PENDIDIKAN DI PONDOK PESANTREN MODERN

In the structure of national education, pesantren are a very important link in the chain. This is not only because of its relatively long history of appearance, but also because Islamic boarding schools have significantly contributed to the intellectual life of the nation. Historically, pesantren has been a society-based education institution. In reality, Islamic boarding schools have taken root and grown from society, then developed by the community, so the study of pesantren as community development centers has attracted a number of researchers recently. Even though pesantren or popular pondok rapidly are established social facts in Indonesian society, they have not received significant attention and intervention from the government to develop or empower them.

This research has several backgrounds. The first, the self reliance is one of the formulas in the goals of national education. The second, it is the character of nation that must be built. The third, the self reliance crisis appears in formal education. The forth, school education is not as a guarantee in building the self reliance in accordance with the goal of national education. The fifth, Islamic pondok pesantren is considered as the foundation that can create the self reliance for students (called as santri). The formulas of the issues proposed are how the self reliance in students in pondok pesantren is practiced, how the pondok pesantren creates the self reliance habit to the students, what is the supporting factor in creating the self reliance students, what is the inhibitor factor in creating the self reliance students, and how is a developing model of the self reliance in students. The approach used is qualitative approach by means of analytic descriptive method. A research locus is focused on al-Istiqlal, Cianjur and Bahrul Ulum, Tasikmalaya. Data collecting used by using observational technique and deep-interview on research object. The research produces some conclusions. The first, the students researched at the school indicate the good self reliance level. The good indicators are reflected with self-confident, trust, self-control, problem solver, responsible, helping others, hoping success, creative and innovative thinking; the awareness in study; and capability in managing their life. The second, the efforts of the school in creating self reliance students are; (a) the mature and the immature students are in the same place; (b) peer teaching; (c) good facilities; (d) creating organizations; and (e) entrepreneurship with agriculture. The third, supporting factors are; (a) the school uses available means in fulfillment the students' needs; (b) strong wishes for success with the self reliance life; (c) guidance in higher to lower level of students; (d) the instruction motivating students in the self reliance. The forth, the inhibitor factors are; (a) a fraction of students can't stand the Islamic Boarding School's condition (b) they (students) dislike the regulations of the school; (c) the development of science and information technology; and (d) indulgent parenting, in serving the new students. The fifth, independence development model begins from internalizing values created with the dynamic process in the first time of attending in the school, peer teaching, assignment of management activities, and giving life skills in building self reliance character and self-entrepreneurship.

AL-Fatih: Jurnal Pendidikan dan Keislaman, 2018

In Indonesia, the seminary became the most rightful heirs over the scientific literature is the corpus of Islam. This expression is really reasoned, at least there is the inherent self cultur pesantren which to this day still consistently maintained classical text or commonly known as the ‘Yellow Book’ remains taught. Boarding school to this day still are believed by most Muslims as Islamic institutions which are able to create integration between science and religion knowledge. At the same time boarding school also became the only hope to be able to understand and protect rigid and erroneous doctrine that flourished in the midddle of new modernization. That's why the existence of boarding school is urgently needed. With the use of field research, the following description will to try presents the innovations undertaken by Seminary Ar-Raudhatul Hasanah from the educational system.

Dar El-Falah: Jurnal Ilmu-ilmu Sosial, Kegamaan, dan Humaniora, 2022

Pesantren salafiyah merupakan salah satu lembaga pendidikan islam tradisional dengan tujuan utama didalamnya adalah membentuk kepribadian yang utuh (integrited). Desain kurikulum yang digunakan adalah bersistem salafiyah yang mengusung berbagai metode pengajaran baik melalui madrasah diniah, sorogan atau bandongan. Penelitian ini bertujuan untuk mengetahui sistem pendidikan salafiyah di pondok pesantren salafiyah Nurul Hidayah Bedagas Pungging Mojokerto. Metode penelitian ini Qualitative Research (Penelitian Kualitatif) dengan teknik pengumpulan data, wawancara mendalam, observasi, dan dokumentasi. Prosedur analisis data pendekatan linear dan hierarkis. Hasil penelitian ini dapat diketahui (1) Sistem pendidikan Salafiyah di Pondok Pesantren Salafiyah Nurul Hidayah Bedagas Pungging Mojokerto meliputi; landasan pendidikan yang berpedoman pada ajaran al Quran Hadits Ijma’ dan Qiyas, adanya pendidik, jenis santri mukim atau santri kalong, desain kurikulum salafiyah yang mengusung teori-teori dari kitab kuning yang dikarang oleh ulama-ulama salaf kuno yang meliputi ilmu syariat, tauhid, maupun tasawuf, metode yang digunakan adalah sorogan bandongan danmusyawaroh, media pendidikan sederhana seperti halnya meja kursipapan tulis dan lain-lain, Evaluasi yang dilakukan melalui tes tulisatau tes lisan baik dalam sehari-hari atau ujian semester dalam setiaptahunnya. (2) Kelebihan sistem pendidikan salafiyah yang ada di Pondok Pesantren Salafiyah Nurul Hidayah adalah dilihat dari segi pembelajaran Tasawuf yang diaplikasikan dalam ajaran Thoriqoh Qodriyah Naqsabandiyah.

Pesantren telah dianggap sebagai lembaga pendidikan yang mengakar kuat dari budaya asli bangsa Indonesia, dan perkembangan dunia telah melahirkan suatu kemajuan zaman yang modern. Akibatnya ada keharusan untuk mengadakan upaya kontekstualisasi bangunan-bangunan budaya masyarakat dengan dinamika modernisasi, tak terkecuali dengan sistem pendidikan pesantren. Karena itu, sistem pendidikan pesantren harus melakukan upaya-upaya konstruktif agar tetap relevan dan mampu bertahan seiring dengan perkembangan zaman. Pesantren pada masa sekarang diharapkan menjadi agen perubahan (agent of change) sebagai lembaga perantara yang diharapkan dapat berperan sebagai dinamisator dan katalisator pemberdayaan sumber daya manusia, penggerak pembangunan di segala bidang, serta pengembang ilmu pengetahuan dan teknologi dalam menyongsong era global.

Hampir semua kegiatan belajar yang sadar dari manusia mengandung tiga proses yaitu mendengarkan, memperhatikan dan melakukan. Setiap kebudayaan-kebudayaan tertentu memberikan penekanan yang berlainan terhadap satu atau terhadap yang lain dari ketiga proses ini dan memberikan tekanan yang begitu besar pada salah satu ketiga proses ini dalam mempelajari hal-hal tertentu.sebagai contoh pendidikan dibarat masa kini,anak-anak disana lebih banyak membaca daripada memperhatikan dan mendengar meskipun kita ketahui keseimbangan bergeser sedikit karena pemakaian media dan banyaknya pendidikan yang terdiri dari" belajar melalui bekerja".

Transformasi : Jurnal Studi Agama Islam, 2018

"Abstract This research discuss the entrepreneurship models and its teaching strategy in Sidogiri Islamic boarding school Pasuruan through qualitative method. The finding shows that (1) entrepreneurship values are integrated as religious activities in which any economic activities is part it and intended for God; (2) under the control of boarding school head, the education proses on entrepreneurship is giving the student attempt to organized economic sector in the boarding school. Keywords Education, entrepreneurship, Islamic boarding school."