Integrasi Pendidikan Pesantren dan Madrasah dalam Meningkatan Mutu Lulusan di Pondok Pesantren Sunan Drajat Lamongan
DOI:
https://doi.org/10.36835/cqaj.v1i1.6Keywords:
Integration, Education, Islamic Boarding Schools, Madrasah.Abstract
The purpose of this study was to determine the quality of the integration of the existing education system in Islamic boarding schools and madrasas and to understand the implications of the integration of the Islamic boarding school and madrasa education systems in the Sunan Drajat Islamic Boarding School Lamongan. Seeing the phenomenon above, the approach used by the author is a phenomenological approach which is included in qualitative research. Collecting data in this study by means of observation, documentation and interviews. The data collection is gradual, starting from data reduction, data presentation and followed by drawing conclusions. The data collection process will end if the author does not find any new data then reviews and concludes. From this process the researchers got the results of the research. The results showed that the integration process of Pesantren and Madrasah was influenced by several factors, namely community needs, progress of social culture, regulation of the education system and the principle of structural and substance utilization. The form of integration at the Sunan Drajat Islamic Boarding School is through formal education (schools/madrasah) and non-formal education (madrasah diniyah). For formal education it is carried out in public schools/madrasas and for non-formal education it is carried out in Islamic boarding schools. Institutionally, the integration of madrasas and Islamic boarding schools includes the integration of organizational structures, the state of education actors, the environment, learning resources and financing. The factors identified as supporting and inhibiting factors come from internal and external factors. From the internal factors that support it, including adequate human resources, curriculum, finances and adequate facilities. Meanwhile, when viewed from the external factors that support it, including strong public relations, the functioning of the organizational system and the trust of outside institutions. Meanwhile, the inhibiting factor is the limited infrastructure that supports the implementation of education. The implication of this research is that the integration of pesantren and madrasa education systems can improve the quality and quality of education
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