« Volume 10 No. 2 September 2012
PENDIDIKAN KEMANDIRIAN DI PONDOK PESANTREN
(Studi Mengenai Realitas Kemandirian Santri di Pondok Pesantren al-Istiqlal Cianjur dan Pondok Pesantren Bahrul Ulum Tasikmalaya)Uci Sanusi
AbstrakKata kunci : self-reliance, Islamic boarding school, model
This research has several backgrounds. The first, the self reliance is one of the formulas in the goals of national education. The second, it is the character of nation that must be built. The third, the self reliance crisis appears in formal education. The forth, school education is not as a guarantee in building the self reliance in accordance with the goal of national education. The fifth, Islamic pondok pesantren is considered as the foundation that can create the self reliance for students (called as santri).
The formulas of the issues proposed are how the self reliance in students in pondok pesantren is practiced, how the pondok pesantren creates the self reliance habit to the students, what is the supporting factor in creating the self reliance students, what is the inhibitor factor in creating the self reliance students, and how is a developing model of the self reliance in students.
The approach used is qualitative approach by means of analytic descriptive method. A research locus is focused on al-Istiqlal, Cianjur and Bahrul Ulum, Tasikmalaya. Data collecting used by using observational technique and deep-interview on research object.
The research produces some conclusions. The first, the students researched at the school indicate the good self reliance level. The good indicators are reflected with self-confident, trust, self-control, problem solver, responsible, helping others, hoping success, creative and innovative thinking; the awareness in study; and capability in managing their life. The second, the efforts of the school in creating self reliance students are; (a) the mature and the immature students are in the same place; (b) peer teaching; (c) good facilities; (d) creating organizations; and (e) entrepreneurship with agriculture. The third, supporting factors are; (a) the school uses available means in fulfillment the students’ needs; (b) strong wishes for success with the self reliance life; (c) guidance in higher to lower level of students; (d) the instruction motivating students in the self reliance. The forth, the inhibitor factors are; (a) a fraction of students can’t stand the Islamic Boarding School’s condition (b) they (students) dislike the regulations of the school; (c) the development of science and information technology; and (d) indulgent parenting, in serving the new students. The fifth, independence development model begins from internalizing values created with the dynamic process in the first time of attending in the school, peer teaching, assignment of management activities, and giving life skills in building self reliance character and self-entrepreneurship.
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