Volume 7, Number 1,2000
or lsuvttc Sruoerur Gnoups rru rHe RrroRnznsl SrRuccle:
THe RolE
Knurrrr lKrsnrunru
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Arsr MnHnstswR Must-tv lruooruesn; Richard G, Kraince
rHe CENren
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DurcH ColorunlADMrNrsTRATtoN
THE Cnse
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Muhamad Hisyam tssN 0215-0492
$TIIDIA I$TA[{II(A Indonesian Journal for lslamic Studies Vol, 7. no. 1.2000
EDITORIALBOARD:
M. Quraish
Shihab
(IAIN laknrta)
Taufik Abdullah (LIPI laknrta) Nur M. Fadhil Lubis (IAIN Sumatra Utara) M.C. Ricklefs ( Melbourne Uniaersity ) Martin aan Bruinessen (Utrecht Unioersity) lohn R. Bowen (Washington Uniaersity, St. Louis) M. Atho Mudzhar (IAIN Yogyakarta) M. Kamal Hasan (International Islamic Unioersity, Kuala Lumpur)
EDITOR-IN-CHIEF Azytmardi Azra EDITORS lohan H. Meuleman lajat Burhanuddin Fuad labali Oman Fathurahman
ASSISTANT TO THE EDITORS HeniNuroni ENGLISH LANGUAGE ADVISOR Richnrd G. Kraince Anne Rnsmussen
ARABIC LANGUAGE ADVISORS Nursamad Amany Lubis
COVERDESIGNER S.
Prinka
STUDIA ISLAMIKA (ISSN
0215-0492) is a journal published quarterly by the the Study of Islam and Society (PPIM), IAIN Syarif Hidayatullah, lakarta (STT DEPPEN No. 129/SK/DITIEN/PPG/STT/1.976) and sponsored by the Department of Religious At't'airs of the Republic of Indonesia. It specializes in Indonesian Islamic studies, and is intended to communicate original researches and current issues on the subject. This journal warmly welcomes contributions t'rom scholars of related disciplines. Center
for
All
articles published do not necessarily represent the oiews of the journal, or other institutions to which it is ffiliated. They are solely the aiews of the authors. The articles contained in this journal have been ret'ereed by the Board of Editors.
STUDIA ISLAMIKA has been accredited by The Ministry of National Education, Republic of Indonesia as an academic lournal.
Fuad Fachruddin dan Siroiudin Abbas
Al-Ma'had al-TurAthi wa Tajdid al-NizAm al-Ta'limi bi Ind0nisiyyA
Abstraksi: Pond,ok pesantren merniJiki akar tradisi sangat huat di lingkungan masyarakz.t Indonesiz. Mahipun berkernbang sQahn dmgan prosu kIamisasi, seka.ligus merniliki simbol Ishm, paantren pad.a dzsarrrya lebib m.uupakzn prod,uk h.d^aya nusyarakat Indonesiz yang orisinal. Ohh karena itu, di sanrping sebagai lembaga pmd.idikan Iskrn, pesantrm berkembang mmjad.i sebuah lembaga sosial yang terlibat dakm prosa pm.rbahan sosizlpolitik di Ind.onesiz. Bmama dcngan byai atau uhnm-peminryin pesantrmbrnbaga pend.id.i.han Ishm ini baperan penting dalam prosa intmsifi.kasi keishman ntasyarakat Nusantara Sejaub m,erytangkut dunia pendid.i.ha.n, sejahn dengan dinz.mika kehtd.up-
an nu.syarakat, pesantrsn mmgahmi pentbahan sma pkembangan fuarti. Di anara perubaban-penr.bahan itu yang paling pmting menl,angkut penyelengaraan pendid.ikan. Dsadsd ini tidak sedikit paantrm di Indonesia tehh mengadopsi sistem pmdidikzn fonnal sepati y ang dise bngarakan pemerinrnh. Pada umumnya pilihan pmdid.ikan forrnal yang did.irikan di pesdntren masih berada dahm jalur pendi"dikan Ishm, yakni Mad.rasab Diniyah (MD) Mad.rasab lbtidaryah (Ml),Madrasab Tsarawaiah (MT), dan Mad.rasab Ah.yab (MA). Namun demikian banryak puk paantrm yang sudab memiliki lembaga pend.id.i.ka.n sisten sekolah sepmi dikeloh oleh Departemm Pendidikan dan Kehrdayaan (fupdihbild),yahni Sekolah Dasar (SD), Sekolah Mmmgah Pmama (SMP), dan Sekokh Mmengah Umurn (SMU). Beberapa paantrm babkan sudab membulez. perguruan tinggi, baik fubntuk institut dgatna Iskm nnupun unir'vrsitas. Pesantren yang mmd.irikan
institut aganta Ishm, antara kin pesantrm Nurul Jadid., Paiton, Probolinggo, Jawa Timur dan Daarul Dakanb ual lrslad., Mangkoso, Suhzaesi kktan. Sedangkan Psdntren yang rnmdiri.kan unitrrsitas dntara kin adakh padntren Darul Ulurn, Jornbang Jawa Timur, 135
Sudia Ishmi*a, VoL 7, No. 1,2000
136
Fud Frchruddin dan Sirojudin Abfus
Tulisan
ini
berusaha mmjelakan aspek-aEek penting, yang n ungkin
bisa dikembangkzn, dari sistem pentid.ikan paa.ntren dakm rangka penrn usan satu sistem pendidikzn nasional. Hal ini penting karma sistem pen-
did.ikannasional Ind.oncsizsaat inim.ernilikisejurnhh helcrnahan mendasar.
Kelernihan terebut terutdnta. mmyanghut aspek modcl ptnbinaan sisua dan aspek muaun pengajarannya. kmmtara itu,lembaga pendidikan tradisional seTnacarn paantren telzh memiliki kultur pudidikan cukup baik dzn tmrji. Dahm ka.itan itulalt, tulisan ini menjelaskan hfuapa b""tptk darya pmdrd.ikan pesantren yang bisa diadapsi dakrn sistem pendidikan nasional.
Dari sejumkh k"jio"yangtelah dihkuhan dapat ditemukan bahata buPmanu, adanya karakter bud.aya pendrdikan ydng rnemungkinkan santrirqta behiar secara tuntas, Dalam konsep modrn budaya bekjar tuntzs ini sama dcngan konsep mastery learning. Dahrn konsep ini pendidikan dikkukan tidak terbata padzpok transfer ilmu-ilmu pengeahilan dari guru k"pod" mutid., atpi juga terrnasuk aspek pemhntukan kEribadizn secara nzenyelurult. Transfer ilmu pengeahuan di paantrm tidak dibausi urget zuaktu penyelesaian kurikulum sebagaimana diberlaleukan dalam sistern. pendidikan sekohh, mekinkan hbih mmekanka.n pada penguasaan dctil-detil konsep secara tuntas unpa dihlenggu oleh batasan uaktu ttrtentu. Dakm pmdid.ikan di pesantrm, hal paling penting yang diprhatikan foai buknn capaian kuantita mzteri yang bisa diselesaikan santri mekinkan kualius penguadaya pendidikan pesantren memiliki dua kekuaun penting.
saannya.
Karahter krdarya pend.id.ikan kedua yang mmjad.i hekuaan pesantrm adalah kuatnya partisipasi masyarakzt. Pad.a dasamya pendirian pesantrrn di seluruh Ind.onesiz didorong oleh permintrtan (demand) dan kebwtuhan (need) masyarakatnya send,iri. Hal ini memungkinkan teryad.inya partistpasi ma.syarakat dahm pesantren berhngsung secara intmsif Partisipasi ini dizoujud.kan dalam pelbagai bmtuk, muhi dari penyediaan fasiliras fzsik,
pmltediaan dngaran kebutuban, dan hin sebagainya. Semenara itu, pesantren hrperan dakm memmuhipermintaan dan hebutuhan masyarakat terbadnp pmdidikan dan tuntunan kebid.upan funnsyarakat. huhb sebab
nya, tinginya tingkat partisipasi masyarakat tekh menempatkan paantrm dan kyai di dahmnya sebagai pusat auu inti kehidupan rna.syarakat. Dakm posisi demikian, pesantren dan $,ai mmjadi pmentu bagi dinamika aau
perubihan apa pun ydng terjddi di ma.syarahat tenebut. Sebaliknya, keberlangsungan perkernbangan pesantren-atau kentntuhannya sekaligus-sangat tergantungpada seberapa hsar partisipasi masyarakat dan sefuapa sesuai pelayanan pesantren d"engan perrninaan dan hebutuhan masyarakat. Studia Ishmihn, Vol. 7, No. 1,2000
Fuad Facbruddin dan Sirojudin Abbas
Al-Ma'had al-TurAtht wa Tajdid al-NizAm al-Ta'limi bi Ind0ntsiyyA
Abstract: Pesantren (Islamic boarding scbool) is rigbtly deemed to be an integral part of Indonesian consciousness. Ahhough the institution greze utitb tbe rise of Iskm, and became a rymbol of Islam, pesanrren is basically an indigenoas component of Indonesian society, Not only does it constitute an educational institution, it is also a socinl institution that is inaolved in socinl and political change in Indonesia. Togetber atitb kyai or 'ulami' (religious scbolar)-tbe leaders o/pesantren s-the institution plays a significant role in sustaining hlam in Indonesian communities. Considered as an educational institution, pesantren, in line aitb societal derelopment, bas cbanged consi.derably. One of those cbanges is related to the uay the institution is run. Nouad.ays rndny pesantrens hazte adopted tbeformal education system instigated by the trndonesian government. Ahbough in general, lnwny pesantrens still implement formal Islamic education, ie, Madrasab Diniyyah (Religious Scbool), Madrasah Ibtidaiyyab (Islarnic Secondary School), Madrasah Tsanauiyyah (Islamic tunior Higb School), and Madrasah Aliah (Islamic Senior High Scbool); many of thern run scbools in accordance aith the rystem esablisbed by Tbe Department of National Education, ie. Seholah Dasar (Secondary Scbool), Sekolah Menengab Pertama (lunior High Scbool), Sekolah Menmgah Umum (Senior Higb Scbool). Some pesantrens harn even opened
137
Studiz
khmi*2,
Vol. 7, No. 1,2000
138
Fuad Facbnddin dan Sirciudin Abbas
bigher education prograrns, providing Islamic institute or university coalsel Tltose uhicb propide Islamic institute Pesanten Nurul Jadid in Paiton, Probolinggo East Jazta and Darul Dakanb ual lrsyad. in Mangkoso, Sulaatesi Selatan. One wbich provides uniaersity coursework is Pesantren Darul Ulum in lombang East Java. This article explores some dspects o/pesantren education aitb respect to the pkn to consolidate the adrninistration of botb islarnic and secular education slstetn. This is an important rnatter since tbere are certain basic aneaknesses in the national educational slstern that call for attention, including problems of students' empoanerment and the content of educa-
tion. Since pesantren bas a rektively good record in training and education, it can contribute its expericnce in tbe developrnent of national education as vthole. Previous studics shou that the rystem o/pesantren education bas tan strengtbs. First, tbe presence of a strong interest in leaming among tbe santi (students of pesantren) or, in educational terms, a higb level of mastery learning. Mastery leamingrequira not only tbe transfer of knouledge from a teacber to a student, but also tbe building of students personality as a ubole. Unlike in schools where tbe transfer of knouledge is bound by time (ie. competencies defi.ned by a curriculum aexcepted to be dclioered to students uithin a certain period of time), in pesantren more empbasis is gioxn to tbe mdstery of all deuik of concepx aithout being strictly bounded by time limia. Ako, in pesantren athat is important is not tbe quantity, but tbe quality of knowledge. The second dspect in athich pesantren is strong is in tbe participation of community. The establishmenr o/pesantrens all over Indonesia basically reflected tbe dcmand as well as the need of communities thernsektes, and because of that tbe participation of cornmunities in running indiaid.ual institutions is quite high. h is the comrnunity tbat belps pesantrens secure fi.nances and build plrysical facilitics. In return, pesantrens proaide education and guid.ance for tbe community. Tltus pesantrens and Kyais often become the centre of a cornrnunity and inevitably exercise a stronginfluence on wbateper change the communiry undergoes. The same is true in reaerse: the rise and tbe fall o/pesantrens depend on tbe extent to utbich tbe community is uilling to give suryort.
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