Abstract
In its historical setting pondok pesantren (islamic boarding school) present in the form of traditional educational institutions whose activities are more focused on the study of religious books and the organization of religious education. But since the 1970s Islamic boarding school began to evolve and organize public education, involved in social activities even in the economic field. Witnessing this phenomenon, it was felt necessary to conduct a study of the Islamic boarding school economic development model in pondok pesantren Hidayatullah, Mataram City and pondok pesantren Darussalam in West Lombok. The focus of the study is twofold: the potentials of the pondok pesantren and the Islamic boarding school economic development model. The results of the study are: (1) The economic potentials owned by Hidayatullah and Darussalam boarding schools are the leadership, students, teachers and education activities, (2) The economic development model carried out by Hidayatullah and Darussalam is an integrated model realized in the form of a top down model and bottom up the model that both models work by combining the strength of the leadership element with the strength of the element of asatidz and santri
Highlights
In the structure of national education, Islamic boarding school is a very important chain
More than five thousand Islamic boarding schools spread in sixty eight thousand villages, is separate evidence to declare it as a subculture
Researchers conducted observations on the potential possessed by both boarding schools and observed the economic development models carried out by each of the charity businesses owned by boarding schools. b
Summary
In the structure of national education, Islamic boarding school is a very important chain. The existence of Islamic boarding schools has proven to have a very large role in the history of the struggle of the Indonesian people. Islamic boarding schools have proven their existence and progress as dynamic agents in every process of struggle and national development. More than five thousand Islamic boarding schools spread in sixty eight thousand villages, is separate evidence to declare it as a subculture. This uniqueness in turn can produce enormous economic value if managed professionally. The challenges facing Islamic boarding schools are increasingly large, complex and urgent, as a result of the increasing need for development and advancement of knowledge and technology. This fact must be seen as a positive phenomenon that requires all human
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