Islamic Boarding School : History, Purpose, Characteristics, Material
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| Islamic Boarding School : History, Purpose, Characteristics, Material |
history of pesantren Welcome to the Pakdosen.co.id, the digital web spreads knowledge. This time PakDosen will discuss about Pondok Pesantren? Maybe you've heard the word Organization? Here PakDosen discusses in detail about the meaning, history, goals, characteristics, material, methods & interrelations. Check out the following explanation accurately, don't miss it.
Definition of Islamic Boarding School
Etymologically, islamic boarding schools are a mixture according to cottages and islamic boarding schools. Pondok, from according to Arabic funduk which means hotel, which in Indonesian islamic boarding schools is more likened to using a padepokan environment that is plotted in the form of a room as a dormitory for students. Meanwhile, pesatren is a dough according to the word pe-santri-an which means the place of students.
History of Islamic Boarding Schools
The history of islamic boarding schools in Java is inseparable according to the work of the Wali Sembilan or better known as Walisongo who share Islam on the island of Java in particular. It was during the Walisongo period that the term islamic boarding school began to be known in Indonesia. At that time Sunan Ampel established a padepokan in Ampel Surabaya to become an education center in Java. The students who came from according to the island of Java arrived to study agam. Padepokan Sunan Ampel is considered to be the forerunner of the establishment of islamic boarding schools circulating in Indonesia. If researched about the genealogy of the Walisongos, it will be found that most of the genealogies are up to Sunan Ampel. For example, Sunan Kalijaga, he is a student according to Sunan Bonang who is the son of Sunan Ampel. Likewise, Sunan Kudus studied a lot from Sunan Kalijaga.
After a period of development of islamic boarding schools that were quite advanced during the Walisongo period, gloomy times began to be seen when the Dutch colonized Indonesia. The Dutch government issued a policy that politics education in the form of the Wild School Ordinance or the Widle School Ordinance which greatly limited the space for islamic boarding schools to move. The goal is that the Dutch want to kill madrassas and schools that do not have permits & also aims to prohibit the pedagogy of Islamic books from which they have the potential to give rise to a movement of subversion or resistance among students & Muslims in general. Things like this eventually create the growth and development of Islam as faltering. In response to the Dutch oppression, the students began to resist, namely, between 1820-1880 the students rebelled in parts of the archipelago. Finally, in the late 19th century the Dutch repealed the resolution, thus causing pesantren education to develop a little more.
After the Dutch colonization ended, Indonesia was re-colonized by the Japanese. During this Japanese colonial period, pesantren faced the Saikere policy issued by the Japanese government. This was strongly opposed by Kyai Hasyim Asy'ari as a result of being arrested and imprisoned for 8 months. It started from here that there was a grand demonstration involving thousands of students demanding the release of Kyai Hasyim Asy'ari & rejecting Seikere's policy. Since then, the Japanese side has never disturbed the global pesantren. In the early days of independence, the sanri fought back to maintain Indonesian independence. KH. Hashim Asy'ari issued a fatwa on the law of defending independence. After Indonesia was declared independent, the islamic boarding schools returned to be tested, because the Soekarno government, which was considered secular, had uniformized or concentrated national education. During the New Order period, along with the political dynamics of Muslims & the state, The Work Group (Golkar) as an election contestant always needed support from islamic boarding schools. From here on, there was a lead effort to go home according to the government and pesantren. Such concrete conditions caused the pesantren to experience ups and downs until the era of development.
Educational Objectives of Islamic Boarding Schools
Pesantren as an educational forum has a purpose that is formulated using obvious as a reference for the educational programs it organizes. Professor Mastuhu explained that the main purpose of pesantren is to achieve an implied message or wisdom based on Islamic teachings which is intended to increase understanding of the meaning of life and the realization of social roles & responsibilities. Every student is needed as a wise person in responding to this life. Santri is able to be said to be wise when he has completed the requirements as someone who is 'alim (mastering knowledge, scholar), shalih (good, proper, upright, useful, and suitable), and nasyir al-'ilm (disseminator of knowledge and teachings of belief). In particular, some islamic boarding schools formulate a compound of their educational goals into three groups; namely the formation of morals / personality, strengthening the competence of students, & disseminating knowledge.
- Moral/personality formation
The caregivers of pesantren who in fact became the heir scholars of the prophets, were called to continue the struggle of prophet Muhammad SAW in creating the personality of the community through his students. The caregivers of pesantren expect their students to have high personality integrity (shalih). In this case, a student is needed as a whole human being, that is, to explore the science of religion and practice it in direct life and citizens.
- Competence of students
The competence of students is strengthened through four levels of goals, namely:
1. Initial goals (wasail)
The formulation of wasail can be recognized from the details of the subjects, each of which strengthens the competence of students in various kinds of religious sciences and their support.
2. Intermediate goals (ahdaf)
The package of experiences and opportunities at each level (ula, wustha, 'ulya) is clearly visible in many islamic boarding schools. At the basic level (ula) experience and responsibilities are closely related to using responsibility as a person. At the middle level (wustha) related to using the responsibility to take care of fellow students in one room or several dormitory rooms. And at the third level ('ulya) this responsibility has expanded to reach the natural skills of organizing subject deliberations, assisting in the implementation of pedagogy, & attending events to the people more or less pesantren to teach in the hordes of people's recitation. Furthermore, the formulation of educational objectives at the application level, students are given skills to build human beings who have skills or skills, such as teaching skills or preaching.
3. Main purposes (maqashid)
The main goal to be obtained based on the educational process in islamic boarding school institutions is the birth of people who are experts in the field of Islamic belief. After the students can be responsible for managing the affairs of the leadership and see the establishment of their fields, then their careers begin. The career will be a medium for students to further hone their competence to become pesantren graduates. This is where he reached into the place of life, pursuing, growing, & developing it.
4. Final goals (ghayah)
The ultimate goal is to achieve the ridla of Allah Almighty. That is the secret of the kahidupan that keeps calling & which creates difficulties felt as routes and humane terminals that are natural to pass.
- Dissemination of knowledge
The spread of knowledge became the main pillar for the spread of Islamic teachings. Islamic boarding schools packaged this spread on proselytizing which contained the principle of al-amru bi al-ma'ruf wa al-nahyu 'an al-munkar. The pesantren's attention to the spread of this knowledge is not only proven by its authority to print da'i, but also its participation in the empowerment of the people. Characteristics of Islamic Boarding Schools
Islamic boarding schools as an educational forum have very complex characteristics.
The characteristics are generically characterized using the presence of:
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