Pengembangan dan Evaluasi Kurikulum Pendidikan Di Pondok Pesantren Desa Ganjaran Gondanglegi Malang

Abstract: Islamic boarding schools in the village of Malang Ganjara n Gondanglegi are Islamic educational institutions with a Salaf Islamic curriculum so far believed to be a place of religious education, proven to be one of the places where preaching education still exists. However, curriculum development and evaluation i n this Islamic boarding school, there is still no data that can be ascertained, so it is interesting to study. So the researcher raised a title "development and evaluation of educational curricula in Malang Ganjaran Gondanglegi boarding school". Based on t he background of the problem stated above, the problem formulation can be taken, namely: 1) How is the development of the Islamic religious education curriculum in the Islamic boarding school of Ganjaran Gondanglegi village in Malang ?. 2) What is the eval uation of the Islamic religious education curriculum in the Islamic boarding school of Ganjaran Gondanglegi village in Malang ?. This study uses a qualitative approach. Data was collected through interviews, participant observation and documentation. From the results of this study it was found that the development of the Islamic religious education curriculum in the Ganjaran village Islamic boarding school is by developing a curriculum plan with clear objectives, developing curriculum plans according to the characteristics of the santri, preparing the lesson schedule, determining the teaching materials to be taught, determining the material that must be read by santri, provide a source of teaching and learning processes, prepare prospective Islamic religious education teachers, and in the application of educational curriculum is strongly influenced by the ability of the teacher. The evaluation of the Islamic religious curriculum in the Ganjaran village boarding school was carried out twice in the development of its curriculum, using measurement instruments in the form of standard tests, teacher - made tests, oral tests, and questionnaires.

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Pesantren and Disability: the Dynamics of Islamic Boarding School in Accommodating Children with Disabilities

ADDIN ◽

10.21043/addin.v13i2.6450 ◽

2019 ◽

Vol 13 (2) ◽

pp. 313

Author(s):

M. Nur Ghufron ◽

Amin Nasir

Keyword(s):

Religious Education ◽

Participant Observation ◽

Education Institution ◽

Boarding School ◽

Boarding Schools ◽

Educational Institutions ◽

Central Java ◽

Field Notes ◽

Disability Education ◽

Depth Interviews

Islamic Boarding School is one of the Islamic educational institutions in Indonesia, Islamic boarding school is a religious education institution that has its distinctiveness and is different from other education. Education in Islam, education, da’wah, community development, and other similar education. In general, Islamic boarding schools accept normal Santri in terms of ability. However, there are Islamic boarding schools that only accept students who have special needs. The purpose of this study was to study how disability education in al-Achsaniyyah Islamic Boarding School. This study used descriptive qualitative method. This study involved six informants, consisting of one main informant, and five supporting informants who worked on supplementing the data. The selection of informants is based on purposive sampling. Data exploration was carried out by in-depth interviews, non-participant observation, and field notes. The validity of the study was carried out by the method of data triangulation, namely by checking the facts by comparing them with various sources, methods, and theories. The results showed that al-Achsaniyyah Islamic Boarding School is a special boarding school for people with disabilities located in Kudus, Central Java. Like other huts, Pondok al-Achsaniyyah Kudus also has elements in the form of Kyai, dormitories, mosques as centers of worship, schools and the presence of Santri. It’s just that students in al-Achsaniyyah Kudus Islamic Boarding School are autistic.

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ISLAMIC BOARDING SCHOOL-BASED ECONOMIC DEVELOPMENT MODEL

Mu'amalat: Jurnal Kajian Hukum Ekonomi Syariah ◽

10.20414/mu.v12i1.2110 ◽

2020 ◽

Vol 12 (1) ◽

pp. 43-54

Author(s):

Ega Rusanti ◽

Nur Halisa Husain ◽

Ainan Radiyah ◽

Aditya Novri Herlambang

Keyword(s):

Economic Development ◽

Human Resources ◽

Religious Education ◽

Boarding School ◽

Boarding Schools ◽

Educational Institutions ◽

Financial Independence ◽

Education Services ◽

School Based ◽

Economic Development Model

Islamic boarding schools are educational institutions that develop in the archipelago. The function of the pesantren no longer races on the function of the transmission of the religious science and reproduction of ulama, but also as the center of economic development in achieving financial independence. The study uses descriptive qualitative research methods with data collection techniques through interviews and literature studies. The results of the research found that the Islamic Boarding School of Darul Aman Gombara Makassar conducted economic efforts such as laundry, hydroponic, waste processing, canteens, and collaborative business with Central Bank Of Indonesia (BI) in the production of nuggets. The purpose of the business is to build the independence of Islamic boarding schools and the provision of free religious education services for students. But various obstacles are experienced including marketing management and professional human resources in managing the business. It’s needed a strategy in developing a business that can bring profits and sustainability of business to have an impact on the increase in the economy of Islamic boarding schools in particular and society in general. The strategy starts from need assessment analysis, optimizing potential, supervision, and monitoring, and reflection, and evaluation.

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PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

Jurnal Pendidikan Islam Iqra ◽

10.30984/jii.v12i2.894 ◽

2018 ◽

Vol 12 (2) ◽

pp. 88

Author(s):

Yunus Yunus

Keyword(s):

Public Schools ◽

Religious Education ◽

Government Regulation ◽

Boarding School ◽

Boarding Schools ◽

Educational Institutions ◽

National Education ◽

Funding Sources ◽

National Education System ◽

Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara, terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci: Pengembangan, Pondok Pesantren As’addiyah. AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords: Development, As'addiyah Islamic Boarding School.

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KURIKULUM DAN METODOLOGI PEMBELAJARAN PESANTREN

Cendekia Jurnal Kependidikan dan Kemasyarakatan ◽

10.21154/cendekia.v10i1.400 ◽

2012 ◽

Vol 10 (1) ◽

pp. 29

Author(s):

A Idhoh Anas

Keyword(s):

Religious Education ◽

Formal Education ◽

Boarding School ◽

Educational Institutions ◽

Traditional Teaching ◽

Human Beings ◽

University System ◽

Islamic Schools ◽

Traditional Teaching Methods ◽

Islamic Religion

Abstract: Education is possibly to have people attain the perfection of life both in their relationship with God, fellow human beings and nature. A well relationship is only possible if people have a balance between their orientation in the world and in the hereafter. Therefore, in order to achieve the aforementioned objective, they should have adequate religious education and general equally through educational institutions. One of the Islamic educational institutions is a dormitory or boarding school where students (Islamic pupils) learn to improve the Islamic religion. Education on Islamic educational institutions also aims to establish a generation of believers-Muslim virtuous, health, broad-minded, and social, rise intelligent scholars who have equal devotions and thought, as well as establish nationalism of Indonesian citizen who have a faithful and pious to Allah Almighty. In general, Islamic educational institutions are classified into three categories: a) traditional pesantren (Salaf), which still retains the traditional teaching methods and teaching materials with classic books (yellow book), b) modern pesantren (khalaf), which seeks to fully integrate the classical and the current school and university system, and 3) semi salaf and khalaf Islamic schools who defend the teaching of classical Islamic books, as well as open public educational institutions (formal or non-formal education).

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THE PLURALITY OF RELIGIOUS EDUCATION IN ISLAM PESANTREN DDI UJUNG LARE KOTA PAREPARE

al-Iltizam Jurnal Pendidikan Agama Islam ◽

10.33477/alt.v4i1.816 ◽

2019 ◽

Vol 4 (1) ◽

pp. 53

Author(s):

Herda, Abdul Rauf Ibrahim

Keyword(s):

Religious Education ◽

Religious Tradition ◽

Boarding School ◽

Educational Institutions ◽

Learning Material ◽

Learning Resources ◽

Religious Learning ◽

Religious Radicalism ◽

Good Learning

learning resources developed at pondok pesantren during this time oriented plurality. Good learning material PAI as well as religious tradition that held through extracurricular activities and kokurikuler are always paying attention to the teaching of the equation, the equation, the fraternity and compassion in Islam. Typology of religious learning resources that are rooted in Pesantren Putri DDI Lil Banat is an understanding of the religion institution of moderate, tolerant and inklusivisme. Pesantren as a religious educational institutions often compromised the spread understand religious radicalism. From this aspect, if the existence of boarding school instrumental more urgency in developing the views, attitudes towards the plurality of values.

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Pesantren for Middle-Class Muslims in Indonesia (Between Religious Commodification and Pious Neoliberalism)

QIJIS (Qudus International Journal of Islamic Studies) ◽

10.21043/qijis.v9i1.7641 ◽

2021 ◽

Vol 9 (1) ◽

pp. 209

Author(s):

Siti Nur Hidayah

Keyword(s):

Middle Class ◽

Religious Education ◽

Management Practices ◽

Participant Observation ◽

Islamic Education ◽

Educational Institutions ◽

Global Changes ◽

Extensive Literature ◽

Research Interviews ◽

Teachers And Parents

Research about Islamic educational institutions, the market and the rise of the new Muslim middle-class in Indonesian society has mainly focused on schools. Its correlation with pesantren (Islamic boarding schools) as Islamic education providers has not yet been deeply portrayed. This paper aims to identify changes in pesantren management practices in relation to the growth of the Muslim middle-class and questions whether pesantren management practices intended to cater for the middle-class segment of society can be categorized as commodification or as acts of pious neoliberalism. As a preliminary examination, this paper was based on extensive literature and media research, interviews with teachers and parents in pesantren, and non-participant observation. This research highlights three different strategies developed by pesantren to respond to the growing size of the Muslim middle-class in Java, Indonesia: ‘developing’, ‘inserting’ and ‘creating’ new pesantren education programs. Three models are highlighted here in three select pesantren in Java: Firstly, a pesantren established and designed to accommodate middle-class Muslims that employs an approach that is an amalgamation between religious education and international educational standards. Secondly, a well-established traditional pesantren which built new ‘elite’ buildings to respond to demand from middle-class Muslims. And thirdly, a pesantren that targets urban middle-class students of all ages who have limited religious knowledge and which mainly focuses on a tahfidz program (memorizing of the Qur’an) through creating a ‘friendly’ image of learning the Qur’an. These pesantren maintain a deeply religious curriculum similar to traditional pesantren and provide good facilities for students but charge high fees for education, and as such may connotate a commodification practice. Using Mona Atia’s concept of pious neoliberalism, the writer questions whether the fusion of religious practices of any kind, commodification and adjustment to market logic, in this context, might be better understood as pious neoliberalism. In this sense, the commodification practices in the examples offered here should not always bear a pejorative meaning. While admitting that global changes have introduced new challenges to the Muslim community and in relation to Islamic education, it is hoped that this article will encourage further discussion and investigation on the subject of the changing nature of provision and management of Islamic educational institutions, in particular pesantren, in Indonesia.

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Implementation Of Hindu Religious Education Curriculum In Pasraman Rsi Markandeya Taro, Gianyar District

Vidyottama Sanatana International Journal of Hindu Science and Religious Studies ◽

10.25078/ijhsrs.v4i1.1189 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Ni Komang Sutriyanti ◽

I Made Dharmawan

Keyword(s):

Religious Education ◽

Time Allocation ◽

Problem Formulation ◽

Education Curriculum ◽

Effective Learning ◽

Descriptive Research ◽

Analysis Technique ◽

Learning Programs ◽

Analysis Models

The purpose of this study is to find out (1) Implementation of Hindu Religious Education Curriculum in PasramanRsiMarkandya Taro, Gianyar Regency, (2) The constraints faced in the Implementation of Hindu Religious Education Curriculum in Pasraman Rsi Markandya Taro, Gianyar Regency and (3) Efforts that undertaken to overcome the obstacles encountered in the Implementation of the Hindu Religious Education Curriculum in Pasraman Rsi Markandya Taro, Gianyar Regency. The theories that used in this research to answer the problem formulation are modern management theory, constructivism theory and excitement theory. This research is descriptive research with qualitative approach which is related to the implementation of the Hindu religious education curriculum in Pasraman Rsi Markandya Taro. The techniques of data collection used are: observation, interviews, study of literature and documentation. The data analysis technique used in this research is descriptive qualitative techniques, the Miles and Huberman cycle analysis models. The results of the research showed that: First, the implementation of Hindu religious education in Pasraman Rsi Markandeya Taro, Gianyar District had not been running optimally and there were still a lot of constraints, so it was necessary to conduct evaluations and follow up actions as well as acceleration of the expansion of facilities and infrastructure. Second, the constraints faced are human resources, time allocation, funding and facilities and infrastructure. Third, the efforts were done to solve the constraints encountered, namely providing training to teachers, developing learning programs and utilizing effective learning resources.

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Role Stress of Dormitory Aides at an Off-Reservation Boarding School

Human Organization ◽

10.17730/humo.34.1.h172483r14jq3844 ◽

1975 ◽

Vol 34 (1) ◽

pp. 41-49 ◽

Cited By ~ 1

Author(s):

Joseph Blanchard ◽

Richard Warren

Keyword(s):

Participant Observation ◽

Boarding School ◽

Role Stress ◽

Educational Institutions ◽

Institutional Leadership ◽

Number Of Factors ◽

Leadership And Organization ◽

The One ◽

Sociocultural Background ◽

Off Reservation

Questions of import to the struggle of Indians to achieve autonomy over their educational institutions vary in scope and complexity. In this struggle, dormitory aides do not ostensibly occupy a key position. Yet historically the dormitory aide has been the one role assigned almost exclusively to Indians. It is important, therefore, to understand the experience Indians have in this role. In this paper participant-observation and sociopsychological test data are used to examine role stress among dormitory aides in an off-reservation Bureau of Indian Affairs boarding school. The data indicate there is serious stress, a function of a number of factors including institutional leadership and organization, the sociocultural background of aides, and various interaction effects.

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Tradisi Ziarah Makam Masyayikh Pondok Pesantren Al Hikmah 2 (Teori Sakralitas Agama Emile Durkheim)

Jurnal Living Hadis ◽

10.14421/livinghadis.2017.1326 ◽

2018 ◽

Vol 2 (1) ◽

pp. 1

Author(s):

Riri Widyaningsih ◽

Muhammad Abdul Hanif

Keyword(s):

Everyday Life ◽

Religious Education ◽

Strong Relationship ◽

Boarding School ◽

Teaching Science ◽

Educational Institutions ◽

Emile Durkheim ◽

Teachers And Students ◽

Great Knowledge ◽

Spiritual Relationship

Pondok Pesantren or Islamic Boarding School is central to education, especially religious education. Pondok pesantren assessed as the most successful educational institutions in printing generation with great knowledge and morals. This is because Pondok Pesantren has a different teaching system with other educational institutions. That other system is the existence of a strong spiritual relationship between teachers and students in the sense of teaching science as well as educate the soul. This soul education is rarely found in other institutions. At Pondok Pesantren Al-Hikmah 2 Brebes, can be found one of the evidence of a strong spiritual relationship between teacher and student, that is the tradition of praying and pilgrimage to the graves of the masyayikh & muassis. This tradition is not only the evidence for the strong relationship between teacher and student, but also as an aplication of hadith that transmitted by Tirmidzi. It is mentioned at the hadith narrated by Tirmidhi, that 'alims are prayed by God and all His creatures. This tradition is also considered as implementation of living hadith because applying the value of a hadith in everyday life. In this paper, the author wants to discuss the tradition of praying and pilgrimage based on the theory of the sacredness of Emile Durkheim. As for obtaining the data, the authors refer to the book and completed with an interview to one of the alumni of Pondok Pesantren Al-Hikmah 2 who ever practice this tradition.

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POLA PEMBELAJARAN MULTIKULTURPADA PASRAMAN LINGGA YONI DI DESA ADAT TANGEB KELURAHAN ABIANBASE KECAMATAN MENGWI KABUPATEN BADUNG

Jurnal Penelitian Agama Hindu ◽

10.25078/jpah.v1i2.233 ◽

2017 ◽

Vol 1 (2) ◽

pp. 174 ◽

Cited By ~ 1

Author(s):

Luh Putu Mery Handayani

Keyword(s):

Multicultural Education ◽

Religious Education ◽

Teaching And Learning ◽

Formal Education ◽

Participant Observation ◽

Secondary Data ◽

Problem Formulation ◽

Religious Practices ◽

Primary Data ◽

Learning Pattern

Religious education is one of education that fosters human development, especially helping in ethical and moral development. Thus, religious education in Indonesia gets a considerable portion of the education system. Through religious education can increase moral ethics in order to maintain harmony of the nation, mutual respect respects between followers of different religions. Hindu religious education conducted formally in schools has not provided the expected results. Theoretically the children know by heart and understand the teachings of religion but the implementation of the teaching is done in everyday life seems to need to be balanced with religious practices. These religious practices can be taught to children through non-formal education in the form of pasraman, because formal education is bound by the curriculum and time targets. Thus, non-formal education needs to be developed, in the hope that children are not only intellectually savvy but also spiritual savvy and grow up to be virtuous people. Form of non-formal religious education can be done through pasraman system. Implementation of pasraman activities in Desa Adat Tangeb have differences with pasraman in general. Pasraman Lingga Yoni Desa Adat Tangeb includes children who are genuine Catholics from Indigenous Desa Adat Tangeb.The theory used to analyze the problem formulation is the multicultural theory used to dissect the formulation of the first problem, the behavioristic theory used to dissect the formulation of the second and third problems. The research method used is the type of qualitative research with primary data sources bendesa adat and teachers pasraman and secondary data source is the source of other supporting data. Data were collected using participant observation method, unstructured interview, documentation and literature. The collected data was analyzed using data analysis method with three steps: (1) data reduction, (2) data presentation and (3) inference / verification.The results of this research are: First: multicultural learning pattern in pasraman Lingga Yoni is (1) contextual teaching and learning (CTL), (2) coopertative (cooperative learning), (3) instilling understanding that leads to multicultural education in self Children, through several approaches are: Instilling pluralism education, instilling and implementing the concept of Bhineka Tunggal Ika, instilling the concept of manners / ethics, applying the concept of Tri Hita Karana, and applying the concept of menyama braya. Second: the constraints on parsaman Lingga Yoni are (1) lack of understanding of Catholic children about pasraman (2) environmental influences, (3) the need for more guidance for Catholic children, (4) decreased interest of children following pasraman, (5) facilities and infrastructure are still minimal. Third: the efforts undertaken to facilitate pasraman learning activities are, (1) conduct socialization, (2) provide understanding to Catholic children, (3) guide wholeheartedly and apply multicultural learning pattern, (4) affirm student attendance, (5) submit proposal.

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