INTRODUCTION
Educational institutions are required to produce qualified
and competent graduate students (santri) to adapt to
the times. Of the many Islamic boarding schools in Indonesia, one of which is
in West Java, only a few pay attention to the
management of education quality. This can be seen from the quality of graduates
who still depend on their parents, siblings, and society when they leave the Islamic
boarding school (mukimin). One of them is that if his
parents are kyai, he will continue in his father's footsteps and if his parents
are farmers, he will join in farming so that it has not been created into a
generation that is ready to independently build its own identity (Samsul, 2007).
Problems that occur in educational institutions are still
the low quality of education at every level, one of which is Islamic boarding
schools. Various innovations have been carried out: first, the development of
national and local curricula. Second, the development of teacher competence
through workshops, training, teaching media and improvement of educational infrastructure.
The results have not shown a significant quality improvement because, in some
urban areas it is quite encouraging while in the regions it is still a concern.
Umaidi's opinion that the phenomenon of Islamic
boarding school education has not been fully achieved, this can be seen from
the quality of education graduates that have not been in accordance with the
expectations of the labor market and development, including: the industrial
sector, banking, telecommunications and educational institutions as well as
labor supply institutions (BLK) (Umaedi, 2008). One of the
reasons for this is the low quality of graduates and the incomplete resolution
of educational problems (patchwork, projects).
To guarantee it is necessary to hold a national education
standard that becomes the reference norm in the implementation of national
education which includes standards: (1) content, (2) process, (3) graduation
competence, (4) standards of educators and education personnel, (5) standards
of facilities and infrastructure, (6) management standards, (7) financing and
(8) education assessment standards (Government Regulation of the Republic of
Indonesia No. 19 of 2005 concerning National Education Standards). In a micro
perspective or a narrow and specific review, the dominant factors that
influence and contribute greatly to the quality of education are professional
teachers and prosperous teachers. Thus, the seriousness of teachers in
teaching, education and training has a major influence on the success of the
quality of education (Fajar & Heru, 2010).
Islamic boarding school educational institutions that want
quality improvement can follow this principle by taking into account the
expectations and needs of stakeholders, viewing educators/ustadz
and education/employees as the most valuable human resources in Islamic
boarding schools that must be respected. Quality improvement management requires
the integration of various elements that need to be integrated. According to Saefullah management elements: (1) Leaders, (2) People who
are led, (3) Goals to be achieved, (4) Cooperation in achieving goals, (5)
management facilities or equipment consisting of man, money, materials,
machines, methods, and markets (Rahman, 2010).
In the continuation of this research, researchers are
interested in examining the Miftahul Huda Manonjaya Islamic Boarding School in Tasikmalaya
Regency and Suryalaya Islamic Boarding School in Tasikmalaya Regency and Al-Ittifaq
Rancabali Islamic Boarding School Ciwidey,
Bandung Regency. Based on the three Islamic boarding schools because they still
exist and take part in the community as they are in demand by many students
from various regions to abroad. In its sustainability, the three Islamic boarding
schools have different strategies and management so that they have
characteristics and characteristics in the development of competitive Islamic
boarding schools.
Based on previous studies and site surveys, which caused
the Miftahul Huda Manonjaya
Islamic Boarding School in Tasikmalaya Regency and Suryalaya Islamic Boarding School in Tasikmalaya
Regency and Al-Ittifaq Islamic Boarding School Rancabali Ciwidey, Bandung
Regency, to continue to exist and be known by the community until now, due to
having superior educational management and quality and competitiveness. One of
the activities has a planned program (muhasabah), so
that Islamic boarding schools know about strengths, weaknesses, opportunities
and threats which are often known as SWOT analysis (strengths, weaknesses, opportunities,
and threats) (Rangkuti, 2015).
The research that must be studied and explored in this
research is the development of education quality management at the Miftahul Huda Manonjaya Islamic
Boarding School, Tasikmalaya Regency and Suryalaya Islamic Boarding School, Tasikmalaya
Regency and Al-Ittifaq Islamic Boarding School Rancabali Ciwidey, Bandung
Regency. The results of this study are expected to be able to find arguments
about education quality management for Islamic boarding schools which can later
be used as sources for other Islamic boarding schools, with the hope that in
the future Islamic boarding schools will emerge that form a dignified nation,
have characteristics and characteristics that are expected by students'
parents, society, and society. and government so that national education goals
can be achieved.
From some of the problems stated above, the writer is
interested in conducting in-depth research. In this study the authors took the
research by analyzing how the quality planning, implementation, evaluation, and
quality improvement of Miftahul Huda Manonjaya Islamic Boarding School in Tasikmalaya
Regency and Suryalaya Islamic Boarding School in Tasikmalaya Regency and Al-Ittifaq
Rancabali Islamic Boarding School Ciwidey
Bandung Regency?
METHOD
This research was
conducted using a qualitative comparative descriptive method. In comparative
research there are independent variables, where this independent variable is a
variable that cannot be manipulated. There are special characteristics that differentiate
between comparative research methods and other research methods, namely the
comparative method, a researcher tries to find and determine the causes or
reasons that cause differences in the behavior of each individual, in the
comparative method also involves an approach to the behavior of each
individual. an effect and look for alternative consequences (Darmadi, 2013). This is where the
difference that stands out and that distinguishes between comparative research
methods with other methods belonging to the qualitative research family, namely
looking for causes and reasons why an event that the researcher observes
occurs. Based on the thinking paradigm, the comparative method uses a deductive
paradigm (that is, from the specific problem first, then to the more general
one).
In this study, the primary
data sources specifically are as follows: (1) Leaders of Islamic boarding
schools foundations; (2) Islamic boarding school leaders; (2) Ustad/ustadzah teaching Islamic
boarding school, deputy leadership of the Islamic boarding school for the
curriculum section, deputy leadership for the Islamic boarding school for the santri division, educators (student guardians, lesson
teachers, BP/BK teachers); (3) Students/students; (4) Parents/guardians of
students; (5) Stakeholders (alumni and community) Islamic boarding schools.
RESULTS AND DISCUSSION
A. Planning
for the Development of Quality Management of Islamic Boarding Schools
Educational
Management of Islamic boarding schools
is a process that prepares a set of alternatives to determine future actions
for Islamic boarding schools that are appropriate, measurable and directed
through the preparation of strategies and standards while maintaining
traditions and Islamic boarding school values in realizing quality education
effectively and efficiently.
Islamic boarding school educational
institutions cannot compete with general educational institutions, the
competition in question is the competition for the quality of education that is
built from planning, processes, and evaluations in accordance with the National
Education Standards (SNP). In its development, the quality of Islamic
educational institutions actually exceeds general education, one of which has
advantages in religious subjects. So that it becomes an advantage for Islamic
educational institutions to be better marketable for stakeholders.
Problems in the field faced by Islamic
educational institutions are of various types, ranging from management,
leadership, human resources, financial, and institutional problems. Thus, the
development of quality management of Islamic boarding school education needs to
be continuously improved by prioritizing various theories of quality analysis
and their application in every managerial process. The quality aspect will provide
benefits to the existence of Islamic boarding schools. In other words, the
development of quality management is the responsibility of educational institutions
to provide excellent service to students. In addition, to ensure that graduates
are accepted in society and the world of work.
The development of Islamic boarding
school management will not be separated from the vision, mission and goals of
Islamic education in general. In addition to this, the system and other
supporting components are expected to be interrelated and cannot be separated
in the implementation of the quality. Such as curriculum, management, human
resources, organizational culture and graduates and others. Islamic boarding
school educational institutions are expected to survive in the midst of changes
and developments in the era so that they are able to provide the nuances of
learning based on Islamic and moderate values.
Quality planning is a process that
prepares a set of alternatives to determine the future actions of educational
institutions that are appropriate, measurable, and directed through the
formulation of strategies and standards by maintaining the traditions and
values of Islamic boarding schools in realizing quality education actively and
effectively and efficiently. Quality implementation is the implementation of
various educational plans in Islamic boarding schools. The implication of
quality is the impact of education quality planning on the progress of Islamic
boarding schools.
In this study, the quality of Islamic boarding
school education is limited to the quality of inputs, processes, outputs and
outcomes including the following: first, the quality of inputs is the presence
of quality teachers, quality students, quality curriculum and facilities;
second, a quality education process is a quality, efficient and conducive
learning process; third, quality outputs are graduates who have the competence
and expertise in accordance with the vision and mission of the Islamic boarding
school institution, and; Fourth, outcomes are graduates who are able to
continue their education to a higher level of education in accordance with the
specified target.
According to Government Regulation No.
19 of 2005 concerning National Education Standards, it refers to the inputs,
processes and outcomes of education. Educational inputs include human resources
that must exist and are available because they are needed for the process of an
education. The educational process in Islamic boarding schools is related to
the decision-making process, the institutional management process, the program
management process, the learning implementation process as well as the
monitoring and evaluation process. The results of education in Islamic boarding
schools can be in the form of outputs or outcomes. The output value system
refers to the performance of Islamic boarding schools and high student
achievements in academic and non-academic fields, for example in sports, arts,
and skills in Islamic boarding schools. The performance of the effectiveness
and conduciveness of the Islamic boarding school can be seen from the
accountability it has and the conditions conducive to the continuity of the
learning process including an atmosphere of discipline, intimacy, tolerance, respect,
cleanliness, comfort and others. Meanwhile, for the outcome system in Islamic
boarding schools, it is stated in the percentage of graduates of Islamic
boarding schools who are absorbed in the world of work, have a reasonable
income, as well as recognition from the community for the quality of graduates
and are satisfied with the competencies possessed by alumni (Umaedi, 2008).
1)
Establishing the Vision and Mission of
the Islamic Boarding School
2)
Establishing Islamic Boarding School
Education System and Curriculum
3)
Student Services / Santri
4)
Input Quality of Students
5)
Quality Policy Reference
6)
Quality Assurance Design
B. Implementation
Development of Quality Management of Islamic Boarding School Education
Implementation or implementation
(implementation) development of quality management of education in planning Islamic
boarding school-based education. The development of education quality
management is a central transformation that needs to be developed continuously.
Economic growth, educational progress and developments in the era of
globalization 4.0 (technology and information) as well as the movement of
social and cultural issues are some of the factors that cause the improvement
and development of quality management of Islamic boarding school education in
Indonesia. Not only to achieve Islamic boarding school education standards, but
must be able to respond to the challenges and developments of the times,
respond to and serve the demands of the modern world so that the graduates of
Islamic boarding schools are always better prepared to face the real situation
in society to become students who are ready to be efficient and work.
The development of quality management
is very important for improving the quality of Islamic boarding school education.
Islamic boarding school-style education is actually an education that upholds
Islamic/Islamic values in the process. The implementation of Islamic boarding
school-based education which focuses more on the quantity aspect is a separate
obstacle in improving quality. Basically, improving the quality of education is
one of the constitutional mandates, as stated in the National Education System
Law (UU SIDIKNAS) No. 20 of 2003 Article 5 Paragraph 1 clearly states that
every citizen has the same right to obtain superior and quality education.
Quality of education is a process that
is able to produce outputs (graduates) who have academic and non-academic
abilities or competencies (Sudrajat, 2005)
with reference to PP 19 of 2005 concerning national standards, the quality of
education includes input, process and output (outcome) (Umaedi,
2008) Islamic boarding school education quality management is a
management system that places quality as a business strategy in involving every
function and structure of organizational members to increase output (graduates)
who have academic and non-academic abilities (competencies) and fully oriented
towards stakeholder satisfaction by upholding the values of Islamic boarding
schools that have developed in Islamic boarding schools including the values of
deliberation, muhasabah, sincere and fighting for
Allah, responsibility, honesty, fairness and equity, reminding each other. Act
with wisdom and give mau'dzah hasanah
(suritauladan).
1) Field
of Curriculum and Standards of Learning Activities
2) Competence
and Qualifications of Educators and Education Personnel
3) Quality
Goals for Students
4) Quality
or Quality of Graduates
5) Adequate
Learning Facilities and Facilities
6) Professional
Education Management
7) Community
and Alumni Boarding School Participation
8) Development
of Visionary Education Quality Management Through Special Services.
C. Evaluating
the Quality Management of Islamic Boarding Schools
Boarding schools evaluate the quality
of input, process, output and outcomes (input quality is quality teachers,
quality students, curriculum, and quality facilities, quality processes are
quality learning, while quality output is graduates who have competence, while
outcomes are graduates who are able to continue their education to a higher
level of education in accordance with the specified target. Quality in
education according to the Ministry of National Education in (Mulyasa, 2011)
includes input, process and output, while management according to GR Terry defines
management as "the accomplishing of the predetermined, objective through
the efforts of other people" management is to achieve predetermined goals
(organizations) by using the help of others. As for the development of quality
management of Islamic boarding schools in this study, there are is a process
that includes a series of actions, in which management elements and functions
are employed as efficiently and effectively as possible with the help of others
aimed at achieving the goals and objectives that have been determined by the Islamic
boarding school in accordance with customer needs and satisfaction and based on
or exceeding standards. that have been determined starting from the input,
process, to the output of education provided within the Islamic boarding school
educational institution.
While at the Miftahul
Huda Islamic Boarding School Manonjaya Tasikmalaya in conducting evaluations, usually KH Choer Affandi performs oral and
written test techniques. The book reading test and its understanding are
usually used as indicators for students to continue their next education. As
for the students who will be resettled, he himself evaluates them, both in
terms of the book understanding test and their mental readiness to serve the
community (Hidayat & Syahidin, 2019).
The Islamic boarding school environment
contains students with various social, economic and ethnic backgrounds.
However, this diversity is relatively unified as a community unit because it
holds the same religious principles, ideologies, moral values and religious
traditions. This Islamic boarding school community shows their santri, thus forming a kind of environment and tradition
that is unique and only understood by the community itself. Abdurrahman Wahid
said, The Islamic boarding school community is basically a community that has
its own subculture in society with the complexity of the problems that exist in
it (Ar Bafadal, 2006).
As a traditional Islamic educational
institution, Islamic boarding schools continue to uphold and prioritize the
importance of moral al-karimah as a guide for daily
behavior. In line with this statement, Mastuhu (1994)
states, Islamic boarding school is a traditional Islamic educational
institution to study, understand, explore, appreciate, and practice Islamic
teachings by emphasizing the importance of religious morals as a guide for
daily behavior.
The guidelines for good religious
morals or noble character have been enshrined in several classical literatures
or the yellow book which were studied directly by the students at Islamic
boarding schools. So then, Islamic boarding school and the yellow book are two
inseparable sides of the pieces of Islamic education in Indonesia. Since its
early history, Islamic boarding schools cannot be separated from the literature
of the ideas and writings of classical-scholastic scholars whose credibility
cannot be doubted.
In practicing the contents of the
yellow book which were studied by the students to solve problems, KH. Dudung stated that the students were not ready to solve
current problems outside the Miftahul Huda Islamic
boarding school environment, because the community around the Islamic boarding
school community tended to be fanatical about the Miftahul
Huda Islamic boarding school community. The reason is that they think that the
knowledge of the kiai of the Miftahul
Huda Islamic boarding school is considered to be still low compared to the kiai in the local community. His children were also sent to
school outside the Miftahul Huda Islamic boarding school,
with the assumption that the graduates from Miftahul
Huda boarding school could not continue to the next level because the only
diploma that had expired was only Ma'had 'Aly.
Education based on Islamic boarding
schools, especially Islamic boarding schools that develop and practice tarekat,
has not yet received a place in educational institutions that are worthy of
being considered and become alternative educational institutions. This must be
taken into consideration because in fact educational institutions developed in
Islamic boarding schools that adhere to TQN such as the Suryalaya
Islamic Boarding School along with the other types of institutions in it are
able to develop rapidly as moral, intellectual and righteous deeds along with
the skills they need. given as a life skill for students.
These institutions are not only in
demand by the domestic community but also by foreign people, this illustrates that
the concept of Abah Anom's
education and its TQN-based educational institutions are able to compete and
have their own advantages.
Pondok Islamic
boarding school Al-Ittiaq Ciburial
Rancabali is in the process of evaluating the
agribusiness activities carried out, namely, by identifying the needs of
students, namely by asking the ability of students to carry out activities in
the field of organization, including the field of production (garden), the
field of packaging and the field of marketing. Students who carry out their
duties in this field are in accordance with the wishes of the students. Then the
second at the organizing stage, the manager has focused on the fields of work
in the implementation of agribusiness activities, namely, the fields of production
(garden), packaging and marketing.
Islamic boarding schools in evaluating
the quality of students carried out by the manager in the implementation of
agribusiness program activities, namely by determining the time in carrying out
agribusiness activities, in addition to carrying out movement and coaching to
students before carrying out activities and when activities are carried out.
Coaching has also been carried out, namely by providing directions or
instructions delivered by senior students or coaches to new students who take
part in agribusiness activities, the form of coaching carried out is in practice
directly in the field of Santri who take part in
agribusiness programs at Pondok Islamic boarding
school Al-Ittifaq, will increase knowledge in how to
process natural resources (agribusiness), then create an independent attitude
to students, then from these agribusiness activities they can hone skills in
the field of agribusiness work, namely in production (garden) capabilities,
packaging and marketing of agricultural products.
The implementation of noble character
development through the tahfidz approach of the two Islamic
boarding school was carried out through two approaches, namely direct teaching
and indirect teaching. Direct learning is carried out by PAI (Islamic
Education) teachers, Civics teachers, tahfidz
supervisors and subject teachers. Meanwhile, indirect learning is carried out
by Islamic boarding school leaders, tahfidz homeroom
teachers, extracurricular program supervisors and Islamic boarding school
employees through habituation, exemplary activities, nationalism and patriotism
activities, student creativity week and the creation of Islamic boarding school
culture.
The assessment of Islamic religious
education management in fostering the noble character of students through the tahfidz approach is carried out by Islamic boarding school
leaders, PAI teachers, tahfidz teachers and
subject teachers. The assessment process is carried out in writing and some is
through the process of experiencing the behavior of students. Specifically
related to programs directed at fostering noble character of students, Islamic
boarding schools set a number of indicators of the success of the management
process of Islamic religious education in order to foster noble character
through the tahfidz approach.
After the researchers conducted
research in three Islamic boarding schools regarding the development of quality
management of Islamic boarding school education, there are several matters
relating to the management function in managing quality problems of Islamic
boarding schools including, Islamic boarding schools are an organization that
has an important role in the world of Islamic education and determines the fate
of the nation in the future through changes. moral, intellectual, emotional and
spiritual attitudes of students with the transformation of values and various
scientific disciplines.
To achieve its goals in accordance with
the vision and mission that has been set optimally, it is necessary to integrate
concepts from various managerial components that must be applied effectively
and efficiently. The indicator lies in the implementation of various management
functions which include the planning, organizing, actuaiting,
and controlling stages of the input, process, output, and out came stages as
well as supported by other component aspects. namely leadership, curriculum,
human resources, infrastructure, students, and other supports.
In fact, research conducted in the
field at three Islamic boarding schools shows that: every leader performs one
management function, it means performing another function. One example is the
function of evaluation and control (controlling). When the leadership of the
Islamic boarding school conducts evaluation and planning at the input stage,
the supervisory function must also be included, otherwise there is a tendency
for bigger problems to arise in the implementation of the next stage. In fact,
all existing management functions cover every stage of the implementation of
the Islamic boarding school management process which consists of input,
process, output and out came.
Several components of the content
(content) of each Islamic boarding school management function that is carried
out. At the beginning of each year, Islamic boarding schools conduct an
evaluation of the educational process that has been carried out as evaluation
material for the following year. The control process at each stage is carried
out in the following year, starting from input to the quality of the graduates
produced. From these activities, it becomes the central object of every Islamic
boarding school management function, even more so in the achievement of Islamic
education.
Islamic boarding schools as agents of
change (the formation of students' personalities) must always be carried out
and realized by the managers of Islamic boarding schools. How successful the
Islamic boarding school program is in achieving the form of these activities
can be seen by the results of graduates who are absorbed and successful in the
community, continue their education or are efficient in the community. The
quality of outputs and outcomes is a determinant of the success rate of quality
management of Islamic boarding school education in the program implemented. The
meaning of the output is divided into two, namely hard skills and soft skills.
Hard skills are also divided into two forms, namely academic skills (academic
skills) and vocational skills (vocational skills), while soft skills include
personal skills (vocational skills) and social skills (social skills). The
outcome is social achievement (community achievement). As the researcher cites Popi Soopiatin's opinion in
distinguishing between outputs and outcomes in Islamic boarding schools,
namely:
a)
The output is the performance of the Islamic
boarding school which is described by student achievements including academic and
non-academic achievements. Academic achievements in the form of national exam
scores, scientific works and academic competitions, while non-academic achievements,
such as honesty, courtesy and extracurricular activities;
b) Outcome
is the impact received by the Islamic boarding school, including the increase
in students who register in the new year, there are no students leaving, many
graduates are absorbed by the world of work, as well as the number of graduates
who are accepted in further educational institutions and are successful and
accepted in the community.
Thus, in the application of Islamic
boarding school management functions, it is not focused on one function but
includes all existing functions. At each stage of its function, every
controlling (controlling) absolutely must be carried out, while the linkage of
all components of Islamic boarding school management consisting of the raw
input process (input), implementation of learning programs (process), to the
quality of graduates (outcome).
D. Educational
Quality
Problems Problems
that often appear in the management of Islamic boarding schools are aspects of
management, leadership, human resources, financial, and institutional aspects.
There are several efforts that can be made in developing the quality of Islamic
education. In terms of management, there are still many Islamic boarding
schools that have not adopted modern management in the management of Islamic
boarding school education. However, along with the development of technology
and the times, Islamic boarding schools began to use modern words and the use
of foreign words in the names of institutions and work programs. In fact, the
point lies in the managerial process, not in the name and program.
Offering improvement and improvement of
the quality of Islamic boarding school in four sectors, namely: first,
increasing responsiveness and response to the requests of parents of students
and students themselves; second, continuity in leadership (continuous policies,
systems, programs); third, increasing the accountability of clerics and leaders
of Islamic boarding schools, and; fourth, equity (fair service to all
students). In another system, (Scheerens, 2000)
focuses on improving the quality and effectiveness of Islamic boarding school
educational institutions, including aspects of community involvement, human and
financial resources, policies, leadership, environment, time efficiency,
environmental conductivity, learning opportunities and evaluation. Meanwhile, Seodijarto offers an offer to improve and improve the
quality of Islamic boarding school education through five important aspects
including: (1) increasing the qualifications of Ustadz
staff, where all Ustadz staff must have an
educational background that is relevant to their field of work; (2) curriculum
improvement and development; (3) improvement of learning media sources
(books/textbooks); (4) increasing the effectiveness and efficiency of supervision,
and; (5) evaluation development (Rosda, 2017).
The problems that become a problem in
the Islamic boarding school education process include the education that is
conveyed that is not in accordance with the demands of Islamic values / Islamic
boarding schools and is only limited to Islamic boarding schools today. In the
leadership literature there are still many who do not have the required
academic qualifications. This requires educators and education staff to attend
education, but the reality is still far from expectations for quality
improvement because the goal is only to meet the demands of the law. Likewise with the financial aspect that still requires
support from various parties as well as the development of Islamic boarding
schools to be more professional.
Plan, do, check, action (PDCA) really
needs to be translated into the management of Islamic boarding schools. Planning,
implementation, evaluation and follow-up become a means of control for each
element in maintaining the quality of Islamic boarding school education. Indicators
of planning, implementation, evaluation of Islamic boarding school education
are directed at preparing quality santri graduates
based on Islamic values.
The development of science and
technology is growing rapidly, resulting in a lot of changes in attitudes,
mindsets, and people's lifestyles that tend to be materialistic and in the end it is possible that people's perceptions and aspirations
of Islamic boarding schools will change according to the times. One of the
factors is due to various pressing needs of the community that are currently
developing. To stay afloat in accordance with the times, Islamic boarding schools,
especially traditional Islamic boarding schools, need to make changes in
management efforts to develop the quality of education for students in terms of
understanding Islamic teachings. One of them is that the thoughts of the Salaf scholars need to be developed and translated into the
context of modern life.
Thus, the public will not see that the
Islamic boarding school is only an educational institution for the hereafter.
Thus, Islamic boarding schools must appear attractive by enriching themselves
with various innovative new approaches in dealing with contemporary demands and
challenges as well as adjustments to the times by referring to Allah's
instructions. Islamic boarding schools must carry out the latest updates and
innovations.
This renewal does not eliminate its
identity and identity as an Islamic educational institution that grows and
develops from the community and has been proven to be able to give birth to the
nation's best sons and daughters as cadres of ulama and umaro.
Islamic boarding school as the formation of cadre of ulama is very much needed
in this era of nation building. From scholars who are experts in the field of
religion and understand the dynamics of society, it is hoped that ideas and
patterns of thinking needed in integrated development will emerge.
Miftahul Huda
Islamic Boarding School is managed directly by the sons, in-laws (Dewan Kiai) and grandchildren (Anwarulmuda)
under the General Leadership of KH. Asep A. Maoshul Affandy and assisted by Khodimul Mahad/devotion students (senior students who have
completed their final studies and successfully graduated). Mitahul
Huda Islamic Boarding School literally means the Key of Guidance, this name was
given by Uwa Ajengan to
describe his hope that the Islamic Boarding School he manages can produce pious
people and ajengans (as kiai
in the Sunda area) who can later provide religious
guidance to the community.
Suryalaya
Islamic Boarding School throughout its development has shown a very important
role in the community. The existence of Islamic boarding schools starts from
teaching tarekat traditionally for the general public in Islamic boarding
schools, then establishing formal educational institutions ranging from
kindergarten to college and even now it is being planned to establish a latifah mubarokiyah university
which is shortened to ulama. The economic effectiveness of cooperatives
continues to be improved and a special institution for healing drug and other
mental victims through this institution is called Inabah.
The development of tarekat-based
education quality is often interpreted as a driver of ascetic attitudes.
Although in reality the ikhwan and santri do not always make the tareqat
institution an escape (escapistic) from the realities
of world life. With the understanding that the teachings of the tarekat do not
change as the character of religion generally does not have to change. However,
what is always changing is the structure for the manifestation of the religion.
The impact is seen in the educational process at the Suryalaya
Islamic Boarding School, one of which is the Inabah
Islamic Boarding School.
While the Al-Ittiaq
Ciburial Rancabali Islamic
Boarding School in applying the agribusiness model there are several obstacles
in the implementation of agribusiness activities, including competitors who
offer low prices, to business partners will have an impact on the cooperation
that has been established with Al-Ittifaq Islamic
Boarding School. Then the rampant import of vegetables from abroad whose product
appearance is better. And the absence of capital support from the government,
can threaten the existence of agribusiness activities at Al-Ittifaq
Islamic Boarding School.
In general, the obstacles faced from
agribusiness activities at Islamic boarding school Al-Ittifaq
are the lack of human resources in the field of packaging, the absence of
business capital support from the government, business partners who do not pay
cash when the product is sent, the desire of business partners who want good
products. at a very low price. For this reason, efforts are being made to cover
the existing obstacles, namely the formation of cooperatives as the management
of incoming income, as well as in terms of marketing, namely the marketing
sector is always looking for business partners who are not difficult to pay
when the product has been sent.
Some of the stages and milestones of
its existence are as follows: first, planning; second, implementation; third,
evaluation, fourth, control, and; fifth, improvement. Thus, it can be concluded
that the milestones in determining the quality of Islamic boarding schools are
as follows: first, the determination of quality standards (by the quality
standards team); second, socialization of quality standards; third, training
for Islamic boarding school residents; fourth, implementation of quality
standards, and; fifth, monitoring.
E.
Efforts to Improve the Quality of
Education
Islamic boarding schools are the most ideal Islamic education system to
cultivate the spirit of Islamism in Muslims. The influence of Islamic boarding
schools in this case is of course different from the Islamic education system
in other formal or non-formal education environments. The state of Islamic
boarding school as an education that indoctrinates the spirit of Islamism can
be seen through the beautiful life of the Islamic boarding school which is full
of peace, culture, the students recite the holy teachings from the yellow
books, tawadhu to the ustadz
or kyai, discipline, interaction between students and the doctrine of Islamism
related to aqidah and kiai.
The morals of all of these things aim to strengthen the foundation of Islam and
faith in oneself and maintain the integrity of Islam in the nation and state in
a general sense in accordance with the vision and mission of the Islamic
boarding school, especially in today's modern era of globalization.
The influence of the importance of Islamic boarding schools for the
glory of Islamic life can only be felt by people who have a boarding school
spirit, such as students, alumni of Islamic boarding schools, kyai, and people
who care and pay attention to Islamic boarding school. With the meaning that
people who have never been in a boarding school or boarding school have not
experienced life in a boarding school, maybe they can only guess without
knowing more about how the influence of Islamic boarding schools in the Islamic
world. Some people have a bad feeling about the existence of Islamic boarding
school which is considered a threat, of course this thought is fatally wrong
because they only see from the textual related images in the media without
knowing and realizing for themselves how the life of Islamic boarding school is
actually full of peace.
Miftahul Huda Manonjaya Islamic Boarding School in an effort to improve
the educational curriculum used in Islamic boarding schools as the salafiyyah education system in general does not recognize
the levels, curriculum, syllabus, and evaluation system, where the students
learn without knowing the time limit so that sometimes there are students who
study for up to a dozen years or even decades. However, at the Salafiyyah Miftahul Huda Islamic
Boarding School, KH Choer Affandi
(Uwa Ajeungan) has been
trying for a long time to develop the salafiyyah system
into a semi-formal system, there are levels, syllabus, learning curriculum, and
an evaluation system arranged based on learning goals and objectives. The
education level at Miftahul Huda Islamic Boarding
School is basically divided into three, namely Ibtida,
Tsanawi, Ma'had 'Aly, all
of which have three levels, only at levels two and three at the Ma'had Ali level, the activities of the students are more
focused on teaching and learning practices. take care of the organization (Fatah, 2009).
The educational material presented by the founder of the Islamic
boarding school KH. Choer Affan
(Uwa Ajeungan) is taught in
12 disciplines (fan). He studied 12 disciplines and was taught again in the
material to be delivered, including the science of monotheism, the science of fiqh, the science of tools, the science of interpretation, asmā al-Husna, the science of suluk
/ astronomy, ruhūl jihad, farāiḍ
science (inheritance) and the science of the Koran/ recitation (Fatah, 2009).
Thus, the educational goal of Miftahul Huda
Islamic Boarding School, as well as the purpose of human life in this world, is
worship, whose spectrum is as wide as the definition of worship itself. With
chess, Islamic boarding school education centers function as potential
meetings, namely places to cultivate the potentials of students so that they
can proceed to become fully human (insan kamil). Santri are not only
prepared to pursue worldly life but also prepare for the afterlife. Not only to
become a useful human being for the community, but to become a complete human
being who is obedient to his God.
This self-potential cultivation is supported by spiritual building in a
value system and a strong disciplined spirit which can be classified into at
least five, namely (1) sincerity; (2) simplicity; (3) ukhuwwah
Islamiyah; (4) independence, and; (5) freedom. Most of the yellow books taught
at the Miftahul Huda Manonjaya
Islamic boarding school have been translated into the local language
(Sundanese) with Jawi Arabic letters (pegon) or Latin letters by KH Choer
Affandy and the assigned ustadz
aims to make it easier for students/students to understand more deeply. the
content of the books written by classical scholars who use Arabic language and
letters in their writings. This is something different from the Islamic
boarding school in West Java, the great thing is that books or books printed in
local languages are carried out and published by the Miftahul
Huda Manonjaya Tasikmalaya
Islamic boarding school itself.
Suryalaya
Islamic Boarding School in the tareqat education
effort continues to experience very rapid development supported by various
adequate facilities and infrastructure. As researchers know, tareeqat education is very important and needed by every individual
and society. Tareeqat education is expected to be
able to bridge the weak morals of the community to be further developed so that
they have faith and piety that are in accordance with the recommendations of
the Islamic religion through various ways of tariqat
education including first, vertically concerning morals and worship of Allah
SWT; second, horizontally is a good moral towards fellow human beings and the
natural environment.
The expected existence of the Suryalaya
Islamic Boarding School in the spread of the Tareqat
is that changes in human behavior are expected to occur when following the Tareqat Qadiriyah Naqsyabandiyah teachings applied in the first form, changes
in initial behavior in family life by instilling the Tareqat
Qadiriyah Naqsyabandiyah by
parents and the surrounding environment regarding honesty, responsibility,
courage. , manners, humble, generous and others; second, holding spiritual
activities such as regular reading of the tareqat qadiriyah naqsyabandiyah amaliah; Third, get used to practicing (riyadhoh)
in praying to Allah SWT. Various routines of tareqat qadiriyah naqsyabandiyah amaliah activities cannot be separated from the role of mursyid teachers whose students are called ikhwans so that various obstacles and problems faced can be
resolved as a manifestation of education that emphasizes the values of creating
a perfect human being.
As Muhaimin's opinion, the researcher
understands that the quality of a human's faith achievement is more abstract in
nature, it will further increase the insight of faith and piety that is wider
and deeper if the human is an adult or at least persists in the face of various
trials of life by always improving the practice of amaliah.
good deeds) and spiritual exercises (riyadhloh) such
as sunnah fasting, sodaqoh and others. as the author
knows that humans consist of three main aspects, namely first, the physical
aspect is the whole biological physical organ, gland system and nervous system;
second, the aspect of nafsiah is the entire human quality
which is unique to humans, including the dimensions of al-nafs,
al-aql, and al-qalb; third,
the spiritual aspect is the entire noble potential of the human psyche that
radiates the dimensions of al-ruh and al-fitran (Muhaimin, 2013).
Meanwhile, Pondok Islamic boarding school Al-Ittifaq Ciburial Rancabali in agricultural activities at the Islamic boarding
school produces a variety of products. Then many market partners are interested
in buying products produced by agricultural activities at the Al-Ittifaq Islamic Boarding School. In its implementation,
agribusiness activities are also strongly supported by the community around the
Islamic boarding school. As well as from the results of product marketing
managed by cooperative management as an economic wheel that is able to maintain
the stability of agribusiness activities even without government support. Fertile
natural conditions and highland areas so that it is very influential on
agricultural products. Then in the implementation of agribusiness activities
there is openness about the difficulties faced in the implementation of
agribusiness. Santri do not hesitate to reveal if
they experience difficulties in agribusiness activities, and these difficulties
are resolved together.
Agribusiness activities carried out at Al-Ittifaq
Islamic Boarding School can help the economy in the future, with good income
management from the marketing of products produced in this agricultural sector.
So far, most of them are accommodated in the agricultural and rural sectors
with very minimal value added gains so that this
sector is the largest contributor to poverty.
With this strategy it is hoped that this gap can be eliminated. By
expanding job opportunities and increasing the purchasing power of some people.
Agribusiness activities also direct students, to know the potential that exists
in nature. From the natural potential that is managed by the santri, it can be used as a source of work in obtaining
income.
The results of the agribusiness activities carried out greatly affect
the level of welfare of the students who have graduated. According to the
information obtained, the income level of the santri
is sufficient to meet the costs of the main daily needs of the family. The
income received is also managed properly, namely by storing it in the Al-Ittifaq Islamic Boarding School Cooperative Institute. From
this income, it is also sufficient to meet the costs of education, namely with
a sense of optimism that he will plan education for his family in the future.
Education quality planning according to UNESCO is the determination of
forecasts in determining policies, priorities, and costs of an education system
by looking at economic and political realities, the potential of the system to
develop the interests of the State and community services included in the
system (Enoch, 1995).
The quality planning is nothing but preparing the education component so
that a good teaching and learning process can be implemented in the
implementation of education in achieving educational goals in accordance with
the vision and mission of the institution. Indirectly in the quality planning
process there are efforts to use human resources, natural resources and other
resources to achieve goals.
Islamic boarding school is a place to explore and study religious
knowledge, but at least religious knowledge will develop well if it is
supported by other sciences. such as social sciences, humanities, engineering
and nature. So it is better if the general field of
knowledge is taught by Islamic boarding schools to their students. Religious knowledge
remains the orientation of the Islamic boarding school curriculum and general
science as its support. Perhaps one of the challenges for Islamic boarding
schools is that one of them must be able to collaborate between religious
knowledge and other general sciences, thus the so-called Islamic boarding
school law with an Islamic boarding school education system is born, so that
students who stay in certain Islamic boarding schools have a recognized and
equal level of education with other educational institutions such as general
and religious formal education.
Islamic boarding schools are among the leading private religious
education institutions. In the sense of pioneering and showing empowerment both
in terms of self-financing and self-financing, one of the goals of Islamic
boarding school education is as a place for the regeneration of scholars, Islamic
boarding school has become a center for consistent educational activities and
has relatively succeeded in instilling the spirit of entrepreneurial
independence, an independent spirit that does not benefit itself to others.
others.
F.
Educational Quality Development Model
Islamic boarding schools at the quality development stage can be
interpreted as a process to ensure that program implementation has been carried
out properly. The operational aspect goes according to the mutually agreed plan
(agreement). Santri are able to show the expectations
set in the competency standards of graduates. Then, as a follow-up, an
evaluation needs to be carried out to improve quality into a process for
institutions to become quality and improve by making new breakthroughs that are
in accordance with the demands and developments of the times.
Referring
to the Juran trilogy, the quality of Islamic boarding
school educational institutions can be improved in various ways through
improving aspects of quality planning (quality), quality control (quality) and
quality development. The main content of quality planning is to identify the
various needs of the community for Islamic boarding school educational institutions
such as madrassas or schools. What is expected of graduates and what urgent
needs are faced by Muslims. Thus, Islamic boarding schools must be able to
translate these needs into program activities, and arrange steps in the program
implementation process to produce quality students.
Miftahul Huda
Islamic Boarding School was founded with a vision and mission. The application
of this vision to religious life is to call on humans to be able to do good and
forbid them to do evil. One of the efforts to realize the mission above is
through a form of education with a salafiyyah
pattern. First, tauhidullah is the ultimate goal and
is the pursuit and hope of all Miftahul Huda Islamic
Boarding School stakeholders. However, this goal cannot be fulfilled by all the
students, therefore if this goal is not achieved, it is hoped that the second goal
can be fulfilled. Second, that anyone can become a sponsor who actively
supports in creating pious humans, this goal is not even everyone has the
ability to be able to lead to invite others to be pious, therefore at least
graduates of Miftahul Huda Islamic Boarding School
can produce the next goal. Three, it is hoped that graduates of the Miftahul Huda Islamic Boarding School or even those who do
not graduate can have provisions in their personal devotion.
The teaching system and books in Islamic boarding schools generally do
not recognize curriculum levels, syllabus, and evaluation systems. However, at
the Miftahul Huda Islamic Boarding School, KH. Choer Affandy has been trying for
a long time to develop the Salafiyyah system into a
semi-formal education, where the levels, teaching curriculum, syllabus, and
evaluation system are arranged based on the Educational Level (level), namely
Level: Ibtida (Tsanawiyah);
Tsanawy (Aliyah); Ma had Aly (S-1).
Efforts in this direction are supported by external strategies (zahiriyyah) in the form of 24-hour education and coaching
activities and internal strategies (bathiniyyah) in
the form of congregational ritual services, such as; Riyadah
(every Thursday night), recitation of the Koran, early congregational prayers, tahajjud prayers and Duha
prayers, all of which are within the regulatory framework of an organization
supported by administration, online computer systems and other service
facilities.
The Miftahul Huda Manonjaya
Islamic boarding school has collaborated with the government, both from the
central Ministry of Religion and with mass organizations within the Miftahul Huda Islamic boarding school. However, that alone
is not enough, because only some schools can be included in the Islamic
boarding school curriculum in the national education curriculum in Tasikmalaya, especially the Manonjaya
area. And that's just the elementary school (SD) level which includes a Islamic boarding school curriculum such as the recitation
of the yellow book which is given only 1 hour. It is hoped that the yellow book
learning in madrasa schools can also be included, not only in the Manonjaya area, Tasikmalaya.
As
the results of research at the Suryalaya Islamic
boarding school that the model for developing the quality of Islamic boarding school
education is contained in the text of the Mursyid Tareqat Qaqiriyah tanbih wa Naqsyabandiyah
Suryalaya as follows: first, based on the results of
the research above, it can be concluded that, there are four formulations of
the Sufistic education will contained in the Mursyid tanbih text. TQN Suryalaya as
follows (Arifin, 1993):
First, Ihwan must show respect for those who are
higher in rank, both spiritually and in status. Second, don't get into fights
for every brother who has the same status/fate/position in all respects, on the
contrary they need to maintain a simple attitude, work together for the benefit
of TQN, State and Religion. And also does not promote
quarrels and disputes (incite and or spread hatred towards others). Third, do
not insult or do something that is not good, do not act arrogantly towards those
who are lower than us. Rather, people must be sympathetic so that they feel
happy, not to be intimidated and not to hurt their feelings. Instead
they should be guided by gentle advice that will make them realize that they
need to walk on the right path. Fourth, towards those who are weak and poor
(poor poor), the Ikhwan must be gentle, kind, generous, patient, and smiling
which is the embodiment of the brothers' awareness of their fate. Imagine if
they were in their position. Therefore, do not be careless. Make them feel
happy because they are beside the brothers. It should be realized that their
status as weak and or poor is not of their own will, but is the nature of Allah
SWT.
Education has an important and strategic role to form noble character and
character. Education is also in accordance with the purpose of the state, which
is to educate the life of the nation. As well as to instill ideology in the
process of national integration. In addition, the implementation of good formal
education can also improve the standard and quality of life of the nation.
Educational institutions in the Suryalaya Islamic
Boarding School are divided into two, namely formal and non-formal education.
The existing formal education is divided into two, namely general formal education
and religious education.
Every August is commemorated as the Day of Formal Education of the Suryalaya Islamic Boarding School (Hardiksur).
Even 60 years ago or on August 1, 1961 Suryalaya
Islamic Boarding School established and provided formal education. This step
was taken as an effort to keep up with the times. Also
in order to meet the demands for the availability of various education needed
by the community. Hadhratus Sheikh Ahmad Shohibulwafa Tajul Arifin (Pangersa Abah Anom)
took the initiative directly with the help of his younger brother KH. Nur Anom Mubarok established formal
education from Kindergarten to College level. Educational institutions
established by Abah Anom,
directly or indirectly, participated in developing the Tariqah
Qadiriyah Naqsabandiyah. If
during the time of Sheikh Abdullah Mubarok bin Nur
Muhammad (Abah Sepuh) the
development of Tariqah Qadiriyah
Naqsabandiyah was limited through traditional Islamic
boarding school media, during Abah Anom's leadership the development of TQN in addition to
using existing media, also through the formal educational institutions he
founded. From kindergarten to college.
Al-Ittifaq Islamic Boarding School continues
to develop along with the times, becoming more and more known and becoming a
concern who is entirely thanks to the services and vision and mission of a kyai
who is even very humble in his daily life, his egalitarian attitude that makes
him close to anyone and from any group, even everyone. get used to calling him
"maybe" and do not like any calls or excessive treatment of him.
Even in congregational prayers, the kyai who is more steeped in the
science of Sufism does not want to stand in front to be the prayer priest. Kyai
always orders young people to lead, that's as a regeneration that he applies,
as well as the business and muamalah that he does,
all parts have been handled and carried out by the people he has appointed with
full trust so that from this pattern all become independent by themselves
without having to exercising excessive control and making subordinates
independent and responsible.
As a social sub-system, in addition to taking part and carrying out an
educational role, Islamic boarding school also makes a positive contribution to
the realization of conducive situations and conditions for national harmony and
integrity. Building constructive, dynamic and harmonious social communication
and interaction in various aspects of social, economic, political, cultural,
security and social order, religion and other sub-systems that regulate the
balance of society. This includes controlling the prevention and control of the
spread of radicalism and religious anarchism that is developing and can damage
social balance.
Islamic
boarding schools are traditional institutions that have been rooted in the
community so that they have the potential to move the economy of rural
communities. The role of Islamic boarding school in the economic empowerment of
the community, as research conducted by other researchers, shows that Islamic
boarding school are able to become agents of development for both santri and the surrounding community. The leadership of
kyai or ulama is very effective in mobilizing economic empowerment around
Islamic boarding schools. Islamic boarding school is a unique educational
institution, not only because of its long existence but also because of the
method culture and subculture of the Indonesian people. During the colonial
era, Islamic boarding school became the basis of the struggle against the
colonialists based on the world of Islamic boarding school.
CONCLUSION
Based on research data,
discussion and research findings on the development of quality management of
Islamic boarding schools in West Java with research focused on Miftahul Huda Manonjaya Islamic
boarding schools in Tasikmalaya and Suryalaya Islamic Boarding Schools in Tasikmalaya
and Al-Ittifaq Islamic Boarding School Ciburial Ciwidey Bandung.
Quality planning for Islamic
boarding schools at Miftahul Huda Manonjaya
Islamic boarding schools in Tasikmalaya, Suryalaya Islamic boarding schools in Tasikmalaya
and Al-Ittifaq Ciwidey
Islamic Boarding Schools in the application of quality planning for Islamic
boarding schools based on the development of educational strategies (education
development strategies) and total quality management (TQM) on quality
management. Mitahul Huda Manonjaya
Islamic Boarding School Tasikmalaya with its salafiyah system with a graded curriculum for each class Ibtida (MTs), Tsanawy (MA) and Ma'had 'Aly (University) and is currently developing the Sibyan level equivalent to Elementary School (SD) or
Madrasah Ibtidaiyah (MI) is one of the
characteristics of Islamic boarding schools supported by a mu'alimin
curriculum-based learning system as a form of application of the Law on Islamic
Boarding Schools No. 18 of 2019 which has been ratified by the government so
that graduates are recognized and aligned with other universities both State
and private.
Implementation of quality
management of education in Miftahul Huda Manonjaya Islamic Boarding School Tasikmalaya,
Suryalaya Islamic Boarding School Tasikmalaya
and Al-Ittifaq Islamic Boarding School Ciwidey Bandung through the development of institutional
quality management based on the leadership of Kyai who have the spirit of taffaquh fi addin, human resources
by maximizing the productivity of the management of experts, competent and
highly dedicated to Islamic boarding schools, the learning process is guided by
divine messages based on the scriptures and sunnatullah
as well as education quality management using a quality-oriented system to
achieve customer satisfaction.
Evaluation of the quality of the
Miftahul Huda Manonjaya
Islamic boarding school in Tasikmalaya, the Suryalaya Islamic Boarding School in Tasikmalaya
and the Al-Ittifaq Ciwidey
Islamic Boarding School in Bandung was carried out effectively and efficiently
by developing a follow-up plan (RTL) and its indicators of achievement using a
SWOT analysis (Strenghts, Weaknesses, Opportunities,
and Threats) which effectively It is simply understood as a test of the
internal strengths and weaknesses of an Islamic boarding school institution as
well as the opportunities and threats of its external environment. SWOT is a
general tool that is designed and used as the first step in the decision-making
process and as strategic planning in various applications of quality education.
If the SWOT analysis is used correctly, it is possible for Islamic boarding
schools to get a comprehensive picture of the situation and condition of
Islamic boarding schools in relation to the community, other educational
institutions, and employment opportunities that accept students. Meanwhile, an
understanding of external factors combined with an examination of strengths and
weaknesses will help in developing a vision of the future. This begins with
competent program planning or replacing irrelevant programs with innovative and
needed programs in Islamic boarding schools.
The problems in the quality of
education faced by the three Islamic boarding schools are not yet evenly distributed
in the competence and qualifications of educators, limited infrastructure,
supervision systems and challenges to the development of technology and
communication that must be balanced with the progress of human resources owned
by Islamic boarding schools. On the one hand, Islamic boarding schools have
been able to provide hope and trust from parents and the community as well as
stakeholders for the needs of cadre of scholars who have innovative skills and
adapt to the times, so that graduates can be competitive and ready to face the
complexities of life in society so that it has an impact on customer satisfaction.
Meanwhile, on the other hand, Islamic boarding schools are still constrained by
the problem of managing costs for Islamic boarding schools that do not only
rely on fees from students.
Efforts to improve the quality
of education in three Islamic boarding schools by developing competitive quality
management and the potential resources of each Islamic boarding school as a
characteristic (local wisdom) to maintain the existence and development of
Islamic boarding schools in an integrated manner with all managerial aspects of
the quality of Islamic education. Islamic boarding school will continue to
survive and develop and even excel if the kyai becomes a reliable and quality
entrepreneur figure so as to provide hope as a model for maintaining the
existence of Islamic boarding school and developing institutions in a planned
and integrated manner with all managerial aspects of developing the quality of
Islamic education.
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