Abstract
<p>This paper aimed at elaborating Imam Zarkasyi’s thought and practices in modernizing the traditional Islamic education called <em>Pesantren.</em> The method employed for this study is descriptive and explanatory research. The data is collected from documents such as books, research article and brochure, and from author observation from time to time. This paper identifies that the educational thought and experiences of Imam Zarkasyi as well as his religious inclination played an important role in his modernization of <em>pesantren</em>. The research also found that Imam Zarkasyi’s thought and practices in modernizing <em>Pesantren </em>system started from his serious observation and evaluation as well as his appreciation of traditional <em>pesantren</em> and <em>madrasah</em> system of education. The step taken by Imam Zarkasyi to modernize the education system was by integrating <em>pesantren</em> and <em>madrasah</em> system. In modernizing curriculum Imam Zarkasyi integrated the formal, non-formal and informal education utilizing <em>pesantren</em> environment. Students are taught not only subjects on religion and general sciences in the classroom, but also obtaining morality, mental and job skill education and other values in <em>pesantren</em> tradition within a well-designed informal and non-formal education. Finally, to ensure the sustainability of <em>pesantren</em> Imam Zarkasyi changed the status of <em>Pesantren</em> institution from personal ownership into public property by way <em>Waqf. </em>The thought had been practically implemented successfully in secondary level and now the <em>Waqf</em> Board started to implement the practice at university level.</p>
Highlights
Education and other values in pesantren tradition within a well-designed informal and non-formal education
Purnama, who elaborated Imam Zarkasyi’s modernization only focus on the transformation of Islamic education which was more about the development of pesantren Gontor in brief from various angle since early inception until the present situation (Purnama, 2013, 100128)
Another research on the thought of Imam Zarkasyi on modern Pondok was carried out by Mulyasari, who mentioned the idea of modernization in so many points in brief that one can hardly find the modernization of the whole system. (Mulyasari 2016: 31-62)
Summary
In the early 20th century, no Pondok or pesantren in south East Asia that deserved to hold the epithet of “modern” except Darussalam Gontor. The idea of modernization had started from its early inception in 1926 by the three brothers, but the establishment of secondary level (Kulliyatul Muallimin al-Islamiyah) by Imam Zarkasyi in 1936 suggested that the large-scale of modernization had started from this point This fact might be the reason why some researchers exclusively depict Imam Zarkasyi’s thought in the modernization of pesantren, but others portray Darussalam Gontor as an established modern Pondok without tracing it from Imam Zarkasyi’s thought. Another research that deals with modernization of pesantren at Gontor was conducted by Iqbal who emphasized on Gontor transformation towards modernity He did not mention the name of Imam Zarkasyi in the title, but the fact his delineation refers mostly to the idea of Imam Zarkasyi. The researcher verifies, classifies the facts and interpret them all in term of modernity
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