Abstract
The community needs, the demands for policy, the education system in pesantren have undergone many changes overtimes. However, it was a fact that the community has acknowledged the quality of pesantren graduates. The basic assumption for this was that pesantren graduates have proven sufficient quality because they were educated by qualified teachers. This article examined Teacher Development in Islamic boarding schools (pesantren) including the model of Teacher Development implementation, the barriers, and their impacts. This study applied a phenomenological approach. This study applied a qualitative method by applying the Multi-Site Study at Al-Amien Islamic Boarding School Sumenep, Sidogiri Pasuruan Islamic Boarding School, and Baitul Arqom Islamic Boarding School of Jember, East Java. This study found that the focus of Teacher Development in Islamic boarding schools was unique and more effective than that of the theory of formal teacher development management and formal education institutions which tended to underlined the administrative, bureaucratic and formalistic aspects. The implementation of the management in mu’adalah pesantren was started from planning, recruitment and selection stages, development and coaching comprehensively covered by spiritual and substantial elements.
Highlights
The issuance of Minister of Religious Affairs (PMA) Regulation No 18 of 2014 concerning mu'adalah education unit in Islamic Boarding Schools indicated the government's acknowledgment of Islamic boarding school education graduates
The involvement of the government certainly should be supported by the willingness of the pesantren to improve their management and innovation of education per the regulations and governance of education regulated by the government
He locations of the research are: (1) Tarbiyatul Mu'allimien al-Islamiyah (TMI) Al-Amien Sumenep, because the representative as the mu’adalah pesantren is ashriyah and includes the first in East Java besides the Gontor pesantren; (2) Madrasah Miftahul Ulum (MMU) Sidogiri pesantren Pasuruan, because as a mu’adalah pesantren is characterized by salafiyah in East Java and it was unique compared to other pesantren; (3) Madrasatul Mu'allimin (MMI) Baitul Arqom Pesantren as a mu’adalah pesantren is characterized by khalafiyah in Jember, East Java
Summary
The issuance of Minister of Religious Affairs (PMA) Regulation No 18 of 2014 concerning mu'adalah education unit in Islamic Boarding Schools indicated the government's acknowledgment of Islamic boarding school education graduates. It is undeniable that the quality of mu'adalah pesantren graduates has been recognized by the community, and even a number of educational institutions abroad have given the same. By paying attention to Law Number 20 Year 2003 concerning the National Education System, Government Regulation No 32 of 2013 (in lieu of Government Regulation No 19 of 2005) concerning National Education Standards, Government Regulation No 55 of 2007 concerning Religious Education and Religious Education, and PMA No 13 of 2014 concerning Islamic Religious Education, the government began to recognize (mu'adalah) pesantren which is equivalent to Madrasah Aliyah / High School through PMA No 18 of 2014. Many boarding school graduates are legally recognized and can continue their studies at several public and private universities, both domestic and abroad
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