Abstract
Tata Boga is one of the entrepreneurship of students at Nurul Iman Islamic Boarding School which aims to equip students with entrepreneurial science in cooking. This study uses a descriptive qualitative approach. By using the method of observation, interviews and documentation. Data analysis uses the Miles and Huberman models, while the data validity technique uses triangulation. The results of the study were: The leadership of the Islamic boarding school planned the facilities and infrastructure before identifying the teacher, delegating the task of teaching cooking to qualified teachers, and giving curriculum autonomy, scheduling schedules and funding. In organizing activities, the head of the lodge places himself as a supervisor, and instructs the principal as the supervisor and person in charge, the chairman of the entrepreneurial coordinator as the driver, and the teacher as the implementer. In the implementation activities the leader instructs the principal so that the teacher prepares the syllabus and lesson plan, optimizes himself / herself to become a counselor and instructor, completes the class administration, and develops evaluation of learning. The supervisory activities include direct supervision by looking directly at the implementation of indirect learning and supervision activities by looking through curriculum documents.
Highlights
The head of the lodge places himself as a supervisor, and instructs the principal as the supervisor and person in charge, the chairman of the entrepreneurial coordinator as the driver, and the teacher as the implementer
1) The leadership of the boarding school plans the facilities and infrastructure before identifying the teacher, delegates the task of teaching cooking to qualified teachers, and provides curriculum autonomy, scheduling schedules and funding
2) In organizing activities, the head of the lodge places himself as a supervisor, and instructs the principal as the supervisor and person in charge, the chairman of the entrepreneurial coordinator as the driver, and the teacher as the implementer
Summary
Islamic boarding schools are currently experiencing a lot of development both in aspects of the curriculum, facilities and infrastructure, as well as human Resources From some of these changes, the head of the Islamic boarding school needs to make adjustments in planning, organizing, coordinating and controlling the implementation of educational activities that take place so as to create a conducive boarding school environment and learning objectives can be achieved effectively and efficiently. To give birth to students who have qualified religious knowledge and have a number of entrepreneurial competencies, the leadership of Islamic boarding schools need to plan, organize, coordinate and supervise so that the goals of developing entrepreneurship can be achieved effectively and efficiently
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