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Artikel ini mendiskusikan fenomena teroris perempuan dari perspektif teori gender dan femenisme. Fenomena empirik keterlibatan perempuan dalam aksi-aksi terorisme di berbagai negara, terutama di Indonesia dekade terakhir ini (2010-2020) seolah-olah menunjukkan pengakuan gender dalam aksi dan paham terorisme. Kajian artikel ini mengklaim bahwa fenomena aksi terorisme yang melibatkan perempuan tak cukup kuat dan tak logis dipandang sebagai perjuangan gender baik dari perspektif teori gender maupun sejarah femenisme. Tak ada gender dalam terorisme meski dilakukan oleh perempuan karena sifat tindakan teror yang merusak dan meresahkan. Keterlibatan perempuan dalam tindakan terorisme tetap merupakan tindakan kriminal, dan karena itu proses hukum tetap penting diupayakan oleh negara.   This article discusses the phenomenon of female terrorists from the perspective of gender theory and feminism. The empirical phenomenon of women's involvement in acts of terrorism in various countries, especially in Indonesia in the last decade (2010-2020) seems to show the recognition of gender in acts and understanding of terrorism. The study of this article claims that the phenomenon of acts of terrorism involving women is not strong enough and it is illogical to see it as a gender struggle, both from the perspective of gender theory and the history of feminism. There is no gender in terrorism even though it is carried out by women because of the destructive and disturbing nature of acts of terror. The involvement of women in acts of terrorism remains a criminal act, and therefore the legal process is still important to be pursued by the state.

This study describes the curriculum, the state of the teacher, students, infrastructure, learning process and the condition or improvement of the education quality in Madrasah Diniyah Takmiliyah Awaliyah (MDTA) in Sukabumi after accreditation. This study uses a qualitative approach with descriptive analytical methods. Primary data sources are obtained from interviews, observations, and document studies. Data analysis is done by organizing data, describing it into units, synthesizing, to test the validity of the researcher using triangulation techniques. The results achieved from this research are: MDTA education curriculum is divided into two kinds; namely the local curriculum that is still partial and the curriculum of the government which is theoretically sufficient and in accordance with the provisions of the standard curriculum and starts to be used after the first accreditation. The state of the teacher is quite sufficient with diverse academic qualifications and the owned competencies are good enough and support the process of education and learning. Student conditions are in accordance with the rules and characteristics required. In general the quality of MDTA education has increased. When the ideal education quality measure for MDTA is the accreditation score of A, then by comparing the accreditation results in 2006, 2009 and 2013 there is an increase, namely by comparing the results of the accreditation, where in 2006 the percentage of MDTA whose accreditation score was A was about 14%, 2009 by 20% and in 2013 by 37%. The final conclusion is that the process of accreditation and its follow-up efforts can improve the quality of MDTA education.

This paper describes PPIM’s research entitled “ The Impact and Resilience of Senior High School Education Institutions in Islamic Boarding Schools (Pesantren) during the COVID-19 Pandemic Crisis: Study of 15 Pesantren in Jakarta, Banten, and West Java” (PPIM, 2021). This study is to observe the resilience and vulnerability of a pesantren towards the spread of the COVID-19 pandemic. In addition, the research also aims to explore the role of nyai (a wife of kiai, a pesantren leader) during the pandemic. The study was conducted from May to November 2021. The result of this study was presented to the public in January 2022.The Ministry of Education and Culture (MEC) Republic of Indonesia reported that the pandemic impacted around 68 million students who were forced to do online learning (Puspita, 2021). Pesantren are one of the educational institutions in Indonesia that focus on Islamic teaching. One of the most critical aspects of a pesantren is the dormitory that enables students (santri) to live together in one environment. The essence of pesantren is to train the santri to be independent and educate them to have Islamic values. This essence can only be achieved through direct teaching. When most schools carried out online learning to avoid transmission of the COVID-19 virus, pesantren continued to conduct offline learning as mandated by the joint decision of four Ministries; MEC, Ministry of Religious Affairs (MORA), Ministry of Health (MOH), and Ministry of Home Affairs (MOHA) (Kementerian Pendidikan dan Kebudayaan RI, 2020). Even though the Indonesian government has established a set of strict health protocols, it was found that 4.328 santri from 67 pesantren in 13 provinces were confirmed positive of COVID-19 in 2021 (Putri, 2021). A recent study by PPIM UIN Jakarta in 3 Islamic Universities found that pesantren alumni have lower knowledge, behaviour, and perception than non-pesantren alumni. In addition, the study also revealed that male students have more inadequate knowledge, behaviour, and perception than females (PPIM, 2021). On that note, the role of nyai is essential as the messenger of kiai to deliver accurate information and become a role model for santri in enforcing the rules.

Penelitian ini berlatar belakang bahwa pendidikan mempunyai tugas membentuk sumberdaya manusia yang bermutu. Agar madrasah dapat memiliki sikap dinamis, kreatif, dan inovatif dalam melaksanakan peningkatan mutu pendidikan. Tujuan penelitian ini adalah untuk mengetahui latar alamiah, kondisi objektif, manajemen peningkatan mutu madrasah meliputi kebijakan, perencanaan pelaksanaaan, pengawasan, dan hasil manajemen peningkatan mutu madrasah di MA Baabussalaam Kota Bandung. Penelitian ini menggunakan metodelogi pendekatan kualitatif metode deskriptif teknik pengumpulan data dilakukan dengan teknik observasi, wawancara, dan menyalin. Sedangkan dalam menganalisis data digunakan analisis dengan penafsiran deskripsi semata. Menurut PP No.19 tahun 2005 disebutkan bahwa peningkatan mutu pendidikan memerlukan standar mutu, dilakukan dalm satu prosedur tata kerja yang jelas, strategi, kerjasama dan kolaborasi antar pemangku kepentingan dan dilakukan secara terus menerus berkelanjutan. Metodelogi yang digunakan adalah metode deskriptif teknik pengumpulan data dilakukan dengan teknik observasi, wawancara, dan menyalin. Sedangkan dalam menganalisis data digunakan analisis dengan penafsiran deskripsi semata. Hasil penelitian yang dilakukan maka diperoleh kesimpulan bahwa, pelaksanaan dilakukan melalui program kerja yang mana meliputi manajemen kesiswaan, kurikulum, tenaga pendidik, sarana prasarana, keuangan dan pembiayaan, hingga budaya dan lingkungan. Pengawasan dilakukan dengan penyusunan program pengawasan di madrasah didsarkan pada Standar Nasional Pendidikan yang lalu disosialisasikan keseluruh pendidik dan tenaga kependidikan, kemudian masing-masing akan mempunyai tanggung jawab dalam setiap bidangnya. Hasil dilakukan evaluasi terhadap suatu program madrasah yang mana dengan diadakan rapat yang terprogram, yaitu rapat awal tahun, rapat pertengahan, rapat akhir.