Islamic Boarding School-Based Madrasah: Policy Efforts to Reform the Superior Education Model

M Yunus Abu Bakar,Yeyen Afista

doi:10.35723/ajie.v4i2.144

Abstract

Madrasah is an alternative educational institution and has the same opportunity to become an educational institution taken into account in social change dynamics. However, as a logical consequence, madrasas must develop each sector to achieve its organizational goals. This study examines the opportunities and challenges of developing madrasas, particularly those based on an Islamic boarding school. This study is a literature study, so that the method of analyzing data is by reviewing and collecting information from various references, both books and scientific articles, which are used as a material in studying and adding conceptual insights related to the opportunities and challenges of developing Islamic boarding school-based madrasas in the modern era. The literature review results show that in developing the education system into a preeminent institution and maintaining its existence, madrasas in Islamic boarding school are required to be open and accommodate the community's aspirations and demands. Madrasah needs to develop themselves to become high quality and superior madrasas and a bridge that connects with the national education system, especially those related to students' moral and personality development. This is understandable because the community hopes that educational institutions in Islamic boarding school are religious experts, have morals, and have future skills.

Highlights

Islamic boarding schools are generally considered the basis of traditional Islam, namely Islamic educational institutions firmly bound by medieval scholars deeply rooted in classical Islamic Arabic culture (Hossain, 2019) because it is a conventional implementation learning model
The development of madrasah towards public schools with Islamic characteristics has been designed since the Minister of Religion offered the concept of madrasah development through the policy of a Joint Decree of 3 Ministers (Minister of Religion, Minister of Education, and Minister of Home Affairs), which seeks to align the quality of madrasah to those of public schools through a pattern curriculum, which is 70% consisting of general subjects and 30% fields of religious studies
Madrasah needs to develop themselves to become high quality and superior madrasah and become a bridge that connects with the national education system, especially regarding students' moral and personality development

Summary

Introduction

Islamic boarding schools are generally considered the basis of traditional Islam, namely Islamic educational institutions firmly bound by medieval scholars deeply rooted in classical Islamic Arabic culture (Hossain, 2019) because it is a conventional implementation learning model. As religious and social educational institutions, Islamic boarding schools must do contextualization without sacrificing and abandoning their original character and face (Ismail Suardi Wekke, Siddin, 2017). This can occur due to several factors, namely: (1) in terms of leadership, Islamic boarding school are still firmly managed with centralistic and hierarchical leadership centred on a kyai; (2) methodological crisis. In the field of methodology, the Islamic boarding school has a strong tradition in classical science transmission, so that the learning process uses teacher-oriented rather than student-oriented (Muhammad Asbar, 2018). The changes that occur in the Islamic boarding school show developments in adapting to the times' needs.

Methods

Discussion

Conclusion