Modernisme Pondok Pesantren Sebagai Institusi Pendidikan Islam Non Dikotomik

Abstract

Pondok pesantren kerap dipersepsikan sebagai lembaga pendidikan yang hanya mengajarkan pengetahuan Agama. Padahal, pada kenyataannya tidak demikian. Meskipun pandangan tersebut tidak sepenuhnya juga salah, sebab, kenyataannya persepsi itu muncul disebabkan oleh watak dan karakteristik pondok pesantren yang selama ini bertahan dalam menjaga nilai-nilai tradisionalisme. Menjadi tidak tepat, manakala ada pandangan yang menyudutkan lembaga pondok pesantren sebagai institusi yang jumud dan anti perubahan, sehingga dianggap menghambat kemajuan pendidikan di Indonesia.
 Artikel ini memfokuskan pada pokok bahasan tentang pondok pesantren sebagai institusi yang berorientasi pada keseimbangan antara pengetahuan agama dan umum. Temuan dalam tulisan ini adalah, (1) pondok pesantren merupakan institusi pendidikan yang unggul. Keunggulannya itu dibuktikannya, secara struktural, institusional, dan kebudayaan, bahwa pondok pesantren mampu mengelaborasikan model pendidikan Islam terintegratif sebagai wujud nyata dalam mempraktikkan prinsip-prinsip pendidikan non dikotomi. (2) secara paradigmatis, kultur, praktik, bahwa persepsi pondok pesantren sebagai lembaga pendidikan Islam dikotomi, terbantahkan. Sebab, pondok pesantren merupakan satu-satunya lembaga pendidikan Islam yang sukses dalam mewujudkan keunggulan modernisme dan kearifan tradisionalisme.

The Process of Organizing and Developing Pesantren (Islamic Boarding Schools) Into Modern Institutions: A Multi-Cases Study in Indonesia

“…They try to modify their total managerial strategy including communication patterns, ways of making decisions, reward systems and so on. (2) The need to make the organizational climate more consistent with individual needs and changing environmental needs. If a "top actor" or strategically placed top leader and/or staff, then they will really feel this need.…”

“…Even though it was far from being luxurious and very simple, at that time pesantren education was the only well-administered and structured educational institution, so this education was considered very prestigious. It is in this institution that Indonesian Muslims study the basic doctrines of Islam, especially practices in religious life [2] .…”

Scientific Transformation of Islamic Boarding Schools through Role of Alums the Islamic Education Study Program

“…The average score of eleven alum abilities in his research is (1) (10) average score of teaching evaluation skills 3.17; and (11) average score of ability to guide students outside the classroom 3.35 (Suhardin, 2018). Then, research also conducted by Faisal Kamal with the title Transformation of Islamic boarding schools Education as a 21st Century Islamic Education Institution produced findings that Islamic boarding schools as Islamic education institutions have transformed and experienced changes that can be seen from the functions of Islamic boarding schools as social institutions and Islamic boarding schools as educational institutions (Kamal, 2018); (Ikhwan et al, 2019). In addition, research conducted by Suradi with the title Transformation of Islamic boarding schools Traditions in Face the Globalization Era produced three essential findings.…”

Dynamics of Pesantren Formation: The Origins of Pesantren and Institutional Growth

“…In this way, development does not become empty and dry of human values (Aliyah, 2021). Educational institutions, Pesantren provide formal education (schools, madrasas, and universities), and non-formal education which specifically teaches classical books from the 7th-13th centuries AD which include books of monotheism, tafsir, hadith, fiqh, ul-fiqh, Sufism, Arabic grammar (nahwu, nerve, balagah, and tajwid), logic and morals (Kamal, 2018).…”