسة أو في عملية التعليم داخل الفصل فقط. Abstrak Artikel ini bertujuan mengeksplorasi implementasi program full day school dalam pendidikan Islam di Indonesia. Posisi pendidikan Islam dalam system pendidikan nasional merupakan pendidikan karakter yang bersifat keagamaan, untuk itu pendidikan Islam dalam sisdiknas mampu memasuki dan menyelenggarakan lembaga pendidikan formal, non forma dan informal, baik dari tingkat dasar hingga perguruan tinggi yang kesemuanya dikelola oleh negeri dan adapula yang dikelola oleh swasta. Dalam hal ini pemerintah juga membuat struktur organisasi dalam menjalankan program pendidikan Islam di Indonesia. Peraturan menteri pendidikan Nomor 23 Tahun 2017 tentang full day school tentu menyumbang konflik pendidikan Islam di indonesia sebab full day school tersebut tidak diterima oleh mayotas kalangan ulama atapun para santri sebab disadari atau tidak peraturan menteri pendidikan tersebut hanya menjadi problem bagi dunia pendidikan Islam khususnya madrasah diniyah, tidak hanya pada program diniyahnya akan tetapi kepada para siswa dan para guru. Berbicara program full day school (FDS) sebenarnya bukan hal baru dalam dunia pendidikan, misalnya lembaga pendidikan pondok pesantren. Program pendidikan di pondok pesantren bukan hanya Full Day School (FDS) akan tetapi full years school atau berjalan selama 24 Jam, yang mana proses pendidikan tidak hanya di waktu pelajaran formal ataupun kegiatan belajar mengajar di kelas.

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KONSEP ULAMA DAN PROSES PENDIDIKANNYA: Pendekatan Metode Tafsir Maudhu�i bi al-Dir�yah

Ta dibuna Jurnal Pendidikan Islam ◽

10.32832/tadibuna.v4i1.557 ◽

2015 ◽

Vol 4 (1) ◽

pp. 69

Author(s):

Badruddin H. Subky ◽

Adian Husaini ◽

Didin Hafidhuddin

Keyword(s):

Character Education ◽

Education Institution ◽

Boarding School ◽

Islamic Education ◽

Expert Teacher ◽

Good Policy ◽

Keywords Education ◽

Teacher Fit ◽

Education Concept ◽

Education Process

Abstract� The existence of islamic scholar in this world has an important meaning, because they have the highest position beside Allah SWT. �If there is no scholar, then mens just like animals, but now days, the scholar faced by many pronlems and challenges. Now, Islamic scholar become more tittle, some of them died and some unactive. While Islamic boarding school and islamic university where the scholar produced still questioned. There for, this research has done by some source of problem. What is the criteria of islamic scholar in Qur�anic view ? How is the concept of islamic scholar education due to Qur�anic view? And how the application (ideal model) of scholar�s education on the perspective of Islamic education? This research using the qualitative method, by approaching of tafsir maudhu�i biddirayah. Which is the degree of ulama must be match with Al-Quran�s perspective. To sketch the concept of ulama education and its application, then this research was done at Badan Kerjasama Pondok Pesantren Indonesia (BKsPPI) as the conceptor of Ma�had �Aly (Islamic Boarding for University student). During this research, the writer found that in the terminologocal meaning, Ulama is slave of Allah SWT, the heir of the prophets, and has 11 criteria should be fulfilled by the ulama to be able the message of the prophet. The 11 criterias, are that the ulama should be afraid to Allah SWT and be a master in islamic sciences sourced from Al- Quran and Sunnah, also contemporer sciences sourced from natural sciences. With those 11 criterias and mastering the islamic sciences comprehensipand universally, hoped that Ulama be able to do their duty as a teacher, supervisor, develover, teaching the complete islamic knowledges to all people in the world. Ulama�s educations, from the observation of the concept of Ma�had Aly at BKsPPI, concluded that ideal of the Ulama�s education model is the system of Islamic boarding school, Ma�had Aly. Whereas, in BKsPPI, the application of Ma�had Aly is still in the concept area. �Ideal concept of Ulama�s education which is being offered should be passed three points. Input, education process, and output. The input must have the criteria such as intelegencies, motivation/struggle, patient, facilities, the expert teacher, and continually process. The process is by create good management, good facilities, and good teacher, fit curriculum, professional procedure and process, and comprehensive evalution in the education institution. The output are the ulama who has the 11 criteria. For the stakeholder, have to offer the education for Ulama. Government, should make the good policy for successing the Ulama education.�Keywords: education concept, education objectives, Islamic education, character education, character, akhlaq, values, morality

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Pengelolaan Model Pendidikan Integratif Dalam Pencapaian Tujuan Pendidikan Nasional: Studi Kasus di Pesantren Darul Muttaqien Parung-Bogor dan Pesantren Al-Karimiyah Sawangan Baru Depok Jawa Barat

Ta dibuna Jurnal Pendidikan Islam ◽

10.32832/tadibuna.v4i2.561 ◽

2015 ◽

Vol 4 (2) ◽

pp. 151

Author(s):

Iis Abdul Haris ◽

Didin Saefuddin ◽

Bambang Suryadi

Keyword(s):

Character Education ◽

Management Education ◽

Participant Observation ◽

Boarding School ◽

Islamic Education ◽

Religious Knowledge ◽

National Education ◽

Integrative Education ◽

Keywords Education ◽

The Relationship

Initially, pesantren is a simple religious boarding school, without systematic teaching. Nowdays, pesantren developed in such a way, either in the form of physical and system curriculum concepts. Its existence equip madrasah or college classical format. Restore the function and role of schools in national education.Reveal the purpose of this research is the management concept of the ideal model of integrative education and Viewing the relationship between management education models integrated with the achievement of the National Education held at Darul Muttaqien boarding school and Al-Karimiyah, West Java. This study used a qualitative approach to the design multicase. The technique of collecting data through interviews, participant observation and documentation. The results of this study indicate that integrative education conducted in schools that promote a very significant aspect of morality. Style education schools that emphasize a balance between science and morality will make an intelligence generation, virtuous and moral. Integrative Islamic Education seeks combines two things that is still treated dichotomacally, namely to harmonize the relationship revelation re-sense, which is dichotomacally treatment of both has resulted in the separation of religious knowledge with general knowledge. Management education in Darul Muttaqien and Al Karimiyah Muttaqien still maintaining the purity of its original identity as a place steeped in religious sciences (tafaqquh fiddin) through the classics (yellow book) written by the scholars' medieval. However, in both educational boarding school is not just focused on the classics (read: religious knowledge), but also include general subjects and skills. Both peantren in general have responded positively to the national education goals.Keywords� education concept, education objectives, Islamic education, character education, character, akhlaq, values, morality

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PESANTREN; AKAR TRADISI DAN MODERNISASI

ALQALAM ◽

10.32678/alqalam.v31i1.1108 ◽

2014 ◽

Vol 31 (1) ◽

pp. 137

Author(s):

Zaki Ghufron

Keyword(s):

Social Life ◽

Accurate Result ◽

Education Institution ◽

Boarding School ◽

Islamic Education ◽

Government Partner

Islamic Boarding school is an islamic education institution which has an identical tradition in indonesian muslim societuy. This institution has emerged long before the colonialism era in Indonesia. In its long history since years to pursue the concept of modernism, islamic boarding school, sometimes ,has also been perceived negatively because of transnasionalism ideology which is adopted in recent years. In that case, this paper aimed to describe the existence of islamic boarding school in indonesian social life. By argumenting and comparing some previous studies in this case to gain an accurate result. Moreover, this paper is intended to answer some western perception about islamic boarding school in Indonesia, and finally emphasize the role of islamic boarding school as a government partner and its function in creating democracy. Keyword: Islamic Boarding School, Tradition, Modernization.

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IMAM ZARKASYI DAN PEMBAHARUAN PESANTREN : REKONSTRUKSI ASPEK KURIKULUM, MENEJEMEN DAN ETIKA PENDIDIKAN

Progresiva : Jurnal Pemikiran dan Pendidikan Islam ◽

10.22219/progresiva.v5i1.2055 ◽

2014 ◽

Vol 5 (1) ◽

Author(s):

Moh. Nurhakim

Keyword(s):

Boarding School ◽

Organizational Management ◽

Boarding Schools ◽

Ethics Training ◽

Islamic Education ◽

Arabic And English ◽

Islamic Society

IMAM ZARKASYI DAN PEMBAHARUAN PESANTREN :REKONSTRUKSI ASPEK KURIKULUM, MENEJEMENDAN ETIKA PENDIDIKANOleh :Moh. Nurhakim *)Fakultas Agama Islam UMMABSTRACTThe study described Imam Zarkasyi’s reconstruction thought about Islamic boarding schoolreformation. The study aimed at exploring Zarkasyi’s thought to be implemented as Islamiceducation reformation model for Islamic society modernization. The limitations of the study wereZarkasyi’s curriculum, empowerment on organizational management, and ethics training in Islamicboarding school. The finding revealed in three main points. First, Zarkasyi’s believed that IslamicEducation curriculum were to cover both religious principles, and modern sciences as well. Thus,the students were expected to master both Arabic and English. Second, organizational and charity(wakaf) management required significant improvement to strengthen Islamic boarding schoolinstitution in accordance to modern principles. Third, Islamic education boarding schools were toemphasize on values of sincerity, simplicity, independence, solidarity, and freedom to raise theawareness of the ethics in Islamic education schools. The above values were expected to be thecharacteristics of Gontor Islamic Boarding School graduates.Keywords: Imam Zarkasyi, thoughtreformation, and modern Islamic boardingschool

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Farm-Boarding School Management: Linear Programming Contributions in the Search of Self-Sufficiency and Optimization

Journal of Agricultural Science ◽

10.5539/jas.v9n3p59 ◽

2017 ◽

Vol 9 (3) ◽

pp. 59

Author(s):

Carina Simionato de Barros ◽

Gabriela Geraldi Mendonça ◽

Augusto Hauber Gameiro

Keyword(s):

Decision Making ◽

Linear Programming ◽

Programming Model ◽

Safety Margin ◽

Boarding School ◽

Point Of View ◽

Technical Programs ◽

Modeling Process ◽

Self Sufficiency ◽

Education Of Students

Farm schools offer a learning environment for the education of students in Agricultural Technical Programs and offer this program adopting boarding systems (“farm-boarding schools” or “FBS”). The big challenge in FBS is balancing education and production, that is, provide resources for practical classes and at the same time provide food for farm residents from a pre-defined budget by the sponsoring institution. The aim of this paper is to present a linear programming model to plan and optimize FBS production and supply. The model was applied in two FBS in Brazil. The model developed could show the complexity of the FBS system, which features a variety of productions and the interactions among them. The modeling process presented positive results from a technical and managerial point of view, including people management. The formulated model showed an optimized scenario which extended the managers’ analysis horizon and allowed safer decision making. The system’s complexity hampers dialogue between the farm-boarding school team and managers. From the modeling process and the standardization of data and generated results, there was a greater safety margin to present investment proposals and analyzes, accelerating the decision-making process, which was a positive addition to the system.

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