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ISSN: 2354-7960 (p) 2528-5793 (e)
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THE DISTINCTIVE CHARACTER IN THE MODERNIZATION
OF ISLAMIC EDUCATION THROUGH CURRICULUM AND
LEARNING MANAGEMENT
Sri Minarti1; Firda Sibtur Rohimiya2; Moh. Wardi3
1 Universitas Nahdlatul Ulama Sunan Giri, East Java, Indonesia
2, 3 Institut Dirosat Islamiyah Al-Amien Prenduan, East Java, Indonesia
1 Contributor: minarti@unugiri.ac.id
Received:
September 2022
Accepted:
December
2022
Published:
December 2022
DOI:
https://doi.org/10.33650.pjp.v9i2.4
419
Abstract
:
In management and institutional development, modification of the Islamic education curriculum
is a must because
of the times' demands and globalization's development. Therefore, pesantren
need curriculum and learning management that follows the needs of the times and becomes a
bridge for achieving the vision and mission of the institution. This article seeks to unde
rstand the
form of curriculum and learning management in the context of modernizing the education and
learning governance system in line with the times. The approach used in this study is a qualitative
research approach with a case study type of research.
At the same time, the data analysis technique
used in this study is the data analysis technique of Miles, Huberman, and Saldana
.
The results of
the study show that the distinctiveness of the modernization of Islamic educational institutions
through curricu
lum management and learning at Tarbiyatul Mu'allimien Al-
Islamiyah (TMI)
Al
-
Amien Prenduan is carried out through external benchmarking activities in the fields of
curriculum development and learning, curriculum development and program variations, and
orga
nizing education compelling character. The application of curriculum and learning
management at TMI Wanita Al
-
Amien Prenduan also refers to three essential activities in
students' daily lives. These activities are organized into intra
-curricular, extra-curricula
r, and
co
-curricular activities.
Keywords
: Distinctive Character; Modernization; Curriculum and Learning Management.
Abstrak
:
Dalam pengembangan manajemen dan kelembagaan, modifikasi kurikulum pendidikan Islam
menjadi suatu keharusan karena tuntutan zaman dan perkembangan globalisasi. Oleh karena itu,
pesantren memerlukan manajemen kurikulum dan pembelajaran yang sesuai dengan ke
butuhan
zaman dan menjadi jembatan pencapaian visi dan misi lembaga. Artikel ini berupaya untuk
memahami bentuk pengelolan kurikulum dan pembelajaran dalam rangka modernisasi system
tata kelola pendidikan dan pembelajaran yang selaras dengan perkembangan z
aman. Pendekatan
yang digunakan dalam penelitian ini adalah pendekatan penelitian kualitatif dengan jenis
penelitian studi kasus. Sedangkan teknik analisis data yang digunakan dalam penelitian ini
adalah teknik analisis data Miles, Huberman, dan Saldana. H
asil penelitian menunjukkan bahwa
kekhasan modernisasi lembaga pendidikan Islam melalui manajemen kurikulum dan
pembelajaran di Tarbiyatul Mu'allimien Al
-Islamiyah (TMI) Al-
Amien Prenduan dilakukan
melalui kegiatan
external benchmarking dalam bidang pengembangan kurikulum dan
pembelajaran, pengembangan kurikulum dan variasi program, dan mengorganisasi penddikan
karakter yang efektif.
Penerapan manajemen kurikulum dan pembelajaran di TMI Wanita Al-
Amien Prenduan juga
mengacu pada tiga kegiatan penting dalam kehidupan sehari-
hari siswa.
Kegiatan tersebut terangkai dalam kegiatan intrakurikuler, ekstrakurikuler dan kegiatan ko
-
kurikuler.
Kata Kunci
:
Karakter Khas; Modernisasi; Manajemen Kurikulum dan Pembelajaran.
Sri Minarti, Firda Sibtur Rohimiya, Moh. Wardi
157 The Distinctive Character in The Modernization ....
INTRODUCTION
Describing Islamic educational institutions such as pesantren is not an easy thing. It
is because of the very diverse variations of pesantren in terms of the system used,
curriculum orientation, and its management. Talking about management, G.R Terry states
that management is a typical process consisting of several actions, such as planning,
organizing, mobilizing, and controlling, aiming to determine the planned goals through
using human resources and other resources (Maghfuri, 2020; Firdausiah, 2022).
Pesantren have undergone several changes in the system, curriculum, materials, and
learning methods since the independence of Indonesia. This is a response to the changes
and challenges of the times so that pesantren can maintain their existence. Changes seem so
clear when the Joint Decree (SKB) of three ministers which is the Minister of Religion, the
Minister of Education and Culture, and the Minister of Home Affairs Number 6 of 1975, No.
037/U/1975, and No.36 of 1975 was issued on improving the quality of madrasah. With this
SKB, the position of madrasah becomes more strategic. There are 3 important decisions in
this SKB: 1) Madrasah diplomas have the same value as public schools, 2) Madrasah
graduates can continue to higher public schools, and 3) Madrasah students can transfer
institutions to public schools of the same level (Sudarsono, 2018).
This is reinforced by the ratification of Law no. 18 of 2019 concerning Pesantren on
October 15, 2019, in Jakarta. In Article 1, it is stated that Mu'adalah Education is a pesantren
education held on the formal education line by developing a curriculum following the
uniqueness of Pesantren based on Kitab Kuning or Dirasah Islamiyah with Mu'allimat
Education Pattern in a tiered and structured manner (Regulation of the Minister of Religion
Number 13 Concerning Islamic Religious Education, 2014).
Historically, Mu'adalah Pesantren began with the recognition of equality (mu'adalah)
from the Director General of Islamic Religious Development No. E. IV/PP.032/KEP/64 and
80/98 on December 9, 1998 to Pondok Modern Gontor Ponorogo and Pondok Pesantren Al-
Amien Prenduan Sumenep (Anisaturrohmah, 2008). Juridically, after the issuance of
Regulation of the Minister of Religion (PMA) No. 18 of 2014 concerning Pesantren Mu'adalah
at Pesantren, the government legalized and recognized the status of Pesantren with the
status of Mu'adalah (equivalent) to MA/SMA. This is sought as a mandate from Article 30
of Law no. 20 of 2003 concerning the National Education System, Government Regulation
no. 55 of 2007 concerning Religious Education, and PMA No. 13 of 2014 concerning Islamic
Religious Education.
National education system is mandated to develop education through sustainable
management, which includes improving the quality of curriculum development, education
personnel, facilities and infrastructure, management, and empowerment as stipulated in
Article 35, paragraph 2 (Hartanto, 2008; Indarti et al., 2021). As for Islamic educational
institutions such as pesantren, it requires an economical and efficient business in its
implementation. Islamic educational institutions develop a dual mission: profit and social
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mission. Hence, this institution can be categorized as a noble industrial institution (Nobel
Industry). Therefore, a management system is needed to be able to assist the management
of Islamic education. Islamic education management is a process of utilizing all the
resources owned by an educational institution in terms of systems, principles, and concepts
that will be applied to achieve the institution's educational goals (Hidayah et al., 2021;
Niyozov & Memon, 2011; Hamzah & Arofah, 2019).
The main reason behind the importance of modernizing Islamic education is that the
concept and practice of Islamic education have so far been too narrow, which seems too
inclined to the interests of the hereafter, giving birth to the scientific dichotomy that has
been inherited by Muslims since their decline in the twelfth century. The scientific
dichotomy in Islamic education includes 1) The dichotomy between religious sciences and
non-religious sciences, which perpetuates the supremacy of religious sciences that is
monotonous, 2) The dichotomy between revelation and nature causes the poverty of
empirical research in Islamic education, and 3) The dichotomy between logic (reason) and
conscience (faith) (Wahid, 2014).
Tarbiyatul Mu’allimien Al-Islamiyah (TMI) Putri is a secondary level educational
institution officially opened 14 years after the establishment of Tarbiyatul Mu'allimien Al-
Islamiyah (TMI) for Male, on 10 Shawwal 1405 H or 19 June 1985 AD, by Nyai Anisah
Fathimah Zarkasyi (daughter of Kyai Zarkasyi and Kyai Tidjani's wife) (Idris Jauhari, n.d.).
Al-Amien Prenduan Pesantren is generally an Islamic educational institution with the
characteristics of a modern and moderate pesantren with its motto "Stand above and for all
groups". This institution is considered to have a significant contribution to Indonesian
educational world (Solichin, 2018; Mundiri, 2011; Rosi et al., 2022).
Basically, the principle of education at Al-Amien Prenduan, especially at TMI Putri,
is oriented toward providing Basic Competencies Oriented, not just mastering the material.
TMI Putri implements the management of Islamic education with an orientation to
institution-based management and community-based education concept. Based on the
preliminary study, the implementation of this institution-based management has a
characteristic that is the presence of observation reports. This report card contains reports
on the results of attitudes or behavior of students in their daily lives. Thus, with these
characteristics, TMI Putri becomes an institution that is different from other institutions. Of
course, this is a priority in implementing institutional-based management at Pesantren such
as TMI Al-Amien Prenduan.
In the graduate continuation program, almost every year, TMI Putri Al-Amien
Prenduan institution graduates continue to higher education levels, whether in Indonesia
or abroad. TMI Putri has brought its name as an outstanding educational institution in
various competitions, both regionally, nationally, and internationally. TMI Putri Al-Amien
Prenduan institution Achievements include the first winner of an Arabic writing
Sri Minarti, Firda Sibtur Rohimiya, Moh. Wardi
159 The Distinctive Character in The Modernization ....
competition, the third winner for reading Arabic news, and the runner-up for storytelling
at UIN Maulana Malik Ibrahim. This data means that educational institutions such as
Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Putri Al-Amien Prenduan have made new
innovations in developing the quality of their institutions. The urgency of the modernization
of Islamic education management in this institution is believed to be an effort to reconstruct
the existence of pesantren so that they remain resistant in this era.
Research concerning the modernization of Islamic education in Indonesia has been
conducted before. The discussion is diverse, from the perspective of figures on the
modernization of Islamic education management until the form of modernization of Islamic
education in a specific institution. One research about it is Sayyidul Kohhar's dissertation,
Modernization of Islamic Education at the Isam Al-Aziziyah Education Foundation
Samalanga. His research finds that the modernization of Islamic education at Al Aziziyah
Samalanga Islamic Education Foundation started under the leadership of Abon Abdul Aziz
began in 1958 and peaked under Abu Hasanoel Bashry starting in 1989. The factors that
influence the modernization of this institution include social factors, which are marked by
1) establishment of Islamic and public universities in Aceh, 2) establishment of a large
industry in Lhokseumawe, 3) information and communication technology (ICT), 4)
diplomas as a requirement for working in government and private agency, 5) establishment
of modern pesantren with mastery of language and the role of alumni. Furthermore, the
intellectual factor when studying at Dayah Darussalam Labuhan Haji Aceh Selatan, Abon
Abdul Aziz, is influenced by the modernization of education.
The second finding is the modernization of the Islamic education system at Al
Aziziyah Islamic Education Foundation, precisely during the Abon Abdul Aziz period, by
implementing a classical learning system, a curriculum that emphasizes the science of tools
and facilities, and infrastructure. At the time of Abu Hasanoel Bashry, there was a rapid
modernization of education, starting from clear and firm educational goals, selection of
teungku and thalabah, a clear and modern curriculum, modern facilities & infrastructure,
and had used complex management (Saihu, 2019). Graduate Thesis by Aldo Redho Syam
(2015), entitled Management of Santri Discipline Education in Pesantren concludes that
Santri discipline education is the most important element of Pesantren. Santri discipline
checks are the most effective means of education in Pesantren. The training and monitoring
of student disciplinary examinations take place 24 hours, so everyone involved in Pesantren,
from students, teachers, and caregivers, can follow them properly (Aldo Redho Syam, 2015).
From several research above, it can be concluded that there is still no research about
the modernization of Islamic education management at Tarbiyatul Mu'allimien Al-
Islamiyah (TMI) Al-Amien Prenduan. Therefore, it can be concluded that this research
includes the element of novelty. Pesantren is an educational institution with superior values
both from the aspect of its scientific tradition and the transmission and intensity of Muslims.
The swift current of globalization has resulted in the existence of pesantren being
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threatened. As a result, the idea of modernization in pesantren environment is raised to the
surface to answer the challenges of social transformation needs (Huda, 2015).
However, not a few people are worried about the idea of modernizing pesantren,
which is oriented to the present. They are worried that it will affect the identity and main
function of pesantren educational institutions. Therefore, discussing and analyzing further
how the role of modernization of Pesantren is currently considered necessary to be a serious
discussion in the education world in general and Islamic education in particular.
An Islamic educational institution is expected to improve itself so that it cannot only
become a medium for transmitting culture, knowledge, and expertise but also a medium for
potential and cultural interaction. The point is how Islamic educational institutions are able
to develop children’s potential blessed by Allah SWT since they were born to prepare
students to live their lives. Islamic education aims to develop the principles that form the
basis of implementation in the context of the environment (socio-cultural) of the community.
Thus, with the modernization of Islamic education management, a solid foundation will be
created by which the direction, intent, and purpose of Islamic education will be clear and
definite.
Based on the preliminary study, the implementation of this institution-based
management has a characteristic that is the presence of observation reports. This report card
contains information about students' attitudes or behavior in their daily lives. So, with this
characteristic, TMI Putri becomes an institution that differs from other institutions. Of
course, this is a priority in implementing institution-based management at Pesantren such
as TMI Al-Amien Prenduan.
Based on the theoretical correlation above, researchers are interested in examining
the modernization of Islamic education management in Tarbiyatul Mu'allimien Al-
Islamiyah (TMI) Putri Al-Amien Prenduan by focusing on the issue of understanding of
modernization of Islamic institute-based curriculum and learning management. This is
because management, especially in Islamic education, is the core of the activities planned
and sought for students to achieve educational success. Excellent management also leads
the institution to achieve the goal of getting the title of a modern Islamic educational
institution with many achievements.
METHOD
This research is qualitative with a case study research type. Thus, this research
explores the modernization of Islamic institute-based curriculum and learning management
from time to time through in-depth data collection and involves various sources of
information that are "rich" in a context. This system is bound by time and place, while cases
can be studied from a program, event, activity, or individual. Data collection techniques
used are non-participant observation, structured interviews, and documentation. The data
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161 The Distinctive Character in The Modernization ....
analysis technique used is the Miles, Huberman, and Saldana (2014) analysis model, where
the analytical technique process is in the form of data condensation, data display, and data
verification or drawing conclusions. The data source is from primary data (basic data
obtained from interviews and careful observations) and secondary data (related data
supporting the data being researched). During checking the validity of the data, researchers
use triangulation techniques. It is a technique where all data is being compared, which are
data from observations, data from interviews, and data from documents or archives related
to research. The object location of this research is a pesantren-based Islamic educational
institution, named Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Putri Al-Amien Prenduan,
Pragaan Village, Prenduan District, Sumenep Regency, East Java.
The data collection method used in this research is a structured interview, non-
participatory observation, and documentation. This method was carried out to learn the
relevance of implementing Institution Based Management to modernize Islamic education
management in Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Putri Al-Amien Prenduan. The
interview method used is a structured interview. Researchers use interview guidelines
arranged systematically and completely to facilitate data collection. Interview guideline is
used only as outlines of problems that have to be asked.
RESULT AND DISCUSSION
Institution-based management is a management model that gives full autonomy to
the institution to encourage the participation of all institution's members to formulate the
institution's goals without intervention from others. Even so, it is still in line with the rules
of educational goals nationally and in a more specific context, following the institution's
vision and mission to improve educational institutions quality. Institutional-based
management is the opposite of individual-centered management. Individual-centered
management is management on behalf of the institution as the holder of the entire policy
center regarding the institution itself. This form of institution-based management was first
implemented at Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Al-Amien Prenduan.
In developing the education system, Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Al-
Amien Prenduan has a uniqueness that other educational institutions do not have. This
uniqueness can be seen in curriculum management and learning in the framework of
modernization. To modernize Tarbiyatul Mu'allimien Al-Islamiyah (TMI) Al-Amien
Prenduan conducts curriculum and learning management as follows;
1. External Benchmarking in The Field Of Curriculum Development and Learning
Historically, the management of curriculum and learning applied by TMI Al-
Amien Prenduan is the result of a comparative study of the management system from
Gontor as Modern Pesantren. One form of management applied is a strict separation
between private property and institutions. In addition, several systems, such as the
curriculum system, also adapt from Gontor as Modern Pesantren. Even so, TMI is
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modifying and innovating some parts in the developments of the system implemented
by Gontor. So, some of the systems implemented by TMI are different from Gontor's. The
education orientation at TMI includes four things: introduction to Islamic leaders
(ulama), leadership, teacher training, and society. The benchmark for the success of
management can be seen from the implementation or achievement of the institution's
vision and mission. Then, this institution-based management is considered successful at
the TMI Al-Amien Prenduan institution if it can maintain TMI following the values
outlined by the community. In addition, this management can also anticipate threats that
might hinder its development. This management can continue to grow and advance
without leaving the distinctive character of TMI itself.
The main objective of benchmarking is to find the key or secret of success from
an educational institution that is the best in its class and then adapt and improve it to be
applied to institutions that carry out benchmarking in various field (Resnick et al., 1995).
Benchmarking is not just collecting data but, more importantly, the secret behind the
performance achievement that can be seen in the data obtained. Benchmarking requires
physical and mental readiness. Physically, it takes the willingness of human resources
and mature technology to do benchmarking accurately. Meanwhile, mentally, education
management must be prepared when, after being compared with competitors, it turns
out that they find a reasonably high gap (Ratcliff et al., 2010).
Figure 1: External Benchmarking Process
Based on the results of observations, it was found that TMI Al-Amien Prenduan
institution benefited from the benchmarking activities carried out at the pesantren
Gontor, as shown in Figure 1. In general, the benefits derived from benchmarking can be
grouped into three. First, cultural change, namely benchmarking, allows educational
institutions to set new, more realistic performances. Besides that, benchmarking also
External
Benchmarking
Cultural
change
Performance
improvement
Upgrading
competencies
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163 The Distinctive Character in The Modernization ....
plays a role in convincing every customer of target credibility. For example, reinforcing
the vision and mission of the educational institution. Second, performance improvement,
that is, benchmarking, helps educational institutions identify specific performance gaps
and select the process to be improved. Third, increasing the ability of human resources
(human resources), namely, benchmarking, provides a basis for training. Various parties
realize a gap exists between what they do and what other people do in other institutions.
Involvement of all parties in solving problems so that human resources experience
increased capabilities and skills. Moreover, the synergy between organizational activities
is enhanced through cross-functional cooperation (Jens, 2007).
2. Developing Curriculum and Opening Varied Educational Programs
The modernization carried out by TMI Al-Amien Prenduan is curriculum
development and the opening of a variety of educational programs. Efforts to open
various academic programs are carried out to meet the demands of changes that occur in
society. The curriculum applied in TMI Al-Amien Prenduan is adaptive. This curriculum
is a curriculum whose implementation adapts to conditions, situations, and needs in the
field that educators can implement. With this adaptive curriculum, it is believed that its
implementation will remain relevant over time. This is because the curriculum applied
by TMI is not limited by space and time. Following what has been mandated by
masyayikhs (institution's founders), the management of Pesantren must be like that from
time to time. Thus, it will not change from the initial principles of the institution's
management.
The curriculum reference applied by TMI Al-Amien is the pesantren law
regarding its teaching staff. Article 34 of Law Number 18 of 2019 paragraph 2 states that
qualifications as professional educators as stated in paragraph 1, educators in pesantren
education through formal education must meet the qualifications and competencies as
professional educators, must be educated in pesantren or higher education. The
establishment of Pesantren must be committed to practicing the Islamic values of
rahmatan Lil 'Alamin based on Pancasila, the 1945 Constitution, and Bhinneka Tunggal
Ika. Pesantren must also fulfill its elements: Kyai, Santri (students) who live in Pesantren,
dormitories, mosques or prayer rooms, and study of Kitab Kuning (Islamic teachings) or
Dirasah Islamiyah with Mu'allimien Education Patterns.
Through science, modernization of Islamic education can be done with its ability
to combine modern traditional education. It is by resurrecting the ethos of Islamic
scholarship in the classical period which has shown brilliant results (Rachman, 2021).
Several development models, including 1) Totally adopting modern educational systems
and institutions. 2) Starting from the system and institutions of Islamic education that
has existed for a long time, which are then modernized in several ways in certain aspects:
the curriculum, learning methods and techniques, governance, and so on (Rachman,
2021; Crossan et al., 2022).
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The curriculum's challenge is deciding on a good strategy to choose the right level
of initial difficulty and task parameters during learning (Hermann et al., 2019). With the
vast territory accompanied by the diversity of Indonesian culture, the educational needs
are also increasingly diverse. So, to answer this, we need a curriculum that can
accommodate this diversity. The curriculum is called an adaptive curriculum. An adaptive
curriculum is a curriculum that can meet the diverse educational needs of students. This
stems from the opinion of Wescourt, Beard, & Gould (1977), who said, "One aspect of
tutoring skills for technical subjects is individualized, adaptive sequencing of the
problems given to students as learning exercises" (Mundiri & Hasanah, 2018).
The curriculum development model used in the development of the ABC Model
is the Oliva model. Oliva & Gordon II (2012) state that the principle of curriculum
development refers to a belief and stance used as a benchmark in the curriculum
development process, especially in the curriculum planning phase. The four principal
sources of curriculum development are empirical data, experimental data, stories or
legends that live in a society (folklore of curriculum), and common sense, as shown in
Figure 2.
Figure 2: Curriculum Planning
3. Organizing Effective Character Education
In addition to teaching staff, there is also the aspect of students. In this aspect,
institutional-based management does not require special conditions for students to be
able to enroll in this institution. Because in principle, this institution-based management
accepts any student who wants to enhance their knowledge by taking education at the
institution. This kind of policy is rarely implemented in other institutions. Most other
educational institutions require special conditions in accepting and determining students
who can be enrolled in these institutions.
Curriculum
Planning
Empirical data
Experimental
Data
Folklore of
Curriculum
Common
Sense
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In the evaluation aspect, the implementation of institutional-based management
is shown by stating the original score of the students' achievements on their report cards.
Thus, the Minimum Completeness Criteria or KKM that other institutions usually apply
to support the value of students do not apply to their obligations in institutions that
implement institutional-based management, such as TMI. Of course, the goal to be
achieved by implementing this policy is to instill a spirit of honesty in students. Thus,
students do not need to feel ashamed if the score listed on the report card is too small.
This is because the institution does not necessarily require its students to get great results
or achievement values/scores. Conditions like this are hard to find in other institutions.
Amid today's institutional competition, other institutions want their students to have
excellent learning outcomes. So with this, it can support the institution's quality to be
better, although the method used is by implementing KKM system. Most institutions
raise special standards for KKM so that their students get maximum results or
achievements.
Institution-based management is also known as open management. In its
implementation, no decisions are taken only from one individual. All aspects related to
institutions are decided through deliberation (Arar & Nasra, 2020; Mohd Kasim &
Khalid, 2016). Then, this institution-based management belongs to all members to benefit
many people in the institution's interest. Thus, the perspective of Al-Amien Prenduan's
institutional-based management is that every element of the institution has a role in the
institution's development.
Pesantren tradition is everything one wants to get used to, understand, live and
practice in the form of values and their implementation in everyday life (Aini et al., 2022;
Alam, 2020; Mundiri, 2016; Rosi et al., 2022). Thus, forming a culture and civilization that
distinguishes it from the traditions found in other institutions. Pesantren' role in facing
globalization's challenges includes; 1) developing curriculum and opening varied
educational programs, as well as forming institutions that can answer contemporary
issues; 2) organizing effective character education based on tarekat and Sufism; 3)
organizing community-based education to answer the challenges of business
competition in education; 4) prioritizing the spirit of nationalism, applying the pattern of
Islamic teachings that are moderate, inclusive, and tolerant; 5) developing research,
study, publishing, and seminar activities (Abdulloh, 2019). Thus, the existence of such
changes causes the scientific output of pesantren to rest on two things, tradition and
renewal. Implementing institutional-based curriculum and learning management at TMI
Al-Amien Prenduan is one form of modernization of education management where
education is returned to its original meaning as a place to educate Islamic generations.
Nowadays, in management and institutional development, modification of
Islamic education curriculum is a must because of the times' demands and globalization's
development (Cassidy, 2016; Hinrichsen & Coombs, 2014; Listrianti & Mundiri, 2020;
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Richard, 2001). In addition, it becomes a separate inspiration to increase competitiveness
and healthy competition to improve the quality and quantity of human resources (Wardi,
2014). In maintaining their existence, Pesantren are always independent. They do not
depend on government subsidies for their existence, sustainability, and necessities of life.
Several aspects in its implementation, pesantren involve more potential and participation
from the community (Abdulloh, 2019).
The ideas about modernization efforts by Abdurrahman Wahid and Zamakhsyari
Dhofier in Fathor Rachman stated that Islamic education must always be proactive in
answering all problems faced by humankind. They develop it as an agent of renewal that
introduces the idea of rural development or a center of community learning and
community schooling that can teach various kinds of work skills needed by society and
the world of work. This idea is apart from being a center for developing higher education
for rural communities and the center of world Islamic civilization (Rachman, 2021).
The implementation of institution-based management is inversely proportional
to school-based management. Although both have almost similar terms, their
implementation has some differences. Implementing institutional-based management is
easier to realize because the management center is in Pesantren such as TMI. In addition,
the teaching staff or the academic system applied in this management can be well
coordinated. Thus, implementing the institution's vision and mission can be achieved per
the expectations of TMI's founders. This can be seen from the implementation of SAS
(Santri Administration System) and SAG (Teacher Administration System), which make
it possible to expedite and simplify administration at TMI.
Another advantage of implementing this institution-based management is
optimally empowering the Human Resources (HR) owned by pesantren-based
educational institutions such as TMI. That is by giving responsibility to educators and
students who have the responsibility to participate in the institution's policies. In
addition, from the management of facilities and infrastructure, institutional-based
management is easier to develop because institutions support it. For example, the use of
fingerprints in transaction facilities has been implemented by TMI. Also, the
management of educators and students looks more advanced than school-based
management. One of the realizations is the implementation of the SAS (Santri
Administration System) and SAG (Teacher Administration System) programs which are
proven to facilitate academic management at TMI.
Meanwhile, according to the American Association of School Administrators
(AASA), the National Association of Primary School Principals (NAESP), and the
National Association of Secondary School Principals (NASSP), one of the advantages of
school or madrasah-based management is to empower its human resources optimally.
However, every application of a complex model that includes various activities requires
Sri Minarti, Firda Sibtur Rohimiya, Moh. Wardi
167 The Distinctive Character in The Modernization ....
effective and efficient coordination. Without it, the various activities will run on their
own to their respective goals, most likely completely away from the school's goals. One
of the factors is how the Stakeholders most likely have no experience in applying this
complex and participatory model. They most likely lack the knowledge and skills about
the true nature of SBM and how it works, decision making, communication, and so on
(Nurmalasari & Zainul Karimah, 2020).
In the curriculum aspect, institution-based management applies an adaptive
curriculum to implementing an independent curriculum. This adaptive curriculum is a
curriculum that develops following the times. According to the Minister of Education
and Culture, Nadiem Makariem, in a new curriculum training for GTK with 62,948
people. This adaptive curriculum is implemented as a companion to the independent
curriculum implemented by the institution. An independent curriculum from the
perspective of institutional-based management is a form of curriculum that is applied
based on the institution's policy. Thus, in implementing this curriculum, the institution
has full autonomous rights without the involvement of other parties.
One example from an independent curriculum is when formulating the field of
study. In institution-based management, the independent curriculum is applied by
formulating its own field of study, the material for the student to study. It means the
institution no longer follows the curriculum set by the ministry of education when
formulating the field of study.
Then, in the aspect of HR (Human Resources) and educators in institution-based
management, they use alumni who are trusted to be able to educate with the provision
of educational knowledge, which is included as a mandatory field of study in the
curriculum in this management. In this management policy, the recruitment of educators
or teachers is chosen by determining someone who is believed to have the skills to
educate in local content education. However, nationally, educators recruited by
institutions are educators who have been qualified as professional educators according
to the Law (UU) of the Republic Indonesia.
Institution-based management is also implemented in the financial aspect. In this
management, finance is managed professionally and transparent. This is certainly relevant
to the institution-based management concept that implements an open management system.
The hallmark of institution-based management is a strict separation between private
property and institutions. So, with the implementation of this open system, it is clear how
personal affairs are not involved in this aspect (Bubou & Job, 2020; Dehaghi & Rohani, 2022).
School-Based Management (SBM), which is the same as Madrasah-Based
Management (MBM), is an implication of the regional autonomy policy. Operationally, this
decentralization policy began on January 1, 2001, starting with delegating most of the central
government's authority to district and city governments. This resulted in the restructuring
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government institutions, including the education sector (Muhajir, 2015, p. 70; Ratcliff et al.,
2010).
In some aspects, both forms of management are similar to institution-based
management. However, we can see the contrasting differences in the management's
readiness to implement. Both school-based management and madrasah-based management
are considered not sufficiently prepared to implement the expected policies.(Maghfuri,
2020) This is due to several factors that hinder the development of applied management.
One of them is the inconsistency of management's subject in applying certain policies.
Institution-based management seems easier to implement because the coordination
system within the institution, especially TMI Al-Amien Prenduan, can be well coordinated.
This is because some of the staff already understand the institution's philosophy, so it is easy
to direct them in implementing this institution-based management.
The researchers compare Institution-Based Management (MBL) and
School/Madrasah-Based Management (MBS/MBM) to make it easier for readers. Where
will be explained through the comparison table as follows;
Table : 1 comparison of MBL implementation with MBS/MBM
No
Institution-Based Management
MBS/MBM Strengths Weaknesses Opportunity Challenge
1. It's easier to
empower
Human
Resources
(HR)
The motivation
level of the
subject or
implementor
from the
management
sometimes goes
up and down.
With the
regeneration
program,
which is the
institution's
flagship
program, it is
hoped that
institutional-
based
management
will continue
to exist and
continue to
develop so
that this
management
can be
implemented
by other
institution.
Maintaining
the existence
of institutions
that apply the
five values of
pesantren, one
of which is
sincerity and
simplicity. So,
the early
traditions of
pesantren can
be well
preserved.
Difficulties in
empowering
human
resources such
as educators or
students. This
is because the
subject, the
implementor of
the
management,
does not really
understand
how and what
management
that is being
applied. So, it
results in the
frequent
occurrence of
disagreements
between
subjects about
certain policies.
2. The
curriculum
- The initial
tradition of the
The influence
or
The curriculum
applied is non-
Sri Minarti, Firda Sibtur Rohimiya, Moh. Wardi
169 The Distinctive Character in The Modernization ....
applied is
relevant
throughout the
ages. That is
not limited by
space and time
institution or
TMI as the
implementor
of this
management
can be well
maintained.
So, the
characteristics
of TMI do not
fade because
of the times.
involvement of
people outside
the person in
charge of the
institution can
negatively
influence
urgent parts
such as the
curriculum
section, for
example.
permanent. It is
possible to
change the
curriculum
when the
curriculum
used today is
considered no
longer relevant
to its era.
3. The evaluation
aspect is
implemented
by showing
original scores
as a form of
inculcating the
spirit of
honesty
Students'
achievement or
learning
outcomes look
not as high as
others, and it
can affect the
quality of the
institution's
output.
Building an
honest
character in a
generation
and
motivating
them to be
able to
compete
without any
special
requirements
or emphasis in
achieving
maximum
learning
outcomes.
Students who
are feared will
feel less
confident
because the
results
achieved are
less than
optimal in a
dzahiriyah
manner.
Implement a
system of
special KKM
requirements to
support
student
learning
outcomes to
obtain
maximum
results.
4. The financial
aspect is
managed
professionally
and
transparent.
There is still a
need for
management
development in
financial
administration,
Like focusing
managers on
managing
students'
finances
independently
Student
finances are
more
organized.
Hence, it can
minimize the
cases of
criminal acts
such as theft
since there is a
system that
makes it easier
for students to
make
transactions,
such as SAS
(Santri
Administratio
n System)
Technology
development
and
adjustment of
the use of
technology to
the future.
Freeing
students to
manage
finances
independently.
Thus, it is
easier for
criminal acts
such as theft to
occur in this
management.
The development of Islamic education management, especially in Indonesia, must
be strengthened by the belief and principle that science and technology progress alone does
not guarantee human (society) life. However, some elements need to be strengthened, such
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as the values of spirituality and moral integrity of human resources as controllers for using
science and technology. This idea is in line with the views of Nasution and Azyumardi Azra,
Abdurrahman Wahid, and Zamakhsyari Dhofier, which Masooda Bano also reinforces in
Fathor Rachman, who says that the development of Islamic education must be a place to
maintain Islamic teachings as well as a center for the study of the development of science
and technology amid the struggle of ideology and civilization world (Rachman, 2021;
Nawiro, 2019).
The determinant of Islamic education management development is human
resources, such as educators or students. Ideas and management (administrative) which is
then supported by the characteristics of the development of Islamic education, which are
religious, populist, diverse, and independent, as well as the characteristics of Islamic
education that are dynamic, relevant, professional, and competitive are in line with Noer
Aly's thoughts, Munzier S., and Ramayulis in Fathor Rachman. They state that the
characteristics, at the same time, the principles of Islamic education development are the
characteristics of human creation according to Islam, integrated principles, balanced,
universal, and dynamic education (Rachman, 2021).
The theoretical findings about the components of Islamic education management
development are also in line with the opinion of Muhaimin and Abdul Majid, Ramayulis,
and Mujamil Qomar in Fathor Rachman. They state that the components of Islamic
education consist of fundamental components (absolutely must exist), which include
personnel, curriculum, students, finance, and facilities, as well as improvement components
consisting of community, educational services, quality of education, change, structure,
conflict, and communication (Rachman, 2021).
CONCLUSION
Based on the discussion of the research results above, institution-based management
is first applied in PP. Al-Amien Prenduan, especially in the Tarbiyatul Mu'allimien Al-
Islamiyah (TMI) Putri Al-Amien Prenduan institution. The results of the research as above
show that the main characteristics of Islamic education modernization, which are carried
out through curriculum management and learning at Tarbiyatul Mu'allimien Al-Islamiyah
(TMI) Putri Al-Amien Prenduan are carried out in the form; 1) external benchmarking in the
field of curriculum development and learning; 2) developing curricula and opening varied
educational programs, and; 3) Organizing effective character education.
An open management system allows all interested people to access the required
information. The implementation of institutional-based management at TMI covers all
aspects of policy that concerning 3 main activities. These are intracurricular, extracurricular,
and co-curricular activities. In addition, the management implemented is considered
relevant in efforts to modernize Islamic education management at the Tarbiyatul
Sri Minarti, Firda Sibtur Rohimiya, Moh. Wardi
171 The Distinctive Character in The Modernization ....
Mu'allimien Al-Islamiyah (TMI) Putri Al-Amien Prenduan institution. Implementing an
open management system positively impacts Islamic education institutions such as TMI by
maximizing the human resources owned by these institutions. So, with the implementation
of this management, not a few other institutions both in Madura and outside Madura island
refer to the system or management applied by Tarbiyatul Mu'allimien Al-Islamiyah (TMI)
Putri Al-Amien Prenduan. Apart from that, the public's response to the Tarbiyatul
Mu'allimien Al-Islamiyah (TMI) Putri Al-Amien Prenduan institution is getting better more
and more.
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