Islamic Boarding School-Based Madrasah: Policy Efforts to Reform the Superior Education Model

Abstract

Madrasah is an alternative educational institution and has the same opportunity to become an educational institution taken into account in social change dynamics. However, as a logical consequence, madrasas must develop each sector to achieve its organizational goals. This study examines the opportunities and challenges of developing madrasas, particularly those based on an Islamic boarding school. This study is a literature study, so that the method of analyzing data is by reviewing and collecting information from various references, both books and scientific articles, which are used as a material in studying and adding conceptual insights related to the opportunities and challenges of developing Islamic boarding school-based madrasas in the modern era. The literature review results show that in developing the education system into a preeminent institution and maintaining its existence, madrasas in Islamic boarding school are required to be open and accommodate the community's aspirations and demands. Madrasah needs to develop themselves to become high quality and superior madrasas and a bridge that connects with the national education system, especially those related to students' moral and personality development. This is understandable because the community hopes that educational institutions in Islamic boarding school are religious experts, have morals, and have future skills.

The Principal’s Perception of Independent Learning Curriculum and Teachers’ Readiness for Compiling Learning

“…Independently develop real-world communities or campuses around a theme and assess distinctive characters. The findings revealed that: (1) Islamic Education teachers were prepared for the independent learning policy, but were less prepared to implement AKM and character surveys as a replacement for the National Examination in terms of cognitive aspects, physical readiness, and psychological readiness; and (2) State Madrasah Tasanawiyah 9 Madiun's learning support facilities were in better condition than average for receiving the independent learning policy [34].…”

Religious Character Building in SMIT Daarul Qur'an South Tangerang

“…In carrying out its activities, this school is under the auspices of the Ministry of Education and Culture and the Ministry of Religion. Independent, Skilled and Loves the Qur'an An Islamic educational institution that combines academic learning, character building and comprehensive teaching of the Qur'an Discipline of worship and habituation of noble character (5 daily congregational fardhu prayers, qiyamullail and sunnah prayers, sunnah fasting) Interaction with the Koran intensively 3x a day including tahsin, tahfizh and tafhim programs with a target of 4-6 Juz per year Intensive Arabic & English language (cultum in Arabic and English ), three-language muhadhoroh, muhadatsah and vocabulary enrichment, drama performances in Arabic & English and rihlah lughawiyah to Pare Kediri (Afista & Abu Bakar, 2020). Takwin Syakhsiyah activities include morning and evening coaching, weekly coaching, and independent camping.…”

Comparative studies between public and private Islamic schools in the era of globalization

“…To create quality education, all education components should be of a high standard, such as the curriculum of the madrasa [24]. This is ideally and independently designed as a guide or reference in creating a quality educational process, according to the vision and mission of the madrasa [25]. The notion was also comprehended as a general description (miniature) of an educational process, based on having good quality learning outcomes that were unable to be obtained without the presence of a curriculum [26].…”