lsmu Rruo DurcH ColorunlADMrNrsTRATtoN Richard G, Kraince ZnnnuTanDmoN tru Jnvn Muhamad Hisyam Jarnhari Volume 7, Number 1,2000

Volume 7, Number 1,2000

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Muhamad Hisyam

$TIIDIA

I$TA[{II(A

Indonesian Journal for lslamic Studies

Vol, 7. no. 1.2000

EDITORIALBOARD:

M. Quraish Shihab (IAIN laknrta)

Taufik _{Abdullah (LIPI laknrta)}

Nur M. Fadhil Lubis (IAIN Sumatra Utara)

M.C. Ricklefs ( _{Melbourne Uniaersity )}

Martin aan Bruinessen (Utrecht Unioersity)

lohn R. Bowen (Washington Uniaersity, St. Louis)

M. Atho Mudzhar (IAIN Yogyakarta)

M. Kamal Hasan (International Islamic Unioersity, Kuala Lumpur) EDITOR-IN-CHIEF Azytmardi Azra EDITORS lohan H. Meuleman lajat Burhanuddin Fuad labali Oman Fathurahman

ASSISTANT TO THE EDITORS HeniNuroni

ENGLISH LANGUAGE ADVISOR

Richnrd G. Kraince Anne Rnsmussen

ARABIC LANGUAGE ADVISORS

Nursamad Amany Lubis

COVERDESIGNER

S. Prinka

STUDIA ISLAMIKA (ISSN _0215-0492) is a journal published quarterly by the

Center _for the Study of Islam and Society (PPIM), IAIN Syarif Hidayatullah, lakarta

(STT DEPPEN No. 129/SK/DITIEN/PPG/STT/1.976) and sponsored by the Depart-ment of Religious At't'airs of the Republic of Indonesia. It specializes in Indonesian Islamic

studies, and is intended to communicate original researches and current issues on the subject. This journal warmly welcomes _{contributions t'rom} scholars of related disciplines.

All articles published do not necessarily represent the oiews of the journal, or other

institutions to which it is _ffiliated. They are solely the aiews of the authors. The articles contained in this journal have been ret'ereed by the Board of Editors.

STUDIA ISLAMIKA has been accredited by The Ministry of National Education,

Fuad

Fachruddin dan

Siroiudin

Abbas

Al-Ma'had

al-TurAthi

wa

Tajdid

al-NizAm

al-Ta'limi

bi Ind0nisiyyA

Abstraksi: Pond,ok pesantren merniJiki akar tradisi sangat huat di

lingkung-an masyarakz.t Indonesiz. Mahipun berkernbang sQahn dmgan prosu

k-Iamisasi, seka.ligus merniliki simbol Ishm, paantren pad.a dzsarrrya lebib m.uupakzn prod,uk h.d^aya nusyarakat Indonesiz yang orisinal. Ohh kare-na itu, di sanrping sebagai lembaga pmd.idikan Iskrn, pesantrm berkembang mmjad.i sebuah lembaga sosial yang terlibat dakm prosa pm.rbahan sosizl-politik di Ind.onesiz. Bmama dcngan byai atau uhnm-peminryin pesantrm-brnbaga pend.id.i.han Ishm

ini

baperan penting dalam prosa intmsifi.kasi

keis hman ntasyarakat Nusantara

Sejaub m,erytangkut dunia pendid.i.ha.n, sejahn dengan dinz.mika kehtd.up-an nu.syarakat, peskehtd.up-antrsn mmgahmi pentbahan sma pkembangan

fuar-ti.

Di

anara perubaban-penr.bahan itu yang paling pmting menl,angkut penyelengaraan pendid.ikan. Dsadsd ini tidak sedikit paantrm di Indone-sia tehh mengadopsi sistem _{pmdidikzn fonnal} sepati y ang dise bngarakan pemerinrnh. Pada umumnya pilihan pmdid.ikan _forrnal yang did.irikan di

pesdntren masih berada dahm jalur pendi"dikan Ishm, yakni Mad.rasab Diniyah (MD) Mad.rasab lbtidaryah (Ml),Madrasab Tsarawaiah (MT), dan Mad.rasab Ah.yab (MA). Namun demikian banryak puk paantrm yang sudab memiliki lembaga pend.id.i.ka.n sisten sekolah sepmi dikeloh oleh

Departe-mm Pendidikan dan Kehrdayaan (fupdihbild),yahni Sekolah Dasar (SD), Sekolah Mmmgah Pmama (SMP), dan Sekokh Mmengah Umurn (SMU). Beberapa paantrm babkan sudab membulez. perguruan tinggi, baik

fubn-tuk institut dgatna Iskm nnupun unir'vrsitas. Pesantren yang mmd.irikan institut aganta Ishm, antara kin pesantrm Nurul Jadid., Paiton,

Proboling-go, _Jawa Timur dan Daarul Dakanb ual lrslad., Mangkoso, Suhzaesi

kkt-an. Sedangkan _Psdntren yang rnmdiri.kan unitrrsitas dntara

kin

adakh padntren Darul _{Ulurn, Jornbang} Jawa Timur,

136 Fud Frchruddin dan Sirojudin Abfus

Tulisan

ini

berusaha mmjelakan aspek-aEek penting, yang n ungkin bisa dikembangkzn, dari sistem pentid.ikan paa.ntren dakm rangka

penr-n usan satu sistem pendidikzn nasional. Hal ini penting karma sistem pen-did.ikannasional Ind.oncsizsaat inim.ernilikisejurnhh helcrnahan mendasar. Kelernihan terebut terutdnta. mmyanghut aspek modcl ptnbinaan sisua dan aspek muaun pengajarannya. kmmtara itu,lembaga pendidikan tra-disional seTnacarn paantren telzh memiliki kultur pudidikan cukup baik

dzn tmrji. Dahm ka.itan itulalt, tulisan ini menjelaskan

hfuapa

"tptk

b"-darya pmdrd.ikan pesantren yang bisa diadapsi dakrn sistem pendidikan na-sional.

Dari sejumkh k"jio"yangtelah dihkuhan dapat ditemukan bahata bu-daya pendidikan pesantren memiliki dua kekuaun penting. Pmanu, ada-nya karakter bud.aya pendrdikan ydng rnemungkinkan santrirqta behiar se-cara tuntas, Dalam konsep modrn budaya bekjar tuntzs ini sama dcngan konsep mastery learning. Dahrn konsep ini pendidikan dikkukan tidak

terbata padzpok transfer ilmu-ilmu pengeahilan dari guru k"pod" mutid.,

atpi juga terrnasuk aspek pemhntukan kEribadizn secara nzenyelurult. Transfer ilmu pengeahuan di paantrm tidak dibausi urget zuaktu penyele-saian kurikulum sebagaimana diberlaleukan dalam sistern. pendidikan

sekohh, mekinkan hbih mmekanka.n pada penguasaan dctil-detil konsep secara tuntas unpa dihlenggu oleh batasan uaktu ttrtentu. Dakm pmdid.ik-an di pespmdid.ik-antrm, hal paling penting yang diprhatikan _foai buknn capaian

kuantita mzteri yang bisa diselesaikan santri mekinkan kualius pengua-saannya.

Karahter krdarya pend.id.ikan kedua yang mmjad.i hekuaan pesantrm adalah kuatnya partisipasi masyarakzt. Pad.a dasamya pendirian pesantrrn

di seluruh Ind.onesiz didorong oleh permintrtan (demand) dan kebwtuhan (need) masyarakatnya send,iri. Hal ini memungkinkan teryad.inya

partistpa-si ma.syarakat dahm pesantren berhngsung secara intmsif Partisipasi

ini

dizoujud.kan dalam pelbagai bmtuk, muhi dari penyediaan _{fasiliras fzsik,}

pmltediaan dngaran kebutuban, dan

hin

sebagainya. Semenara itu, pe-santren hrperan dakm memmuhipermintaan dan hebutuhan masyarakat terbadnp pmdidikan dan tuntunan kebid.upan funnsyarakat. huhb sebab nya, tinginya tingkat partisipasi masyarakat tekh menempatkan paantrm dan kyai di dahmnya sebagai pusat auu inti kehidupan rna.syarakat. Dakm

posisi demikian, pesantren dan _$,ai mmjadi pmentu bagi dinamika aau

perubihan apa pun ydng terjddi di ma.syarahat tenebut. Sebaliknya, keber-langsungan perkernbangan pesantren-atau kentntuhannya sekaligus-sa-ngat tergantungpada seberapa hsar partisipasi masyarakat dan sefuapa

se-suai pelayanan pesantren d"engan perrninaan dan hebutuhan masyarakat.

Fuad

_{Facbruddin dan Sirojudin Abbas}

Al-Ma'had

al-TurAtht

wa

Tajdid

al-NizAm

al-Ta'limi

bi Ind0ntsiyyA

Abstract: Pesantren (Islamic boarding scbool) is rigbtly deemed to be an integral part of Indonesian consciousness. Ahhough the institution greze utitb tbe rise of Iskm, and became a _rymbol of Islam, pesanrren is basi-cally an indigenoas component of Indonesian society, Not only does

it

constitute an educational institution,

it

is also a socinl institution that is inaolved in socinl and political change in Indonesia. Togetber atitb kyai

or

'ulami'

(religious scbolar)-tbe leaders o/pesantren s-the institution

plays a significant role in sustaining hlam in Indonesian communities. Considered as an educational institution, pesantren, in line

aitb

so-cietal derelopment, bas cbanged consi.derably. One of those cbanges is re-lated to the uay the institution is run. Nouad.ays rndny pesantrens hazte adopted tbeformal education system instigated by the trndonesian

govern-ment. Ahbough in general, lnwny pesantrens still implement

_formal

Is-lamic education, ie, Madrasab Diniyyah (Religious Scbool), Madrasah

Ibtidaiyyab (Islarnic Secondary School), Madrasah Tsanauiyyah (Islamic

tunior Higb School), and Madrasah

Aliah

(Islamic Senior High Scbool);

many of thern run scbools in accordance

aith

the _{rystem esablisbed} by Tbe Department of National Education, ie. Seholah Dasar (Secondary

Scbool), Sekolah Menengab Pertama

(lunior High

Scbool), Sekolah Menmgah Umum (Senior Higb Scbool). Some pesantrens harn even opened

138 Fuad Facbnddin dan Sirciudin Abbas

bigher education prograrns, providing Islamic institute

or

university coalsel Tltose _{uhicb propide Islamic institute Pesanten Nurul Jadid} in

Paiton, Probolinggo _{East Jazta} and Darul Dakanb ual lrsyad. in Mang-koso, Sulaatesi Selatan. One wbich provides uniaersity coursework is Pesantren

Darul

_{Ulum in lombang} East _Java.

This article explores some dspects o/pesantren education

aitb

respect to the

pkn

to consolidate the adrninistration of botb islarnic and secular education slstetn. This is an important rnatter since tbere are certain ba-sic aneaknesses in the national educational slstern that call

_for

attention, including problems of students' empoanerment and the content of educa-tion. Since pesantren bas a rektively good record in training and educa-tion,

it

can contribute its expericnce in tbe developrnent of national edu-cation as vthole.

Previous studics shou that the _rystem o/pesantren education bas

tan

strengtbs. First, tbe presence of a strong interest

in

leaming among tbe

santi

(students of pesantren) or,

in

educational terms, a higb level

of

mastery learning. Mastery leamingrequira not only tbe transfer of

knoul-edge _from a teacber to a student, but also tbe building of students

person-ality

as a ubole. Unlike

in

schools where tbe transfer of knouledge is bound by time (ie. competencies defi.ned by a curriculum aexcepted to be dclioered to students

uithin

a certain period of time),

in

pesantren more empbasis is gioxn to tbe mdstery of all

deuik

of concepx aithout being

strictly bounded by time limia. Ako, in pesantren athat is important is not tbe quantity, but tbe quality of knowledge.

The second dspect in athich pesantren is strong is in tbe participation of community. The establishmenr o/pesantrens all over Indonesia basi-cally reflected tbe dcmand as well as the need of communities thernsektes, and because of that tbe participation of cornmunities

in

running

indi-aid.ual institutions is quite high.

h

is the comrnunity tbat belps pesantrens secure _fi.nances and build plrysical _facilitics.

In

return, pesantrens pro-aide education and guid.ance

_for

tbe community. Tltus pesantrens and Kyais often become the centre of a cornrnunity and inevitably exercise a

stronginfluence on wbateper change the communiry undergoes. The same is true in reaerse: the rise and tbe

_fall

o/pesantrens depend on tbe extent

to utbich tbe community is

uilling

to give suryort.

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