The word tathqif is associated with the cultivation of the mind and the processes of enculturation. The separation of the religious from the secular in the non-Islamic education system is reflected in the policies of educational institutions and the functions, goals and objectives of schools and universities. The ultimate goal of Islamic education lies in the inculcation of the concept of Allah in the minds and souls of pious individuals.
The word knowledge in its basic meaning is recognition and recognition of the proper places of things in the order of. After the above clarification, the title of the article can be simply understood as an attempt to define the concept of integrated Islamic education system according to Gontor's experience in East Java Indonesia. The study also includes a critical analysis of the advantages and disadvantages of the implementation of this system.
15Mahar Abdul Haq, Educational Philosophy of the Holy Qur'an, (Lahore: Institute of Islamic Culture, 1990), 1st. Education is viewed from this point of view as a process of developing what is innate in the child. Education is a process of developing talent innate in the individual and not imparting a body of information or knowledge to an individual.
Can it be determined that everything, ideas, ideals, beliefs, opinions and attitudes were potential in the child's mind? Muhammad Ibrahim also underlined that Islamic education is based on Islamic ideology, so the process of Islamic education does not conflict with the norms and values of the basic teachings of Islam. Hence, Al-Farabi believes that the cultivation of the intellect should be the supreme goal of education.30 On the other hand, Al-Ikhwan al-Safa's goal of education is reminiscent of Plato's idea of education as prescribed in the Republic.
For Al-Ikhwan, the purpose of education is to bring the trait of the knower from potency to actuality. The importance of the effect of the environment on the learner was also taken into account. Like Al-Farabi, Ibn Sina held that the ultimate goal of education was the cultivation of the intellect.
In relation to the goals of education, Muhammad Iqbal, a famous Muslim philosopher in the early twentieth century, emphasized the proper development of the individuality of man. Despite his emphasis on the individual, Iqbal did not ignore the role of the community and its culture in the give-and-take dynamic with the individual. Consequently, a section of the community preserved its traditional Islamic curriculum for a traditional education system.
The curriculum of Islamic education on the other hand should be based on the study of the Holy Quran.
The Nature of Gontor System
The root of the development of the Islamic boarding school system of education in Indonesia can be traced back through the development of the Islamic institutions which are flourishing day by day, especially in East Java province. This province is famously known as the foundation of such schools, reaching some hundreds of Islamic educational institutions. Naturally, these boarding school-based educations can be mainly classified into two categories, the traditional and the modern.
This school has consistently existed as the center of learning of Islamic knowledge and sciences since its establishment in 1926 until now.38 The existence of the Gontor Islamic Boarding School with the dynamic innovation of its system, according to Abdullah Syukri, is due to three fundamental school aspects. The first is school values, the second is a strong system and the third is subject content of boarding school education. The value as the first aspect of the Gontor Islamic boarding school is an Islamic value that consisted of its five spirits.
This school spirit was reflected in the whole school activities and dimensions as the basis of the integrated education system. This system can also be said as the combination between home, society and school education. The home aspect in this regard is in the form of members of school guardians, teachers and the students living together and having a brotherly relationship as members of a single family.
And the school aspect is the academic lives in the campus, meanwhile the society aspect is totality of students, teachers and guardians living within the campus as the members of directed community. The advantage of this system can be measured by three points, the first is an effective coordination among the members of campus staff, the second is an ability to control and construct the character of student by using all school facilities as means of education media . And behind all this lies nobility, bravery and zeal to never give up, as well as the development of a strong mentality and character which is essential and necessary to prepare them to face the hardships in life, Ibid .
42 In this regard, Islamic brotherhood is considered the fourth basic principle of education to be implemented in the Gontor school, through which each student learns how to build a strong friendship and empathetic solidarity with another Muslim brother. The innovation of teaching method, curriculum and integrated system of Islamic education in Gontor is a means of character formation and life skills education of students who are the cadres of the Muslim community. All activities inside and outside the campus are meant as an integration of the educational system.
The Curriculum
These values are also completed by the basic tradition of the positive and constructive residence system. These basic values become the basis and spirit of the entire school's educational activities in Gontor, implemented in its various programs. The orientation of the education in Gontor is to achieve value transformation, system and knowledge with personal development through the implementation of excellence, habit, establishment of educational milieu, advice, teaching, guidance, instruction and control.
All Gontori students board together in the dormitory with strict discipline and doing full activities within 24 hours under the guidance of a designated guardian, instructed and controlled. Islamic studies include: Al-Qur'an, Al-Tajhvid, Al-Tafsir, Translation, Al-Hadith, Musthelahul Hadith, Islamic Jurisprudence, Principle of Islamic Jurisprudence, Al-Faraid, Theology Islamic Religion, Al-Adjan and History of Islam . Practice and guidance include practice on etiquette, practice in teaching the subject, practice in Dakwah, practice in pilgrimage, practice in funerals, guidance and counseling.
Conducted outside the classroom by a student organization leader, this extracurricular program is led by teachers and senior students. Dynamic student clubs (compulsory and optional).. The implementation of the above curriculum is the realization of its educational direction, which consists of: 1) Society, where the essence of education is aimed at preparing the student to provide social service in society. Another point of direction in this regard is to create a student for a simple life based on basic needs, to form a spirit of self-reliance and survive to face the challenges of life.
The meaning behind this point is that the student should be the mediator of the ummah and not affiliated with any political party or organization. These four points are fundamentally related to the strong vision and mission that can be elaborated, which is that Gontor's vision is to be the Islamic educational institution to produce the cadres of community leaders, to be the place for worship and a source of Islamic knowledge , the language of the al-Qur'an and general knowledge based on the spirit of the boarding school system. Meanwhile, the mission of this system is to prepare qualified generation to realize the best nation.
The integration of all aspects of campus activities in Gontor into one system can be referred to as the ideal integrated Islamic education to actualize the perfect personality of Muslim ummah, which can be implemented in any Islamic institution in Nusantara, wallahu a'lam in the future . []. Al-atas, Syed Muhammad Naquib, Aims and Objectives of Islamic Education, (Jeddah: King Abdul Aziz University, 1st. ed. The Concept of Education in Islam: a Framework for an Islamic. Dhiman, Foundation of Education, (New Delhi: Nangia, 2007) Haq, Mahar Abdul, Educational Philosophy of the Holy Quran, (New Delhi: Adam Publishers, first ed., 2002).
