KH. ABDUL WAHID HASYIM PEMBARU PESANTREN Dari Reformasi Kurikulum, Pengajaran hingga Pendidikan Islam Progresif

Abstract

KH. Abdul Wahid Hasyim known as the father of the nation and the young ulama was able to pioneer the reform of the Islamic education system, especially in pesantren. To reform those pesantren, the breakthroughs done by AWH were broken down on three major agendas. They are updating the teaching methodology, improving the quality of the human resources or students, and developing institution and curriculum. Therefore, this article attempts to analyze the progressive efforts of AWH that "broke down" the backwardness and reluctance of the pesantren. In this study, the researcher used qualitative approach as the type of literature study and content analysis as the data analysis. This article discovers the style of educational innovation in pesantren, ie: getting familiar with modern methodologies; increasingly oriented towards functional education or open into the development; diversification of programs, pesantren activities are increasingly open, its dependence on kiai is not absolute, and at the same time it can equip students with a variety of knowledge outside of religious learning and skills needed by the world of work; and it can function as a community development center.

Revitalizing Modern Pesantren Education: A Comparison Of Wahid Hasyim And Yudian Wahyudi Perspective

“…By combining the two types of knowledge in the pesantren curriculum, Wahid Hasyim created a balance in the mindset of the students (Shofiyullah, 2011). Additionally, Wahid Hasyim's Madrasah Nizamiyah's renewal of pesantren education aims to meet the standards of competent and independent graduates (El-Rumi & Asnawan, 2018). Wahid Hasyim realized the importance of students not only mastering science concepts, but also being able to implement them in real life.…”

“…He went to Mecca accompanied by his cousin, Muhammad Ilyas, who later became the Minister of Religious Affairs of the Republic of Indonesia. At that time, Mecca was considered a center for studying Islam (El-Rumi & Asnawan, 2018).…”

“…This also follows the opinion of Wahid Hasyim, who wants pesantren education not only to concentrate on afterlife affairs but also to produce students who have Muslim personalities and are devoted to Allah. However, pesantren education must also aim to improve skills so that students can be independent and participate in the community in various aspects of life (El-Rumi & Asnawan, 2018). In responding to the times, Yudian Wahyudi believes that pesantren education ignores diplomas too much, symbolizing the ability and expertise of an educational institution's product.…”

“…During the pre-reform era, Wahid Hasyim encountered obstacles, while Yudian Wahyudi faced challenges updating pesantren during the reform era. As a result, the two personalities have opposing perspectives and approaches to developing modern pesantren Wahid Hasyim, a national hero and scholar who has a significant role in Islamic boarding school education in Tebuireng, is known as a visionary and progressive pesantren figure (El-Rumi & Asnawan, 2018). He conveyed his views on the importance of harmonization between authentic Islamic religious teachings and the demands of the times.…”