The Faculty of Teacher Training integrated SNPT (National Standard for Higher Education) 2015 and QMS (Management Quality Standard) ISO 9001: 2015 in Quality Model Design FTIK (Faculty of Teacher Training and Education). This paper is aimed to analyze and to create a model for quality improvement of FTIK IAIN Pontianak. This a research-and-development study (R&D) with a mixed method. The stages include the introduction, model design development, and expert’s model validation in quality testing at the Islamic Education major (PAI) and Arabic Education (PBA), and Islamic Elementary School Teacher Training (PGMI). This paper shows that there are four majors in FTIK that are still below the standard of SNPT 2015. FTIK innovated to find Model ISQEE to improve the quality of the four majors at FTIK IAIN Pontianak with SNPT 2015 and QMS ISO 9001: 2015. Keywords: Quality model of ISQEE, SNPT 2015, QMS ISO 9001:2015 Abstrak Fakutas Tarbiyah Mengintegrasikan SNPT (Standar Nasional Perguruan Tinggi) 2015 dan SMM (Standar Mutu Manajemen) ISO 9001:2015 dalam Desain Model Mutu FTIK (Fakultas Tarbiyah dan Ilmu Keguruan). Paper bertujuan menganalisis dan menciptakan model dalam upaya peningkatan mutu FTIK IAIN Pontianak. Jenis penelitian menggunakan research and development (R&D) dengan pendekatan mix method. Tahap studi pendahuluan, pengembangan desain model, dan validasi model expert’s judgement dalam menguji coba mutu pada jurusan PAI (Pendidikan Agama Islam) PBA (Pendidikan Bahasa Arab), PGMI (Pendidikan Guru Madrasah Ibtidaiyah), dan PIAUD (Pendidikan Islam Anak Usia Dini). Paper menunjukkan 4 jurusan FTIK masih belum standar SNPT 2015. FTIK berinovasi menemukan Model ISQEE menciptakan peningkatan mutu empat jurusan FTIK IAIN Pontianak dengan SNPT 2015 dan SMM ISO 9001:2015. Kata Kunci: Model Mutu ISQEE, SNPT 2015, SMM ISO 9001: 2015

ABSTRAKLembaga pendidikan yang memungkinkan dapat menyelenggarakan pembelajaran formal dan nonformal bahkan informal secara sekaligus adalah pesantren. Dalam sejarahnya, keterkaitan langsung antara lingkungan madrasah, keluarga dan masyarakat bahkan dengan negara telah berlangsung selama kurang lebih empat abad. Hal yang kemudian diperlukan oleh pesantren adalah merumuskan kurikulum yang jelas yang mampu melingkupi semua bentuk dan lingkungan pendidikan. Upaya tersebut telah dilakukan oleh Pesantren Al Mukhlisin Mempawah Kalimantan Barat. Penyelidikan ini bertujuan menggambarkan pola pengembangan kurikulum pesantren tersebut. Metode penyelidikan yang digunakan adalah studi kasus. Data diperoleh dari wawancara, pengamatan dan studi dokumen. Hasil penyelidikan menunjukkan bahwa pengembangan kurikulum pesantren tetap harus memperhitungkan mutu kurikulum baik dalam tahap perencanaan, pengendalian maupun penguatan. Karakter dasar kurikulum dapat dilandasi oleh karakter mukmin ulul albâb yang secara historis telah menjadi visi utama pesantren sejak abad 17. Karakter tersebut sedemikian rupa terintegrasi dalam bentuk pembelajaran madrasah, pengajian dan kehidupan nyata pemondokan santri, ustadz dan kiai (pola pengasuhan pondok pesantren).Kata Kunci: Kurikulum, Mukmin Ulul albâb, Pesantren ABSTRACT An educational institution that allows organizing formal and non-formal learning even informal at

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This article analyzes the relationship between Sufism (mystical Islam) and the making of moderate Islam in Nusantara, a region that historically has been covered by various Muslim-majority populations in Southeast Asia, especially Indonesia. This focus is important for two reasons. First, Islam was first introduced to this region through the hands of Sufi preachers when Sufism was the the-dominant feature of Islam. Second, Islam has been practiced peacefully in this region for centuries through an adaptation with mystical practices of the local beliefs. Thus, the main question of this article is aimed at exploring the ways in which Sufism has contributed to the development of moderate Islam in Nusantara. In doing so, two different approaches are employed: the orthopraxic and historical approach and the phenomenological approach. While the former is especially employed to examine the historical introduction of Sufism into Nusantara, the latter is to analyze the essential teachings of Sufism, which are deemed flexible and inclusive towards cultural diversity. This study concludes that the development of moderate Islam in Nusantara cannot be separated from the century-long contribution of Sufism, the implication of which has created fundamental structures for harmonization of religious lives in Nusantara.

There is a tendency of similar idea that caught the conflict prevention and management efforts nowadays to the articles of the