The kiai (muslim scholars of Islamic knowlegde disciplines in Indonesia) and the bajingan (bandit, local strongmen, and gangsters) have a positive relationship. Even kiai able to utilize their potential for the common good. Kiai can change the behavior of the former bajingan being personally "Pelopor", which is characterized as a leader in preaching and build civilization together with the surrounding communities. The focus of this paper: the quality rather than the personality of the counselor, procedures, and stages in counseling, and behavior that characterized the former bajingan "Pelopor". The study used a qualitative-ethnographic approach. Data derived from the documents and field notes. The results of this study are to construct at-tawazun (balance), according to the characteristics of the Islamic boarding school. On the quality of personality counselor balance between quality shalahiyyah (scientific prowess and skills) with shalih integrity (strength of character). On delivering a message, the balance between targhib (reinforcement) and tarhib (punishment). In the former bajingan behavior change, the balance between ritual piety and social piety

Penelitian ini mengkaji tentang pengetahuan masyarakat Desa Macajah Madura tentang pembuatan terasi udang rebon dan dibandingkan dengan konsep ilmiah. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan studi literatur. Hasil penelitian ini menunjukkan bahwa masyarakat Macajah memiliki penegtahuan bahwa terasi berbahan rebon menghasilkan bau yang khas dan dengan kualitas terbaik. Berdasarkan hasil kajian ilmiah diperoleh bahwa proses kegiatan pembuatan terasi yang dilakukan masyarakat dapat digunakan sebagai sumber belajar siswa untuk menumbuhkan nilai kearifan lokal dan karakter pada siswa

The Teacher Profession Education Program (hereafter abbreviated: TPEP) in Indonesia is a program designed to generate professional teachers. Every pre-service teacher must be equipped with adequate hard skills and soft skills before diving into a professional environment. This phenomenological research explored the lecturers' experiences in teaching soft skills to the students of TPEP. This research aims at getting a clear understanding of how soft skills teaching is implemented and what kinds of soft skills have been trained during TPEP. The data in this research were primarily collected through in-depth interviews conducted with 15 teaching lecturers from three universities that hold and organize the TPEP. Data analysis used analytic reduction which started from identifying important statements of the interview results, determining the core theme, and describing the essence of the entire experience. The results found that teaching soft skills with integrated/embedded models was used in the TPEP. Lecture, presentation, assignment, mentoring, and practice methods were used to train the TPEP students' soft skills. While the soft skills that have been trained during the implementation of the TPEP consist of ethics, self-reliance, responsibility, patience, critical thinking skills, communication skills, teamwork, tolerance, and social skills. The future research is expected to develop a criteria-based on integrated soft skills assessment model that can be used to assess the achievement of the acquisition of teachers' soft skills at the end of TPEP.

The purpose of this study is to describe the decision making and implementation of the uzlah and gerbat techniques by the Salafiyah Syafi'iyah Islamic Boarding School from Sukorejo Situbondo as an educational institution supported by 12,247 boarding students, for preventing Covid-19 transmission. This was a qualitative research using ethnography and hermeneutics data analysis. The outcome was to consider the decision to apply the uzlah and gerbat techniques, because both techniques are historical, theological, and follow the government's recommendations in deciding the distribution of Covid-19. While the implementation, among others: 1) uzlah technique: students are expelled from the Islamic boarding school complex and activated by outsiders. 2) gerbat technique, namely the reading of prayers to avoid a plague. In approving the transmission of Covid-19, Islamic boarding schools balance the technique of uzlah and gerbat, harmonize the lahiriyah (visible) and batiniyah (invisible) approaches.

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