foreword from the dean

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FOREWORD FROM THE DEAN

Assalammualaikum Warahmatullahi Wabarakatuh.

The era 4.0 has brought many influences in our daily lives, including higher education.

Recently, big data is something that we have to deal with along with globalization. Universities as one of higher education should manage these conditions to play its roles in three areas called Tri Dharma Perguruan Tinggi, namely: education (pendidikan), community service (pengabdian pada masyarakat), and research (penelitian). These areas must be fulfilled well to enhance intellectual culture in university and society.

Aware of those aforementioned situation which have to manage by both educators and students, the Faculty of Social Sciences Universitas Negeri Jakarta is held its first International Conference on University and Intellectual Culture (ICUIC) 2018, which is part of the celebration of Dies Natalis of Universitas Negeri Jakarta. There are 8 (eight) sub themes: (1) University, Society and Intellectual Culture; (2) In what sense could the scientist is a public intellectual also?; (3) Social Science and Humanities in the era of Market Globalization; (4) How to Develop Academic Culture Through Research; (5) The Relevances of Research and the Development of the Intellectual Culture; (6) The Contributions of Academic Community Development Programs to Strenghten Intellectual Character; (7) The University Roles to Develop Civic Intellectual; and (8) The Urgency of Humanities Studies to Develop Academic Culture—which could be chosen by paper writers.

I really appreaciate the speakers who are willing to share their knowledge and understanding on university and intellectual culture in the ICUIC 2018, they are: Osama Bin Mohammed Abdullah Al Suhaibi (The Ambassador of Saudi Arabia for Indonesia); Dr. Greg Shaw (Charles Darwin University, Australia), Prof. Intan Ahmad, Ph.D (Acting Rector of Universitas Negeri Jakarta), and Prof. Suwarsono (the Chairman of HISPISI). The same appreciation also expressed for Prof. Anne Daly (University of Canberra, Australia), Dr. Anna Mrozek (Universitat Leipzig, Germany), Jiraporn Chomsuan, DBA (Dhurakij Pundit University, Thailand), Tri Mulyaningsih, Ph.D (Universitas Sebelas Maret, Indonesia), and Dr. Zakiya Darojat (Universitas Islam Hidayatullah, Indonesia) who provided their time to become editors for this program. To all the paper writers and participants, thank you very much. This event will not be successfull without your participation. Last but not least, to all the commitee members who make this event becomes to reality—thank you very much!

We apology for any inconvinience during the program. Finally, we hope this event will be continued as an annual event. See you again next year!

Wassalamualaikum Warahmatullahi Wabarakatuh.

Dean of Social Sciences Faculty Dr. Muhammad Zid, M.Si

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Table of Content

Preface i

Table of Content v

University, Society, and Intellectual Culture

1 The Effect of Method of Teaching And Learning Emotional Intelligence History Student Affairs SMA Jakarta

by: Nurzengky Ibrahim ( Universitas Negeri Jakarta)

1

2 Participatory Action Research Model Bridging the Gap Between University and Community Partnership

By: Anita Novianty (Universitas Kristen Krida Wacana)

12

3 The Development of Intellectual Culture through Character Education Learning in Higher Education

By : Muhammad Japar, Dini Nur Fadhillah (Universitas Negeri Jakarta)

22

4 Improvement of Geographical Skills in Learners of Elementary School in Dki Jakarta Province Against Flood Disaster

By: Ode Sofyan Hardi, Darsihardjo, Eponingrum, Nandi (Universitas Pendidikan Indonesia/Universitas Negeri Jakarta)

31

5 Contribution of Education Culture in Pesantren in Tackling Environmental Damage in Indonesia

By : Rihlah Nur Aulia, Izzatul Mardhiah, Ade Gunawan, Dian Elvira Nanda Isnaini (Universitas Negeri Jakarta)

41

6 The Role of Intellectual (Philosopher) In The Society According To Edward Said By : Paulus Eko Kristianto (Sekolah Tinggi Filsafat Driyarkara)

48

7 Implementation of Character Building at Elementary Schools:

Cases of Indonesia

By: Arita Marini (Universitas Negeri Jakarta)

56

8 Ecotourism of Social Culture Aspect in Indonesia 65

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By: Desy Safitri, ZE. Ferdi Fauzan Putra (Universitas Negeri Jakarta)

9 Accelerating Intellectual Culture in University for Society through Patent Application

by : Efridani Lubis (Universitas Islam As-Syafi’iyah), Astrianaa Baiti (Unviersitas Muhammadiyah Jakarta), Martini (Universitas Negeri Jakarta)

72

10 The Role of Students in Religious Tourism Development in DKI Jakarta By: Sari Narulita (Universitas Negeri Jakarta)

84

11 Model Of Pancasila Idiology Education In Development Curriculum MPK In Higher Education

By: Raharjo (Universitas Negeri Jakarta)

91

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ةفقثملا ةنطاوملا قيقحت يف ةعماجلا رود يمجعلا محمد دعس دشار .د

101

13 يعامتجلاا مهرودو نوفقثملا

يرباجلا دشار فيس .د

110

Social Science and Humanities in the Era of Market Globalization 14 Health Capabilities In New Media Literation In Government Health Institutions

By: Kinkin Yuliaty S.P., Elisabeth Nugraha P (Universitas Negeri Jakarta), Indah Yuliani (STIKES Bhakti Pertiwi Indonesia), Yuki Suritas S. P. (STIKES Abdi Nusantara)

117

15 Implementation Of Cyber Public Relations In Detik.Com

By: Marisa Puspita Sari , Vera Wijayanti, Maulina Larasati Putri (Universitas Negeri Jakarta)

122

16 Organizational Amnesia as the Barrier of Small and Medium Sized Enterprises to Improve Performance in the Global Market

By: Andi Muhammad Sadat, Mei-Lan Lin (Southern Taiwan University of Science and Technology)

133

17 The Use of Digital Books Based on Android Device Application to Support Intellectual Culture: A Case Study in Open University of Indonesia

142

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By: Yasir Riady (Universitas Terbuka)

18 The Understanding of Lecturers of Universitas Negeri Jakarta on Intellectual Property Rights (IPRs) Regime In Indonesia

By: Irawaty (Universitas Negeri Jakarta)

152

19 Media Literacy And Critical Ability Of Students College At Manggarai Regency By: Petrus Redy Partus Jaya, Ambros Leinangung Edu (STKIP Santu Paulus Ruteng, Flores NTT)

163

20 Pesantren and University: An Educational Networking in the Era of Globalization By: Firdaus Wajdi (Universitas Negeri Jakarta)

172

How to Develop Academic Culture Trough Research

21 Understanding Social Value Through Traditional Game On Early Childhood (Descriptive Study on Mawar Early Childhood Education of Cipinang Melayu East Jakarta)

By: Tjipto Sumadi (Universitas Negeri Jakarta)

179

22 Towards the Development of Peace Culture through Islamic Study Subject at Indonesian University

By: Firdaus Wajdi, Andy Hadiyanto, Sari Narulita, Muslihin (Universitas Negeri Jakarta)

187

23 Female Preacher and Model of Moderate Da’wah: A Case Study of BKMT

By: Zulkifli Lubis, Khairil Ikhsan Siregar, Firdaus Wajdi (Universitas Negeri Jakarta)

196

24 Creative Character of Jakarta State University Students

By: Dwi Kencana Wulan, Fitri Lestari (Universitas Negeri Jakarta)

203

The Relevances of Research and the Development of the Intellectual Culture 25 Field Study Activity in Forming A Personality Competence of Professional Teacher

Candidate

By: Aris Munandar, Enok Maryani, Dede Rohmat, Mamat Ruhimat 209

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(Universitas Pendidikan Indonesia)

26 Middle Class in Indonesia and Public Intellectual Responsibility By: Ubedillah Badrun (Universitas Negeri Jakarta)

215

27 Research of Mix Methods for Students to Develop Research in the Historical Education

By: Rizky Kurniawan (Universitas Pendidikan Indonesia)

223

28 The Contribution Of Academic Community Program in Sustainable Partnership Program

By: Leonita Kusumawardhani (Universitas Paramadina)

232

29 Producing Contextual Theory through Ethnographic Research Learning from Insider’s Perspective

By: Yuanita Aprilandini (Universitas Negeri Jakarta)

239

30 School Management On The Perspective From Leadership Of School Principal, Infrastructure, Human Resources, And Curriculum

By: Sarkadi, Asep Rudi Casmana (Universitas Negeri Jakarta)

246

31 Student Evaluation of Teaching (SET): How do Students’ Perspectives Matter to Teachers?

By: Novi Rahayu Restuningrum, Wina Hartaty (Universitas YARSI)

260

32 Developing Academic Culture through Conducting Empirical Projects Within a Research-Based Learning Approach

By: Sri Indah Pujiastuti, Manfred Holodynski (University of Mṻnster, Germany)

271

The University Roles to Develop Civic Intellectual

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33 A Critical Review of Citizenship Education in Developing Civic Intellectual in Indonesia

By: Asep Rudi Casmana (Universitas Negeri Jakarta)

279

34 Geography Literacy for Students in Border Areas: A Study Regarding Loving a Country Character for Students in Primary School, Middle School and Vocational School in Sub-district of Entikong, Sanggau Regency, Western Borneo.

By: Muhammad Zid (Universitas Negeri Jakarta)

290

35 University’s model of education: to master or to emancipate?

By: Olivia Hadiwirawan (Universitas Kristen Krida Wacana)

301

36 Competence of small producers snacks "Gipang" and "Ceprek Melinjo" in Product Quality Assurance

By : Isniyunisyafna Diah Delima (Universitas Islam Syekh Yusuf)

312

37 Role of University toward The Livelihood of Intellectual Culture

By: Dwi Afrimetty, Adinda Fahriya, Fia Rasmiyanti, M.Ilham, Khatami (Universitas Negeri Jakarta)

328

38 Ebook Readility for Education Process in University

By: Kurniawaty Yusuf, Rini Sudarmanti (Universitas Paramadina)

337

39 The Study Center Of Pancasila As A Laboratory Intellectual Culture In University By: Faisal Tomi Saputra (Universitas Islam Syekh Yusuf Tangerang)

344

40 Communication Strategy of Leaders Perfomance of Administrative UNIS Tangerang

By: Linawati (Universitas Islam Syekh Yusuf Tangerang)

353

41 Ethnopedagogy In Islamic Education Learning In University (Conception and Exploration of Religious and Social Values in Ethnic of Betawi)

By : Andy Hadiyanto, Abdul Fadhil, Ahmad Hakam, Amaliyah, Dewi Anggraeni (Universitas Negeri Jakarta)

361

42 The Precariatization on Teaching Profession

By: Umar Baihaqki, Yurika Sevaka Widiastuti (Universitas Negeri Jakarta)

369

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43 Globalization And Rice Plant Cultural Value In Kasepuhan Ciptagelar Society

By : Nova Scorviana, Shahibah Yuliani (Universitas Negeri Jakarta)

378

44 Are the Students from Green Campus More Related to The Nature

By : Dimas Teguh Prasetyo, Ratna Djuwita, Amarina Ariyanto (Universitas Indonesia)

387

45 Organizational Commitment of Lecturers in Universitas Negeri Jakarta Indonesia By : Zarina Akbar, Mauna, Muhammad Ishak Shabur, (Universitas Negeri Jakarta)

397

46 Academic Honesty and Academic Integrity in A State University Culture: A Preliminary study of Students’ Beliefs and Practices in Jakarta, Indonesia By: Lara Fridani, Yasnita Yasin (Universitas Negeri Jakarta)

408

47 Indonesia And Malaysia: Comparison On The Efforts Of Maintaining National Identities To Higher Education Students

By: Irawaty, Tjipto Sumadi (Universitas Negeri Jakarta)

415

48 Science Approach To Home Economics Students For Improving Intellectual Social Environment

By : Dwi Atmanto (Universitas Negeri Jakarta)

424

49 Hoax Among Academia

By: Dini Safitri (Universitas Negeri Jakarta)

437

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Proceeding International Conference on University and Intellectual Culture 2018 Vol. 1 Hal 172-178 Seminars.unj.ac.id/icuic ISSN: 2622-688X

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Pesantren and University: An Educational Networking in the Era of Globalization

Firdaus Wajdi

Universitas Negeri Jakarta, Indonesia firdaus.wajdi@unj.ac.id

ABSTRACT

Globalization and the communications revolution have allowed vastly increased flows of ideas and people across the Islamic world, generating new social forms. As it is well known, these include transnational religious movements providing Islamic education (pesantren) services. Indonesia, as the country with the largest Muslim majority, has attracted Islamic activists from other parts around the world. What is little known is that some of the most active transnational Islamic movements in Indonesia in recent years originate from Turkey.

This research introduces one of the lesser known of the major Turkish transnational piety renewal movement that have recently established their Pesantren in Indonesia: the Süleymancıs. This paper provides an example of how a new actor of Turkish Muslim organization comes to project itself into a new cultural environment and adapts to that new context as well as contested their religious authority in Indonesian Islam through establishing Pesantren (Islamic education institution). One obvious characteristics of the Pesantren is to works closely with Indonesian universities. This paper is based on ethnographic research conducted in Indonesia and additional observations made in Turkey, Germany, and Australia.

The study aims at documenting of the arrival of the Süleymancıs in Indonesia providing service in the form of high quality religious education considering the available ‘opportunity spaces’. This paper will also illustrate that an educational networking between Pesantren and University shares mutual benefits in order to educate younger generation in both secular and religious education. This networking could be an alternative model for future of education in this globalized era.

Keywords: Islamic Religious Education, Pesantren and University, Turkish Muslim Movement in Indonesia

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173 INTRODUCTION

Pesantren in many of its form could be said as the oldest Islamic educational system in Indonesia. It has survived through centuries and continues to play an important role in Indonesia (Dhofier, 2009). To begin with, Zamakhsyari Dhofier offers some basic elements to define pesantren. At the very least it requires a mosque (as its religious, social, and educational center), student dormitories (pondok), the students (santri), the pesantren leader (kyai), and the study of classical Islamic texts (kitab kuning) (Pohl, 2006).

The basic elements proposed by Dhofier are still relevant to some extent. However, pesantren has been developing and its focus expanding. This has led to a variety of pesantren t ypes.

According to Muhaimin (1995), pesantren can be classified into four different models regarding its Islamic educational system. The first one is the traditional pesantren. This type of pesantren does not offer a specific curriculum for study. Usually the santri live in the boarding house near the house of the Kiyai. The Kyai offers teachings in Islamic studies in a very traditional manner, known as sorogan (individualized instruction) and bandongan (collective learning) methods. The subjects are mainly the Arabic language and Islamic knowledge, such as fiqh and ushul fiqh.

The second type is pesantren with madrasah. This pesantren offers a classical teaching method in a madrasah (Islamic schools). The curriculum is set by its own kiyai or adopted from the Ministry of Religious Affairs (MORA). The third classification of pesantren is fairly similar to the second one, only it offers an ordinary public-school education administered by the Ministry of Education and Culture. The last type noted by Muhaimin is the boarding only pesantren that only provides boarding accommodation to students. The santri of this kind of pesantren go to public schools outside the boarding complex. Even though the Kiyai still remains the central figure and charismatic person, the role of the kiyai is quite minimal compared to the other types of pesantren. Later developments of pesantren also include salafi pesantren which is organized mainly by Hadrami descendants and alumni of Middle Eastern education institution graduates. The salafi pesantren—to some extent—receive academic and financial support from Gulf countries (Hasan, 2006, pp. 51-58). The emergence of salafi pesantren points to the significant influence of recent Arabian alumni and the spread of Wahabism.

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The role of pesantren is currently more widely recognized by various authorities. For example, the government is paying more attention to it and showing appreciation for the significance of pesantren. The growing number of pesantren means they play a significant part among the educational institutions in Indonesia. According to the report by the Ministry of Religious Affairs 2008, the number of Pondok Pesantren institutions in Indonesia was 21,000 with a total of 4 million students. The education system of Pondok Pesantren has been also formally acknowledged by the National Education Laws No II, 1989, which made Pondok Pesantren one of the nationally-recognised education systems (Zakaria, 2010).

Pesantren is not only noted for its educational role. Zulkifli (2002), for example, shows how pesantren has been playing an important role in maintaining Sufism in Java, Indonesia.

According to his research, Sufism is practised and maintained in the pesantren milieu. The maintenance of Sufism in Java is seen in two different ways: First as an affiliation of a particular Sufi order and secondly as maintaining Sufi teachings without being necessarily affiliated with a particular Sufi order. Pesantren is recognized for the role it plays in civil society. The research of Florian Pohl (2006) has successfully described the role of pesantren not only in terms of Islamic education, but also in civil society. This is illustrated in the ways that Islamic education deals with such issues as antiviolence, interfaith dialogue and interethnic conflicts. Unfortunately, after the 9/11 tragedy, the image of pesantren is associated with the breeding ground of fanaticism, terrorism or radicalism (Shuja, 2005). In the Western mind, Islamic education has a bad reputation for promoting religious fanaticsm and radicalism, backwardness and the oppression of women (Dijk, 2011, pp. 4-5; Pohl, 2006).

So, it is commonly known that some Muslims might have adopted extremist interpretations of Islam. Some of them take part in religiously-motivated violence. But what is much less widely recognized is the extent of peace-building within the worldwide Muslim communities.

The majority of Muslims condemn religiously motivated violence and are even shocked by the exploitation of their religion. Therefore, a number of efforts are being made by many Muslim organizations and leaders to promote peace education. Sufism, among other Islamic studies issues, is seen to be as a remarkable instrument for eradicating religious terrorism. It offers tolerance and acceptance which are profoundly important in establishing better relations between communities both now and in the future.

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This paper will examine another development of pesantren, which could be called as a transnational Pesantren (Bamyeh, 1993; Hopkins, 2002; Vertovec, 2009; Vertovec & Robin, 1999; Wajdi, 2015). This pesantren, the Suleymaniyah, originally comes from Turkey and then established its branches in Indonesia since 2005. This paper will particularly address the topics on networking the pesantren with the university to establish its role in the society. This will also show the uncovered role of the university within the society, including the one surrounding the campus.

DISCUSSION

The Suleymancis in Indonesia has established a pesantren. The terms itself has been changing from asrama, to pesantren tahfidz, and later Yayasan Tahfidz Suleymaniyah (Uicci, 2018;

Wajdi, 2015). This transformation was a glocalization (Giulianotti & Robertson, 2006, 2007;

Roudometof, 2005) process to meet the Indonesian context needs regarding the pesantren or Islamic education institution in general. Although the pesantren name has changed during the time, the foundation in which the pesantren Suleymaniyah managed is still the same. The foundation is called, The United Islamic Cultural Center of Indonesia (UICCI) which is an Islamic social organization founded in 2005 by both Turkish and Turkish Muslim volunteers based in Istanbul Turkey (Uicci, 2018).

UICCI dormitory branches are already available in some parts of Indonesia and also in almost all countries of the world. The UICCI Foundation is a social and educational organization established in 2005 by Turkish and Indonesian volunteers to provide scholarships to junior high school, high school, students and Allied Quran recipients in the form of complete facilities, and religious and linguistic education in free with funds raised from Muslim communities, both in Turkey and Indonesia. Currently UICCI has branches spread in Jakarta, Jogjakarta, Medan, Puncak, Bandung, Surabaya, Semarang, Aceh, Klaten, Sukabumi, Temanggung and Pangkalan Bun (Kalteng) with more than 700 students. UICCI invites all Indonesians to actively participate in UICCI's various activities, through your participation, UICCI will continue to expand its reach to all corners of Indonesia (Uicci, 2018).

In the Suleymaniyah, the students are expected to gain both general studies and religious knowledge. The general studies subjects are taught outside the Süleymancı schools in the public-school system run by the government or in Islamic schools that offer general

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curriculum studies. Therefore, the Süleymancı students may go to government schools from junior high to university level during the day time. Or they may attend the program of religious schools such as Madrasah Tsanawiyyah (MTs) or Madrasah Aliyyah (MA). While some students do go to MTs, other UICCI students attend general high schools (Sekolah Menengah Atas [Senior High School]) or vocational schools (Sekolah Menengah Kejuruan).

This policy is also adopted at the university level. The UICCI does not limit admission to university students doing religious studies courses, and some UICCI students are in university faculties such as economics or health. To ensure the high achievement of its students in their general education, the UICCI also provides support and assistance—for example, in the form of an enrichment program in general sciences, which is delivered by young teachers of the UICCI (Wajdi, 2015).

In this sense, the Pesantren Suleymancis has managed to establish networking and mutual agreement commitment with universities around their branches. One of the universities is Universitas Negeri Jakarta. This university, particularly is located nearby the central of the Suleymancis branch in Jakarta Timur. Many of the religious students of the Suleymaniyah are also university students at the Universitas Negeri Jakarta. The curriculum has been designed to meet this need. Normally the religious activities and studies stats at early in the morning and stops at around 7 to allow the student preparing and pursuing their ‘secular’ study at the universities. And then later in the afternoon the religious study is begin again.

Pesantren Suleymaniyah is a huge network of pesantren with excellent facilities. Therefore, the Suleymaniyah benefit the transnational management to support the pesantren, the establishment and as well as the development. The Suleymancis also implements multilevel management. From the lowest level, ie branch / center, then State level, then region and then all concentrated in Turkey. Transnational, there are about 33 branches that have been established in Indonesia. Each of these branches or dormitories is managed by one of the directors / persons responsible for the dormitory. The entire dormitory is then managed by a UICCI director at the State level. Related to management, these levels are hierarchical and solid, in the sense that they cannot be broken through. Everything must be tiered and obeyed in every level.

Interestingly, with a range of transnational organizations that can promise a variety of posts, no definite career path. In fact, the abi who already qualified in the field of Sufism because

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provided from the beginning and then strengthened again when tekamul, thinking not to seek position. This appointment system is trust and the arena of recommendations from top to bottom. Positions such as directors or others are seen as responsibilities that have high consequences, so they do not think to pursue them. Better not to have extra responsibility because the responsibility is also extra. "If you have a high position, it will come with high responsibility and ultimately higher accountability." Some abi also there are tend to focus on the aspects of teaching. Prefer to be a teacher. However, it does not mean they are anti to enter the managerial world. There is even a strong understanding that when given the mandate to be part of the managerial of Suleymancis, they should not refuse. Because, the task is given also along with his help. That is, any task that is charged, it will be supported by Suleymancis.

CONCLUSION

Globalization has allowed a traditional mode of Islamic education institution such as Pesantren to wider its connection with a modern secular education institution such as university. This cooperation has produce a wider role of Islamic education instruction such as pesantren to allow its graduate to have carrier in religious field of secular one. This paper also shows that university can play a role by establishing the cooperation with another education institution to allow more wider audience for education in Indonesia.

ACKNOWLEDGMENT

The author would like to thank the participant of this study which have allowed the completion of this paper. My sincere thanks goes to the management of the Suleymancis in Indonesia and across the world for their permission to me to conduct an ethnographic study in their organization. I would like also to thank my students at Universitas Negeri Jakarta who are also santri at the Pesantren Suleymaniyah for their information, support, and time for discussion.

BIBLIOGRAPHY

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