Available via license: CC BY-NC-SA 4.0
Content may be subject to copyright.
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 7, No. 2, November 2023
IAIN Curup – Bengkulu |p-ISSN 2580-3581;e-ISSN 2580-5037
The Leadership Planning and Education Quality of
Salafi
Islamic
Boarding Schools
Tubagus Syihabudin
Universitas Islam Negeri Sultan Maulana Hasanudin Banten
223625004.tubagus@uinbanten.ac.id
B. Syafuri
Universitas Islam Negeri Sultan Maulana Hasanudin Banten
b.syafuri@uinbanten.ac.id
Anis Fauzi
Universitas Islam Negeri Sultan Maulana Hasanudin Banten
anis.fauzi@uinbanten.ac.id
Abstract: Salafiyah Islamic boarding schools aim to teach and practice the Al-Qur'an and Al-
Hadith based on understanding the best generation. The issue of leadership regeneration and
education quality is the weakness of Salafi Islamic boarding schools (IBS) because it is carried out
suddenly and seems to lack attention. Integrating these educational goals requires leadership and
quality based on planning so they can compete equally with other educational institutions. The
research aims to analyse leadership planning in achieving Salafi IBS. The research method uses
qualitative with a grounded theory approach at the Salafiyah At-Thahiriiyah IBS in Serang City
and data collection by interviews and literature study. The research results show leadership planning
and quality of education in Salafiyah IBS through increased leadership training, scientific capacity
and education quality standards in Salafiyah IBS. There is a strengthening in the leadership
planning of Salafiyah IBS through gradual leadership regeneration. The implications of research by
strengthening leadership planning on the quality of education can use a design thinking approach
that will help solve internal problems through leadership training, scientific capacity, gradual
regeneration and education quality standards in Salafiyah IBS.
Keywords: Planning; Leadership; Education Quality; Salafiyah; Grounded Theory
INTRODUCTION
Indonesia is a Muslim-majority country globally; the Badan Pusat
Statistik (2020) revealed that 87% of the 275 million population is Muslim and
requires quality education services and various alternatives. One important part
of the history of the nation's civilisation is the Islamic boarding school, which
currently has 26,975 schools with the uniqueness of providing learning methods
and scientific categories (Kemenag, 2022). Before formal educational
institutions were widely spread in Indonesia, Islamic boarding schools had
cultural, religious and identity roots. Hence, they had a role and influence in the
progress of this nation, including preventing the growth and development of
http://journal.iaincurup.ac.id/index.php/JSMPI
DOI: http://dx.doi.org/10.29240/jsmp.v7i2.7552
478 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
religious radicalism in Islamic boarding schools in particular and in society in
general (Marzuki et al., 2020; Setiawan et al., 2023).
Salafiyah Islamic boarding schools are distinctive and focus on religious
learning by studying classics (yellow books) with traditional methods.
Understanding salafiyah pesantren as a non-formal educational institution that
emphasises simplicity in aspects of life in the local community and prioritises
pesantren traditions is important for producing cadres of fiqh experts (fuqaha)
and religious leaders. However, they currently receive less attention, compete
with educational institutions, and have finances in the future (Maktumah &
Mighfar, 2022). However, salafiyah pesantren have the advantage of having a
strong respantri towards pesantren leaders (kiayi) and producing Islamic cadres
with good moand with religious studies. The weaknesses include closing oneself
to changing times (modernisation), emphasising classical religion, and decreasing
salaf pesantren's quality and quantity (Suharya et al., 2018). That revealed the
weakness of the Salaf boarding schools: a lack of understanding by parents of
the subjects given, a lack of socialisation to the community and a lack of trust
from parents to allow their children to attend Salafi boarding schools.
The problem of survival and degradation of Salafi pesantren is caused
by, among others, Rahman and Zubaidah (2019) and Badrudin (2022) explaining
that religious studies in the form of classical Arabic books are not directly
proportional to the mastery of modern Arabic, so they are left behind. In
adjusting to the development of the times, Salafi’s pesantren need the education
system, the pesantren environment, institutions and leadership patterns
(Solahudin et al., 2020). The virtue of regeneration and leadership regeneration
is one of the weaknesses of Islamic boarding schools (Azro’i & Fuaidi, 2020).
The longer the existence of Salafi Islamic boarding schools has been eroded,
many have been abandoned by the community. Hence, it needs attention and
support from all parties, which has implications for learning and the quality of
education (Arifin, 2018). The phenomenon of Salafi pesantren adapts to current
developments by incorporating general education due to modernisation in
Islamic education. Some Salafi pesantren cannot survive, and the number of
students decreases along with public interest. However, some persist with
saSalafiesantren with concerns about the culture of pesantren which has existed.
In dealing with the problems that are developing, one of the most
important approaches is to make changes to leadership, where the role of
pesantren leadership is as a caregiver, motivator, educator, manager, decision
maker, setting organisational goals and setting an example, while the role for the
quality of education is by formulating a vision and mission. Moreover, the
objectives of the pesantren are designing quality improvement programs,
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 479
bringing in teachers from outside the pesantren, comparative studies, improving
education management and quality and using technology (Saugi et al., 2022).
The existence of planning for the leadership of Salafi pesantren will have
an impact on openness to accept change, the development of institutional
models of Islamic boarding schools, modernisation of physical buildings,
development of human resources, mastery of science and technology, use of
Islamic boarding school management and being able to compete and serve the
community (Sidiq, 2020). An educational institution's success is the institution's
ability to make leadership plans in organising it as a value of worship,
scholarship and sincerity (Jannah et al., 2021).
Salafi Islamic boarding schools as social institutions need social planning
to make social changes as a value of development towards the stage of progress.
Likewise, there is a cadre of leadership in Salafi Islamic boarding schools, a
social plan that exists in every organisation due to age, physical ability and death.
Some leadership regenerations were carried out suddenly and seemed to lack
attention; the next generation lacked the courage to take policies from the
previously existing stable conditions (Sidiq, 2020). Why Is leadership focused on
organisational and social issues? This is due to the interaction between those
who lead and those who are led to achieving common goals in good ways by
influencing, persuading, motivating and coordinating (Remiswal et al., 2020).
Creating a quality pesantren education system requires improvements to
leadership planning carried out in stages and simultaneously to accommodate
educational challenges and community needs (Muhibah, 2023). In addition,
Faruq et al. (2023) revealed that pesantren leadership has contributed to the
existence of pesantren but not to the quality of education itself. Leadership
needs to implement management sustainably and consistently, which is absolute.
For this reason, planning is needed to organise the various organisations in the
pesantren to be neater and support each other (Wajdi et al., 2022). The same
thing is related to the quality of education, where breakthroughs have not been
maximised. Then Fadilah (2021) says that leadership is dynamic, so planning is
needed concerning actions or behaviour displayed through management and
direction to achieve quality, not just quantity.
Several studies on salafiyah Islamic boarding schools in Banten show
that traditional Islamic boarding schools need attention and guidance to
compete in globalisation. This is due to the lack of clarity in educational
philosophy, educational level, curriculum and system. Traditions will experience
extinction (Nazmudin, 2021). There are internal obstacles, namely the kyai and
their leadership as founders, owners and managers of Salafi pesantren to make
transformation or change efforts, including incorporating the general
480 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
curriculum, eliminating opportunities to get assistance from the government and
sacralising traditional values so that it is detrimental to the development of the
pesantren, students and their parents (Hanafi, 2018). Applied leadership does
not influence the student’s learning activities; the type of leadership is
hereditary, and there is no planning of educational leadership and the
ineffectiveness of leadership, reducing the development of Islamic boarding
schools.
For this reason, leadership planning is seen as important, both in writing
and not as a stage of becoming the next successor or regeneration through
management principles so that a mindset and action are formed that will
support organisational goals and avoid disruption to the conditions being led
and grow to achieve the quality achieved (Gondowidjojo, 2020). In the
organisation of educational institutions, including Islamic boarding schools,
planning is needed as an internalisation step, namely doing what is needed as a
defensive step, and externalisation, namely contributing to the public, as a step
in giving a positive role. In addition, leadership provides a role so that the
organisation can be by the expected goals, not only short term but long term
and sustainable.
In educational planning, the leadership factor becomes the focus in
carrying out their duties in the activities and management of the education
system to implement the learning process effectively and efficiently in
educational institutions that are supported by leadership and implementation,
educational facilities and tools, as well as educational programs with a good
management system (Akhmad, 2020).
The success and effectiveness of leadership lie not only in a leader’s
ability but also in the participation and commitment of being led and a
conducive organisational climate. Without good leadership patterns and
planning, organisational goals will not be optimal (Hakim, 2021). There is a
perception of spiritual factors in educational leadership that will differ from
personal experience, culture, group factors, politics and philosophy, giving the
value that leadership based on spirituality will encourage positive results for
educational goals (Göçen & Şen, 2021).
Planning for prospective leaders is very important because one of the
responsibilities for making educational policies requires educational leadership
with current and future concepts and practices in improving educational
achievement and quality (Webster & Litchka, 2020). Meanwhile, ethical, moral,
caring and motivational behaviour tends toward educational leadership rather
than leadership itself. In addition, educational leaders can inspire others with
their hopes and beliefs to empower and project educational services based on
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 481
community needs (Smith et al., 2018). Ultimately, the leader will follow the
leader's orders based on motivation, dedication and relationships with self and
others (Sholikhah et al., 2019).
Thus planning for educational leadership is a stage in managing
educational institutions that prioritise competence, knowledge, morals, gradual,
proportional and professional regeneration to achieve effectiveness, efficiency
and quality of education based on shidik, amanah, tabligh and fathonah.
One type of Islamic boarding school in Indonesia is the Salafi or
salafiyah Islamic boarding school, which in simple terms, maintains a teaching
system originating from classical Islamic books which are characterised by plain
Arabic language without any lines, an individual teaching system (sorogan) is its
main advantage. However, it does not teach public science (Aziz et al., 2022).
Until now, there are still many types of these pesantren, which incidentally were
founded by individuals or families with the initial intention of teaching religious
subjects, especially reciting our books referring to the Al-Qur'an and Al-Hadith.
Meanwhile, Mustajab (2019) characterises the peculiarities of Salafi
pesantren, including the use of yellow books as the main subject of the
pesantren curriculum, not teaching general science subjects and not getting an
official certificate from the government, not knowing the time limit for learning,
students can go home if they get permission from the leadership of the
pesantren; the orientation of the subject matter is oriented towards the afterlife
and upholds religious and moral values.
The differences between salafiyah pesantren and other types of
pesantren are in the history of emergence, literature, system, methodology,
management and process; on the other hand, they still maintain traditions in
classic study books, family management approaches and vision and mission,
which have not been formally accommodated in general in formal institutions
within the budget. boarding schools and households. However, the tone of
excellence possessed by Salafi pesantren is that the learning method is very open
and allows for two-way dialogue between students and clerics; there is direct
control over the dynamics of learning that takes place and quickly makes
improvements to the weaknesses of the students (Hanafie Das & Halik, 2019).
Learning carried out in the context of education should have educational
quality standards so that it can be known in general. The quality of Islamic
boarding school education is a target that must be achieved to attract people's
interest in sending their children to Islamic boarding schools so that the quality
or quality of education is by educational standards oriented to quality education
consisting of input, process and output can be fulfilled properly (Meliani et al.,
2023). In examining how effective and good the performance of educational
482 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
institutions is on the quality of education, Fadillah et al. (2021) assess education
quality standards based on performance and effectiveness as indicated by
leadership, superior student grades, curriculum, learning resources, educational
staff, and student service facilities, financial resources, learning atmosphere,
communication with stakeholders, teacher involvement and open cooperation
In this case, the government has issued provisions for a graduation
standard for salafiyah Islamic boarding schools, which relates to the core
competencies of the Islamic religion, including attitudes, knowledge and skills.
In contrast, the basic Islamic religious competencies are based on knowledge
clusters, including the Al-Qur'an, Hadith and Hadith Sciences, monotheism and
kalam science, dates, fiqh, fiqh proposal, morals and tasawuf and language
science (Kemenag, 2018). Education quality standards can be measured through
input, process and input involving skills, performance, punctuality, ability,
resilience, beauty, interpersonal relationships, ease of use, uniqueness, clear
standards, consistency, uniformity and good service (Priyanto, 2019). In general,
quality education aims to fulfil quality standards in academic units that are
applied holistically and sustainably (Istikomah et al., 2021).
Previous research has mostly discussed the style or type of pesantren
leadership; the quality of education is studied in terms of learning aspects, and
research methods use quantitative or qualitative descriptive. While this research
is on pesantren leadership planning, the quality of education is seen from core
competencies and Islamic religious skills and uses qualitative methods with
grounded theory and design thinking. There are obstacles faced by the salafiyah
At-Thahiriyah Islamic boarding school in the city of Serang, namely limited
resources. The ability to lead Islamic boarding schools and the quality of
education is still weak, as evidenced by the formal institution of Aliyah
behaviour, which has received C accreditation, so efforts are needed to improve
the quality of education.
With increasing competition in education today, Salafi Islamic boarding
schools prioritise the importance of preparing better leadership and focusing on
the quality of education. This provides a level of public trust in Salafi Islamic
boarding schools as one of the Islamic educational institutions still running
today.
The formulation of the background of the problem above is whether the
planning of educational leadership in Salafi pesantren can be prepared and
carried out in stages to achieve educational quality. How is the quality of
education implemented in Salafi pesantren according to the standards set by the
government? Based on the background and formulation described, this study
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 483
aims to analyse the leadership planning and quality of education in Salafi Islamic
boarding schools.
RESEARCH METHOD
This study uses grounded theory, a qualitative analysis, to gain a deep
understanding based on a holistic view. In this research to generate or develop
theory from problems in the field, Yin (2016) interprets grounded theory as a
method with a systematic design and qualitative procedures used to generate
theory at a broad conceptual level, process, action or interactions about
substantive topics. The author's argument uses this approach because the quality
standards for salafiyah Islamic boarding schools are a new policy issued in 2018,
so they need to be explored so that the public knows more about problems with
the quality of salafiyah Islamic boarding schools and leadership.
The object of research at the Salafiyah Islamic Boarding School At-
Thahiriyah Jl. Amin Jasuta No. 5 Kaloran of Serang City, Banten Province, the
primary data source comes from in-depth interviews with pesantren caretakers,
heads of foundations, and pesantren administrators. At the same time,
secondary data was obtained from the literature study. Data analysis uses
triangulation, namely data collection, selecting data, presenting data and drawing
conclusions (Creswell & Creswell, 2018).
This research uses a design thinking approach related to social problems
as a form of planned change with the stages of awareness, capacity and
empowerment (Pressman, 2019). The design thinking model used is social
innovation expressed by Syed et al. (2021) regarding social innovation in
answering social problems. Moreira et al. (2021) developed the social evolution
model 6 (SE6), which emerged as a process of social innovation that combines
the six spiral models of the stages of social innovation into social evolution,
which are applied in various multidisciplinary fields. As shown in the following
figure, there are six stages: empathy, exploration, elaboration, exposure,
execution and expansion.
RESULT AND DISCUSSION
Strengthening of Leadership Planning
The establishment of the At-Thahiriyah Salafiyah Islamic boarding
school in March 1978 on 80 M2 of land was used for study and student
dormitories, totalling 453 students. The founder and caretaker of Islamic
boarding school KH. Tb. Ahmad Hasuri bin Thahir or called Abuya Hasuri
Thahir, once studied at the Pelamunan Serang Islamic boarding school and then
went to Makkah for seven years to study knowledge; when he returned to his
484 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
homeland, he founded a pesantren using his father's name, H. Thahir. The death
of Abuya Hasuri Thahir on May 29 2018, was due to illness, then he was
appointed as a caretaker for the Islamic boarding school, KH. Endang Bukhori
who is the son-in-law of Abuya Hasuri Thahir.
The change of leadership, according to KH. Endang Bukhori as
caretaker of the pesantren and KH. Tb. Anis Fuadi, Lc, chairman of the
foundation, said, "Apart from filling the vacancy in leadership at the pesantren,
previously the deceased had conveyed that KH. Endang Bukhori must be
prepared to replace him if the deceased cannot carry out his mandate as a
caretaker of the pesantren. Considering this readiness, apart from having helped
a lot with activities in Islamic boarding schools, mastering much religious
knowledge, and still being part of the family. Carpenter et al. (2012) state that
leadership planning involves four keys: personal competence, self-management,
social sensitivity and management cooperation. Then, it is necessary to have
quality requirements for the depth of Islamic religious knowledge and obedience
to Allah, morals, integrity, wisdom, fairness and charisma (Jannah et al., 2021).
The opinion of KH. Endang Bukhari, about his readiness to become a
caretaker for a boarding school to replace abah (Abuya), "was asked in 2010,
and at that time, he only said Insha Allah, abah". Along with this statement,
there is planning or regeneration in leadership even though the mechanism is
through the direct appointment of someone who is seen as having sufficient
religious knowledge, experience in caring for Islamic boarding schools, charisma
as a pesantren leader and part of the family. Meanwhile, the priority of KH.
Endang Bukhari said, "I am only continuing the leadership relay of the deceased
and developing it according to the community's needs and the pesantren's vision
and mission". This is the opinion of Anwar (2021) that 85% of leadership relays
or regeneration only continue or follow the program or policy of the previous
leader. In order to maintain the existence of Islamic boarding schools, steps
have been taken that pesantren leaders always provide the latest and practical
steps in making policies and adapting to developments of the times (Andy,
2022).
On the other hand, the opinion of KH. Tb Anis Fuadi, Lc, said that "all
pesantren administrators and foundations are aware of the plan for changing the
leadership of the pesantren if something happens, and all of them accept and
agree even though the appointments and replacements are made after Abuya
Hasuri Thahir's death". In addition, Pahmi Zakiyudin, S.Ag as the chairman of
the pesantren board said that "as an assistant to theSabahh at the pesantren, the
management structure of the foundation has been compiled and periodised, this
is a regeneration or regeneration step in this pesantren." These two opinions
emphasise that the founders and caretakers highly expect the existence of the
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 485
pesantren, this is evidenced by the form of informal communication about their
future successors accompanied by improvements to the organisational structure
of the pesantren so that there is a good division of tasks.
Thus, the activities and activities at the At-Thairiyah Islamic boarding
school already have management whose function is to assist the duties of the
pesantren leadership in achieving educational goals and to make it easier for
students to get what is expected while at the pesantren which is arranged in
detail and writing. The results of this study are related to leadership planning
carried out at the At-Thahiriyah Islamic boarding school, which still prioritises
figures among the family as future replacements and has been planned from an
early age with consideration of scientific competence, personality competence
and experience; this is supported by opinions (Falah, 2019; Al Mubarok &
Imron, 2021; Hafidh et al., 2022).
Analysing the respondents' statements shows that obedience or
reverence to the deceased as the founder and caretaker of the Salafi At-
Thahiriyah Islamic boarding school for almost 40 years until his death indicates
that the full form of trust lies with the pesantren leader (kiayi) as the highest
decision maker but through an organisational structural approach by listening
response from his subordinates. The criteria for planning pesantren leadership
are developed and fully accepted by the founders and caretakers of the
pesantren as a form of morality in accepting and carrying out the mandate.
For this reason, leadership planning efforts that occur in Salafiyah
Islamic Boarding School of At-Thahiriyah need written requirements from
pesantren leaders with criteria so that future leaders forge themselves with
various leadership training so that they can form future leadership styles to
answer the needs and challenges of pesantren, this is in line with the opinion of
Hendri and Suriani (2020) that prospective leaders who are given training
Leadership will have a positive influence on the organisation they lead, meaning
that more and more leadership training will increase the capacity and ability to
lead institutions and are expected to be able to respond to challenges and adapt
in the future.
Efforts to increase scientific capacity through informal learning through
kiayi or clerics regarding Islamic religion to increase their competence as
candidates for pesantren leaders include increasing the formal education they
have taken and the integration of the knowledge they have obtained; this is
according to the opinion of Kamalia, (2021) and Rusmini et al., (2023) that
future educational leadership is full of challenges so that prospective leaders are
required to upgrade knowledge, integrate knowledge and educational levels as an
effort to increase the capacity of the educational institution itself. Islamic
486 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
education, especially Islamic boarding schools, has many opportunities to
increase its capacity and scientific integration so that students are given
knowledge by the times but do not abandon the traditional characteristics of
Salafi Islamic boarding schools.
Efforts for gradual regeneration by increasing the role of future
pesantren leaders are involved in various internal and external activities to gain
various experiences, networks, etc. Even though the pattern of leadership is
based on heredity from family elements, which has the advantage of prioritising
deliberation, the principle of regeneration is very important to be carried out
gradually and systematically based on their potential and competence so that in
time, they have more abilities than the previous leader. This aligns with the
opinion of Komaruddin and Majdi (2021) that today's leaders should prepare
the next generation or regeneration to face the times according to future
challenges.
Strengthening of Education Quality
In carrying out the educational process, the Salafiyah At-Thahiriyah
Islamic boarding school has carried out a learning process for almost 44 years
with the existence of muzakarah and sorogan with the ability to read the yellow
book which begins with planning and implementing learning, then the teacher
or ustadz supervises and evaluates students with three types, namely
memorisation, polar tafsyitul and musabaqah. Then, so that the activities at the
pesantren run well, the pesantren administrators coordinate with other fields,
starting from planning, implementing and evaluating activities (Hayatinufus et
al., 2022).
According to a letter from the Ministry of Religion regarding curriculum
standards for graduates of Salafiyah Islamic boarding schools. KH. Endang
Bukhori: "We have adapted it to a combination or mixture of learning at the At-
Thahiriyah Islamic boarding school with the local and traditional curriculum
taught to students periodically". This is indicated by the existence of guidance
from the chairman of the foundation regarding curriculum adjustments that
have been carried out previously by adding an emphasis on aspects of core
competencies and Islamic religious competencies. In order to support alumni
from the pesantren, a formal education level was opened in the form of
Madrasah Aliyah At-Thahiriyah in 2017 and currently has received 'C'
accreditation; this aims to provide knowledge and diplomas for graduates of
Salafi Islamic boarding school At-Thahiriyah so they can develop ability and
skills either to work or continue to college.
In order to improve the quality of education in Islamic boarding schools,
Pahmi Zakiyudin, S, Ag said that "the learning process in Salafi Islamic boarding
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 487
schools is carried out by teaching and learning or mutha; ah which is carried out
after the maghrib prayer until before evening, after evening recitation at 21.30-
22.00 WIB and 13.30-14.30 WIB which aims to improve the quality of students
in understanding and deepening Islamic religious knowledge.
Learning management is carried out using student attendance, which
aims to implement discipline, assessment, evaluation and supervision, while
evaluation time every day is in the form of memorisation, the first six months
and the second six months. The factors that support the quality of education in
Islamic boarding schools are the performance of administrators and
coordination with other fields. The inhibiting factor for the quality of education
comes from students in the absence of students, which results in learning
objectives not reaching their competence.
In general, the Islamic religious competence of the students who
obtained from the six-monthly evaluation found that as many as 50.7% of the
students were able to pass or pass the yellow books, and the activities reading
the yellow book with the slogan method will increase the competence of
students (Mu’izzudin, 2019). In another study, it was stated that the leadership
of the pesantren, which is getting better will improve the quality of education
with indicators of teacher professionalism and infrastructure development
(Subaidi, 2020).
Based on the opinion of Arifin (2022), the quality of education can be
demonstrated by a good and systematic learning process. For this reason, the
quality of education at At-Thahiriyah Islamic Boarding School is indicated by
the existence of input-process-output so that effective and efficient learning can
be achieved. Judging from the output of skilled pesantren graduates in Islamic
religious competence and general or madrasa studies and sports. The system for
admitting new students to graduation is carried out periodically so that all
learning targets accompanied by an established evaluation system are running
(Ma’ruf & Jasminto, 2019). This indicates that the graduation competency
standards have formed the quality of education at the At Thahiriyah Islamic
boarding school, as the quality standards of education at Salafi Islamic boarding
schools consist of core and Islamic religious competencies.
Efforts to improve the quality of education at the At Thahiriyah Islamic
boarding school are related to core competencies, namely attitudes with stricter
enforcement of rules and discipline accompanied by educational sanctions;
knowledge by increasing literacy or reading more references, not just on classic
books and memorising them; and skills through increased competition or
competitions aimed at providing experience and honing students' skills.
488 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
Efforts to improve Islamic religious competence require collaboration
with higher education institutions so that the board of teachers improves their
language skills and teaching skills according to the needs of the students and
evaluates learning weekly, not just daily or monthly, which aims to make
students accustomed to self-evaluating targets set by Islamic boarding schools.
The model of strengthening leadership planning for the quality of
salafiyah Islamic boarding schools with a social evolution approach with
indicators of empathy, exploration, elaboration, exposure, execution and
expansion was developed to help Islamic boarding schools prepare for future
leadership in stages as shown in the following figure:
Empathy
Exploration
Elaboration
Expose
Execution
Expansion
Weak
leadership
planning
of salafiyah
pesantren
Leadership
Training
• Scientific
capacity
• Gradual
regenerati
on
Active
leadership
training
activities
Increase
the level of
formal
education
Active in
scientific
integration
Improving
internal
family
communic
ation
Improving
external
community
communic
ation
In the
leadership
communit
y
Follow the
level of
formal
education
Be a
resource
person/sp
eaker
Led a large
family
involved
in the
pesantren
Islamic
boarding
school
collaborati
on
Conduct
leadership
training
Productive
writing
books,
books or
journals
Productive
as a resource
person
Preparing
competent,
charismatic
leaders
Collaboratio
n of family
and
community
interests
Here is an
assessment
and award
of
leadership
training
There is a
product in
the form
of
scientific
work
The
awakening
of a public
figure
The
netting of
mature
leaders
The
formation
of leaders
who are
accepted
by the
wider
community
Poor
Quality of
• Core
Competen
• Setting
targets for
• Finding
core
• The
excellence of
• The
establishm
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 489
Empathy
Exploration
Elaboration
Expose
Execution
Expansion
Education
in salafiyah
Islamic
boarding
schools
cies
• Islamic
Religious
Competen
ce
discipline,
literacy and
competitio
n
• Increase
cooperatio
n
• Improving
learning
evaluation
competenc
y
advantages
• Communic
ation with
other
universities
and
pesantren
pesantren as
a benchmark
• Make
coaching
teachers and
students as
well as
improvemen
t in learning
ent of a
benchmark
for
Salafiyah
Islamic
boarding
schools
• The
creation of
a learning
climate by
the needs
of Islamic
boarding
schools
Figure 1. Analysis of Strengthening Leadership Planning with Social Evolution
Thus, the design thinking approach using six models of social evolution
can explain that Salafi Islamic boarding schools are strengthening their
preparation of directed and developed leadership plans to achieve a more
empowering quality of Salafi Islamic boarding school education.
CONCLUSION
The efforts to strengthen leadership planning at the At Thahiriyah
Islamic boarding school need written requirements from the pesantren leader
with criteria. Meanwhile, efforts to improve the quality of education at the At
Thahiriyah Islamic boarding school are related to core competencies. The
leadership planning and quality of education through increased leadership
training, scientific capacity and education quality standards in Salafiyah IBS.
There is a strengthening in the leadership planning of Salafiyah IBS through
gradual leadership regeneration. The implications of research by strengthening
leadership planning on the quality of education can use a design thinking
approach that will help solve internal problems through leadership training,
scientific capacity, gradual regeneration and education quality standards.
REFERENCES
Akhmad. (2020). Perencanaan Dalam Peningkatan Mutu Pendidikan di Era
Globalisasi. SCHOLASTICA: Jurnal Pendidikan Dan Kebudayaan, 2(2), 94–
104.
Al Mubarok, M. R., & Imron, M. (2021). The Leadership Style of Kiai Manshur
490 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
in Forming Anfa’linnas Students. Journal of Management and Entrepreneurship
Research, 1(2), 93–108. https://doi.org/10.34001/jmer.2020.12.01.2-9
Andy. (2022). Kepemimpinan Kiai Dalam Peningkatan Kualitas Pendidikan.
Idaarah: Jurnal Manajemen Pendidikan, 6(1), 70–85.
https://doi.org/10.24252/idaarah.v6i1.27603
Anwar, R. N. (2021). Pola Keberhasilan Kepemimpinan Kiai Di Pondok
Pesantren (Literature Review). Jurnal Pendidikan Islam Indonesia, 11(2), 178 –
188. https://doi.org/10.35316/jpii.v2i2.73
Arifin, M. Z. (2018). Tradisionalisme Sistem Pendidikan Pesantren Salafiyyah Di
Era Modernisasi (Studi Kasus Di Pondok Pesantren Assya`Roniyyah
Mataram Baru Kabupaten Lampung Timur). In Tesis. UIN Lampung.
Arifin, M. Z. (2022). The Traditionalism of the Islamic Boarding School
Education System in the Era of Modernization. Scaffolding: Jurnal
Pendidikan Islam Dan Multikulturalisme, 4(1), 286–396.
https://doi.org/10.37680/scaffolding.v4i1.1367
Aziz, A., Sebgag, S., Zuana, M. M. M., & Suryani, I. (2022). Learning Arabic
Pegon for Non-Javanese Santri At Pesantren. Jurnal Pendidikan Islam, 8(2),
113–126. https://doi.org/10.15575/jpi.v8i2.19581
Azro’i, I., & Fuaidi, I. (2020). The Existence of Pesantren: Implication Study of
Pesantren Leadership Regeneration in Central Java. Santri: Journal of
Pesantren and Fiqh Sosial, 1(1), 1–12.
https://doi.org/10.35878/santri.v1i1.203
Badrudin. (2022). The Role And Responsibility Of Pesantren In Facing Moral.
Qalamuna: Jurnal Pendidikan, Sosial, Dan Agamaurnal Pendidikan, Sosial, Dan
Agama, 14(2), 525–536. https://doi.org/10.37680/qalamuna.v14i2.3429
BPS. (2020). Sensus Penduduk 2020.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches. In Research Design:
Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). Sage
Publication.
Fadilah, M. (2021). Model Kepemimpinan Kyai Dalam Meningkatkan Kualitas
Pendidikan Islam Pondok Pesantren Kebon Jambu Ciwaringin Cirebon.
Jurnal Educatio FKIP UNMA, 7(1), 19–23.
https://doi.org/10.31949/educatio.v7i1.694
Fadillah, H., Trisnamansyah, S., Insan, H. S., & Sauri, S. (2021). The strategy of
the Integrated Salaf Curriculum in Madrasah Aliyah is to Improve the
Graduates’ Quality. Journal of Education Research and Evaluation, 5(4), 656–
663. https://doi.org/10.23887/jere.v5i4.33007
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 491
Falah, S. (2019). Model Regenerasi dan Kaderisasi Kepemimpinan Pondok
pesantren di Kabupaten Bogor. Ta’dibuna: Jurnal Pendidikan Islam, 8(1), 1–
16. https://doi.org/10.32832/tadibuna.v8i1.1782
Faruq, M., Al, Z., & Tsauri, S. (2023). Kiai charismatic leadership in improving
the quality of education at Mamba ’ ul Ulum Islamic Boarding School in
Jember. Jurnal Akuntabilitas Manajemen Pendidikan, 11(1), 66–71.
https://doi.org/https://doi.org/10.21831/jamp.v11i1.58878
Göçen, A., & Şen, S. (2021). Spiritual Leadership and Organizational Citizenship
Behavior: A Meta-Analysis. SAGE Open, 11(3), 1–3.
https://doi.org/10.1177/21582440211040777
Gondowidjojo, S. (2020). Strategi Regenerasi Kepemimpinan Bisnis Keluarga Dalam
Upaya Meningkatkan Keberlanjutan Perusahaan (Studi Kasus Pada Perusahaan
Tekstil Dan Garmen Milik Keluarga Di Bandung Raya). Universitas Pasundan.
Hafidh, Z., Rahyasih, Y., Aminah, A., & Gunawan, M. (2022). Reorientasi
Kepemimpinan Kiai Di Pondok Pesantren Salafiyyah : Studi
Kepemimpinan Di Pondok Pesantren Asy-Syafi’iyyah. Ar-Risalah: Media
Keislaman, Pendidikan Dan Hukum Islam, 20(1), 85–97.
Hakim, A. (2021). Kepemimpinan Dan Peningkatan Mutu Pendidikan Di Sma
Negeri 2 Barabai. Seminar Nasional Magister Manajemen Pendidikan UNISKA
MAB, 185–200.
Hanafi, M. (2018). Budaya Pesantren Salafi (Studi Ketahanan Pesantren Salafi Di
Provinsi Banten). Al Qalam: Jurnal Kajian Keislaman, 35(1), 103–126.
http://dx.doi.org/10.1186/s13662-017-1121
Hanafie Das, S. W., & Halik, A. (2019). Pendidikan Islam Di Pondok Pesantren:
Problematika Dan Solusinya. UWAIS Inspirasi Indonesia.
www.penerbituwais.com
Hayatinufus, Zohriah, A., & Bachtiar, M. (2022). Manajemen Pembelajaran
Pondok Pesantren Tentang Kegiatan Muzakarah Dan Sorogan Dalam
Meningkatkan Kemampuan Baca Kitab Kuning Studi Kasus Pondok
Pesantren At-Thahiriyah. Manajerial : Jurnal Inovasi Manajemen Dan Supervisi
Pendidikan, 2(2), 114–126.
Hendri, G., & Suriani, L. (2020). Pengaruh Pendidikan Dan Pelatihan
Kepemimpinan Terhadap Kinerja Aparatur Di Lingkungan Pemerintah
Kabupaten Rokan Hulu. PUBLIKA : Jurnal Ilmu Administrasi Publik, 6(1),
54–63. https://doi.org/10.25299/jiap.2020.vol6(1).4968
Istikomah, Churahman, T., & Haryanto, B. (2021). Buku Ajar Sistem Penjaminan
Mutu Pesantren. UMSIDA Press.
492 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
Jannah, A. M., Arni, I. H., & Jaisyurohman, R. A. (2021). Kepemimpinan Dalam
Pesantren. J-CEKI : Jurnal Cendekia Ilmiah, 1(1), 42–49.
Kamalia, K. (2021). Regenerasi Ulama: Antara Pesantren Dan Pendidikan Kader
Ulama. Al-Idarah: Jurnal Pengkajian Dakwah Dan Manajemen, 9(2), 10.
https://doi.org/10.37064/ai.v9i2.10615
Kemenag. (2018). Standar Kompetensi Lulusan Pesantren Salafiyah. In Keputusan
Direktur Jenderal Pendidikan Islam (Vol. 4832, pp. 1–34). Direktur Jenderal
Pendidikan Islam.
Kemenag. (2022). Statistik Data Pondok Pesantren. Kementerian Agama Republik
Indonesia. https://ditpdpontren.kemenag.go.id/pdpp/statistik?id=36
Komaruddin, K., & Majdi, A. L. (2021). Kaderisasi dan Regenerasi dalam
Lingkungan Keluarga: Studi Analisis Tematik terhadap Ayat-ayat
Pendidikan. Jurnal Penelitian Pendidikan Islam, 9(2), 111–132.
Ma’ruf, A., & Jasminto. (2019). Upaya Peningkatan Mutu Pendidikan Pesantren
Tradisional Di Era Millenial. Jurnal Piwulang, 2(1), 49–63.
Maktumah, L., & Mighfar, S. (2022). Relevansi Sistem Pendidikan Pesantren
Salaf di Era Modernisasi. Edukais:Jurnal Pemikiran Keislaman, 6(2), 39–56.
Marzuki, Miftahuddin, & Murdiono, M. (2020). Multicultural education in salaf
pesantren and prevention of religious radicalism in Indonesia. Cakrawala
Pendidikan, 39(1), 12–25. https://doi.org/10.21831/cp.v39i1.22900
Meliani, F., Basri, H., & Suhartini, A. (2023). Learning System in Salafi Manhaj
Boarding School. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(2),
175–186. https://doi.org/10.31538/munaddhomah.v4i2.300
Moreira, J., Santos, J., Palma, G., & Tschimmel, K. (2021). Design Thinking
para a Inovação Social Desenvolvimento do modelo Social Evolution 6.
In Coleção Convergências Research Books (Issue 2, pp. 169–176). Edições
IPCB.
Mu’izzudin, M. (2019). Implementasi Metode Qiyasiyah Terhadap Kemampuan
Santri Dalam Memahami Kitab Al-Jurumiyah. An Nabighoh, 21(1), 93–113.
https://doi.org/https://doi.org/10.32332/an-nabighoh.v21i01.1608
Muhibah, S. (2023). Leadership Model of Pondok Pesantren Salafiyah in Banten
Province: Exploration of the Leadership of Non-Formal Islamic
Educational Institutions. International Journal of Social Science and Human
Research, 06(04), 2413–2418. https://doi.org/10.47191/ijsshr/v6-i4-53
Mustajab. (2019). Kepemimpinan Kyai Salaf Di Pondok Pesantren Al-Hasani
Al-Latifi Bondowoso. Al’Adalah, 22(1), 53–67.
Nazmudin. (2021). Pesantren Tradisional Dan Perubahan Sosial Politik Di
Tubagus Syihabudin, B. Syafuri, & Anis Fauzi: The Leadership Planning and Education …| 493
Banten. Jurnal Hermeneutika, 7(1), 1–18.
Pressman, A. (2019). Design Thinking : A Guide to Creative Problem Solving for
Everyone. Routledge Taylor & Francis Group.
Priyanto, Y. (2019). Keberhasilan mutu pendidikan pesantren salafiyah: Studi multisitus
di Pesantren Salafiyah Sidogiri Pasuruan dan Lirboyo Kediri. UIN Malang.
Rahman, Y., & Zubaidah, Z. (2019). The Education, Social and Women Culture
In The Environment of Pesantren Salaf. Proceedings of the 1st EAI
Bukittinggi International Conference on Education, BICED, 1–9.
https://doi.org/10.4108/eai.17-10-2019.2289754
Remiswal, R., Hasbi, F., & Diani, Y. P. (2020). Model Kepemimpinan Di
Pondok Pesantren. PRODU: Prokurasi Edukasi Jurnal Manajemen Pendidikan
Islam, 2(1), 63–78. https://doi.org/10.15548/p-prokurasi.v2i1.2052
Rusmini, R., Sukmawati, E., Ruyani, I., Albukhari Alidrus, S., Muhammad
Yusuf, S., & Samsu, S. (2023). Building Strong Leadership through
Individual Concept in Leading Pesantren. Jurnal Manajemen Pendidikan Dan
Ilmu Sosial, 4(1), 562–570. https://doi.org/10.38035/jmpis.v4i1.1514
Saugi, W., Suratman, & Fauziyah, K. (2022). Kepemimpinan Kiai Di Pesantren
Dalam Meningkatkan Mutu Pendidikan Kiai Leadership in Islamic
Boarding Schools in Improving Education Quality. Pusaka Jurnal Khazanah
Keagamaan, 10(1), 2022.
Setiawan, A., Warisno, A., Andari, A. A., & Ansori, A. (2023). Islamic Boarding
Schools and Renewal, Directions and Implications. JMKSP (Jurnal
Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 8(1), 127–137.
https://doi.org/10.31851/jmksp.v8i1.10911
Sholikhah, Z., Wang, X., & Li, W. (2019). The Role of Spiritual Leadership in
Fostering Discretionary Behaviors: The Mediating Effect of Organization
Based Self-Esteem and Workplace Spirituality. International Journal of Law
and Management, 61(1), 1–23.
Sidiq, M. (2020). Pergeseran Pola Kepemimpinan Kiai dalam Mengembangkan
Lembaga Pesantren. FALASIFA : Jurnal Studi Keislaman, 11(1), 144–156.
Smith, G., Minor, M., & Brashen, H. (2018). Spiritual Leadership: A Guide To a
Leadership Style That Embraces Multiple Perspectives. Journal of
Instructional Research, 7(1), 80–89. https://doi.org/10.9743/jir.2018.7
Solahudin, M., Ismail, E., & Abdurrohman, I. (2020). Pesantren Salaf:
Perubahan Sosial Dan Sublimasi Identitas Dengan Kombinasi Tasawuf,
Fiqih Dan Tauhid (Model Pesantren di Kabupaten Tasikmalaya Jawa
Barat). Syifa Al-Qulub, 4(2), 87–105.
494 |Tadbir : Jurnal Studi Manajemen Pendidikan, Vol. 7, No. 2, November 2023
Subaidi. (2020). Kepemimpinan Kepala Madrasah Dalam Upaya Meningkatkan
Mutu Pendidikan Dan Kinerja Guru Di MAN 1 Pati. Tadbir : Jurnal Studi
Manajemen Pendidikan, 4(2), 161–174.
https://doi.org/http://dx.doi.org/10.29240/jsmp.v4i2.1428
Kepemimpinan
Suharya, Y., Agustinah, & Sugiarti, D. Y. (2018). The Role Of Kyai’s Leadership
In Preparing Quality Santri (Case Study Of Darussalam Gontor Modern
Islamic Boarding School). Visipena, 9(2), 236–246.
https://doi.org/https://doi.org/10.46244/visipena.v9i2.456
Syed, F., Shah, S. H., Waseem, Z., & Tariq, A. (2021). Design Thinking for
Social Innovation: A Systematic Literature Review & Future Research
Directions. In SSRN Electronic Journal (Digitalization, Disruption, and
Innovation). https://doi.org/10.2139/ssrn.3916835
Wajdi, F., Sanusi, A., Mulyasana, D., Sauri, S., Khori, A., & Saepuloh, S. (2022).
The Pattern of Leadership of Kiai in Managing Learning Pesantren.
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 7(1), 15–30.
https://doi.org/10.31538/ndh.v7i1.1832
Webster, K., & Litchka, P. (2020). Planning for Effective School Leadership:
Teachers’ Perceptions of the Leadership Skills and Ethical Behaviors of
School Principals. Educational Planning, 27(1), 31–47.
https://files.eric.ed.gov/fulltext/EJ1250500.pdf%0Ahttps://eric.ed.gov/
?id=EJ1250500
Yin, R. (2016). Qualitative Research from Start to Finish (Second). Guilford
Publications, Inc.
