Pesantren: The Origins And Institutional Growth

Abstract

This paper will discuss issues around the origins and the growth of pesantren on colonial and independence period in Indonesia. The method is literature research. Pesantren is the institutions of Islamic education in Indonesia. Pesantren was formed on the influence of India, Arab and Indonesian traditions. In 19th-century pesantren functions as an educational institution. On the colonial period, there are many policy which are obviously a blow to the growth of pesantren. But pesantren was still able to survive. Even around the years 1930, the development of pesantren precisely very rapidly. If around the year 1920-an old pesantren only has about 200 people santri, then in the 1930-an great pesantren has more than 1500 students. After that, the dominance of pesantren in education began to decline drastically after the year 1950. From Pesantren has been born many nation leaders as well as community leaders. As a religious institution, Pesantren also has its own distinctive characteristics and different from other educational institutions. The existence of pesantren such as it is now has experienced many developments and changes in the life of Pesantren. So, in this case, the Pesantren not only serves as a social institution and broadcasting religion but also as an Islamic educational institution.

Kekuasaan dan Otoritas Kepemimpinan Kyai dalam Proses Pengambilan Keputusan di Ponpes PPAI Daarussalam Wagir Malang

“…Pesantren diharapkan tidak hanya dapat melaksanakan peran tradisionalnya saja sebagai lembaga pendidikan agama melainkan mencetak santri yang memiliki kecakapan hidup (Prayoga et al, 2019) dan memiliki jiwa wira usaha. Secara umum, formalisasi pesantren memberikan peluang menjadi salah satu pelopor perkembangan peradaban Indonesia yang berbasis Islami yang berkarakter (Salabi, 2021;Wati & Suriani, 2019). Agar peranan tersebut dapat dilaksanakan secara baik dan berkesinambungan, maka pesantren perlu adanya pemimpin yaitu kyai yang memiliki kekuasaan dan otoritas (walaupun tidak mutlak) dalam proses pengambilan keputusan yang tentunya disesuikan dengan perkembangan masyarakat (Arifin et al, 2019)…”

Budaya Pesantren: Pengembangan Pembelajaran Turats

“…Sekolah Islam semua inklusif umumnya tidak memiliki kenyamanan, jadi namanya hanya pesantren. Pesantren merupakan lembaga pendidikan berbasis keIslaman, Pesantren bukan sekedar sekolah berasrama melainkan lembaga pendidikan miniature masyarakat yang bersifat heterogeny (Wati & Suriani, 2019).…”

Child-Friendly Islamic Boarding School (CFIBS): Realizing Humanistic Goals of Islamic Education

“…This is relevant to finding strategies to address the problems of the national education system and restore moral and intellectual values in society (Hefner, 2019); (Hastasari, Setiawan, & Aw, 2022); (Anam, Degeng, Murtadho, & Kuswandi, 2019). There is no harm in incorporating the Islamic boarding school education system into the national system because, according to Madjid (d. 2005), as cited by (Wati & Suriani, 2019), the Islamic boarding school system is believed to embody the authenticity of Indonesia, emphasizing moral character and local culture.…”