JRSSEM 2023, Vol. 02, No. 9, 1943 – 1952

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.59141/jrssem.v2i09.439 https://jrssem.publikasiindonesia.id/index.php/jrssem

RELEVANCE OF EDUCATION TO BOARDING SCHOOLS

AND PUBLIC SCHOOLS IN THE 4.0 ERA

Wahyuddin Hamid

St Haniah

Nursalam

Faculty of education sociology Bulukumba Muhammadiyah University, UM Bulukumba

Makassar, Indonesia

2,3

Faculty of education sociology Makassar Muhammadiyah University, Unismuh

Makassar, Indonesia

e-mail: wahyuddinhamid[email protected], dr.hani1968@gmail.com, nursalam.h@unismuh.ac.id

*Correspondence: wahyuddinhamid[email protected]

Submitted

: March 11

2023

Revised

: April 10

2023

Accepted

: April 18

2023

Abstract: This research was conducted at the DDI Mattoanging Bantaeng Islamic Boarding School

and the Nurus Izzah Bantaeng Integrated Islamic School. This type of research is descriptive

qualitative with a total of 16 informants from two schools. This study aims to see how far the

government's efforts are in implementing education so that it is relevant by the 4.0 era. This

evaluation will be carried out on the school's vision and mission, implementation of learning, and

planting character education in students. The results of the study show that the relevance of

education to religious-based Islamic boarding schools and the general public in the 4.0 era has

quite a few pros and cons. Where some people's perceptions see that the 4.0 era requires a moral

foundation and religious values which are increasingly being eroded by cultural acculturation both

from within the country and from abroad. However, the curriculum in education at Islamic boarding

schools, which incidentally focuses on religious learning, is considered by some people to be less

relevant to current conditions. Whereas the digitalis-based 4.0 era is seen as less capable of making

students ready to face the world of classroom work. In contrast to public schools which are

considered to be abreast of current technological developments, they also face obstacles in

filtering students so they don't fully consume information that is considered too fast and this then

has an impact on the development of children's learning competencies.

Keywords: Perception; Islamic Boarding School; Public School.

Wahyuddin Hamid

St Haniah

Nursalam

| 1944

INTRODUCTION

In general, the implementation of

education in public schools and Islamic

boarding schools is still relevant to current

developments, but of course, several

aspects need to be improved to keep up

with changing times and the demands of

society's needs. In the digital era like now,

educational institutions need to strengthen

aspects of information and communication

technology (ICT) in the teaching and

learning process. Public schools and Islamic

boarding schools also need to develop

curricula that can equip students with skills

and knowledge relevant to the increasingly

complex and dynamic needs of the world of

work.

In addition, education must also cover

aspects that are not only focused on

academic knowledge, but also pay

attention to character development and

student soft skills such as social skills,

creativity, and leadership. This can help

students prepare to face the challenges of

an increasingly diverse and complex world.

The application of learning in public

schools involves several factors, including

(1) the curriculum, which is required to be

followed by all public schools. At every

educational level, students must be taught

the topics that are included in this

curriculum. Additionally, public schools can

create new courses to enhance student

learning. (2) Learning Techniques: There are

many different learning techniques used in

public institutions, including lectures,

discussions, questions and responses,

presentations, and hands-on practice.

Utilizing various teaching strategies

enables students to comprehend the

material more simply and by their

individual learning preferences. The

application of learning in public schools

involves several factors, including (1) the

curriculum, which is required to be followed

by all public schools. At every educational

level, students must be taught the topics

that are included in this curriculum.

Additionally, public schools can create new

courses to enhance student learning. (2)

Learning Techniques: There are many

different learning techniques used in public

institutions, including lectures, discussions,

questions and responses, presentations,

and hands-on practice. Utilizing various

teaching strategies enables students to

comprehend the material more simply and

by their individual learning preferences.

Whereas specifically Islamic boarding

schools, in addition to religious learning

which is the core of the institution, Islamic

boarding schools also develop learning

similar to that carried out in public schools.

Where pesantren also pays attention to

learning skills relevant to the world of work

and the economy so that Pesantren can

facilitate their students to be ready to face

challenges in the world of work.

Thus, the implementation of education

in public schools and Islamic boarding

schools needs to continue to be developed

and adapted to the times and the needs of

the community so that they can make the

maximum contribution to the advancement

of education and national development. In

this case, this research was conducted to

see the relevance of the education system

implemented at the DDI Mattoanging

Bantaeng Islamic Boarding School and

Nurus Izzah Bantaeng Integrated Islamic

School in terms of developments in the 4.0

1945 | Relevance of Education To Boarding Schools and Public Schools In The 4.0 Era

era.

Literature Review

Islamic Boarding School

In language, pesantren comes from the

word santri with the prefix pe- and the

suffix -an which means the place where the

santri live. The word santri itself, according

to C. C Berg, comes from the Indian

language, Shastri, that is, a person who

knows the holy books of Hinduism or a

scholar who is an expert on Hindu religious

scriptures. Meanwhile, A.H. John

mentioned that the term santri comes from

the Tamil language which means the

teacher recites (Walgito, 2019).

Nurcholish Madjid also has a different

opinion. In his view, the origin of the word

"santri" can be seen from two opinions.

First, the opinion that "santri" comes from

the word "santri", a word from Sanskrit that

means literacy. This opinion according to

Nurcholish Madjid is based on literary class

students for Javanese people who are

trying to deepen religion through books

written in Arabic and Arabic. Second, the

opinion that the word santri comes from

the Javanese language, from the word

"centric" means someone who always

follows a teacher where this teacher goes

to live (Babun, 2011).

As diverse as the origins of the word

santri, the definitions of pesantren put

forward by experts also vary. Abdur

Rahman Wahid defines pesantren as a

place where students live. Mastuhu

provides the limitation that Islamic

boarding schools are traditional Islamic

educational institutions to study,

understand, live, and practice Islamic

teachings by emphasizing the importance

of religious morality as a guideline for daily

behavior.

Rabithah Ma'hadi Islamiyah (RMI)

defines Islamic boarding schools as

tafaquh-finding institutions whose mission

is to continue the message of Muhammad

SAW while preserving Islamic teachings

that are Ahlusunnah wal Jama'ah in the

style of Tariqoh al-Madzahib al-Arba'ah.

Soegarda Poerbakatwatja quoted by Haidar

Putra Daulay said that pesantren comes

from the word santri, namely someone who

studies Islam so that pesantren means a

place where people gather to study Islam.

(M. Arifin., 2020) defines a pesantren as

an Islamic educational institution that

grows and is recognized by the

surrounding community, with a boarding

system (complex) where students receive

religious education through a recitation

system or madrasah which is fully under the

sovereignty of one or several kai with

characteristics that are charismatic and

independent in all respects.

The Islamic Research Institute (Pondok

Pesantren Luhur) defines a pesantren as a

place available for students to receive

Islamic religious lessons as well as a place

to gather and live (Mujamil Qomar, 2018).

Sudjoko Prasojdo defines pesantren as

educational and religious teaching

institutions, generally in a non-classical way

where a kyai or ustadz teaches Islamic

religious knowledge to students based on

books written in Arabic by medieval ulema

and the students generally live in

dormitories. the boarding school.

Zamakhsyari Dhofier in his book entitled

Pondok Pesantren Traditions defines

Islamic boarding schools as traditional

Islamic educational institutions to study,

Wahyuddin Hamid

St Haniah

Nursalam

| 1946

understand, live, and practice Islamic

teachings by emphasizing the importance

of religious morals as guidelines for daily

behavior (Zamakhsyari Dhofier, 2018).

The traditional understanding within

these limits shows that this institution has

existed for hundreds of years and has

become a deep part of the life system of

most Indonesian Muslims (Babun, 2011).

Apart from the differences of opinion

above, what is clear is that the pesantren is

the institution that most determine the

Islamic character of the Islamic kingdoms

and which plays the most important role in

the spread of Islam to remote areas.

Islamic boarding schools are schools

that combine public schools with Islamic

boarding schools (boarding schools that

are thick with religious education). In

Islamic boarding schools, students will live

in dormitories for quite a long time. Not

only religious knowledge is taught in

Islamic boarding schools, but general

knowledge will also be taught there. Islamic

boarding schools are schools with a very

complete package of knowledge "You can

get religious knowledge, you can also get

general knowledge”.

From the lengthy description above, it

can be concluded that the meaning of

pesantren is an educational and religious

institution that seeks to preserve, teach and

spread Islamic teachings and train students

to be ready and able to be independent or

it can also be taken in its basic sense as a

place where students study at a kyai to

deepen/gain knowledge, especially

religious knowledge which is expected to

later become a provision for santri in facing

life in the world and the hereafter.

Educational Theory

1. Theory of Behaviorism

The theory of Behaviorism is a

learning theory that places more

emphasis on human behavior, viewing

individuals as reactive beings who

respond to the environment, experience,

and maintenance that will shape their

behavior. According to this learning

theory is a behavior change, what is

given by the teacher (stimulus) and what

is produced by students (response).

The characteristics of the theory are

prioritizing the elements of small parts,

being mechanistic, emphasizing the role

of the environment, emphasizing the

formation of a reaction or response,

emphasizing the importance of training,

and emphasizing the mechanism of

learning outcomes obtained in the

appearance of the desired behavior.

Since education is a behavior change,

the teacher's role is to create an effective

and efficient learning environment.

Based on the explanation of the

theory above, researchers can conclude

that learning theory emphasizes human

behavior that responds to the

environment and experiences that

shape their behavior, a student's

behavior is determined from the

response given to the stimulus obtained

in terms of students being able to get a

stimulus from the teacher and respond

to it so that students' social behavior can

be formed through the stimulus

obtained at school.

In line with this, we can prove the

title of public perception of Islamic

boarding schools and public schools in

the North Podbangkeng sub-district,

1947 | Relevance of Education To Boarding Schools and Public Schools In The 4.0 Era

Takalar district, with the theory of

behaviorism education, we describe

public school students, of course, their

stimulus and response are different.

Teachers in Islamic boarding schools

have differences in teaching and

educating so the responses given by

students will also be different, of course,

this will affect changes in student

behavior so that there are differences or

gaps.

2. Structural Conflict

Ralf Dahrendorf's view in the

(Damsar. Dahrendorf, 2015) introductory

Sociology of Education book is that the

structural theory of conflict explains how

structures have conflict, Structural

Conflict theory sees that each structure

has different elements. These different

elements have different motives, aims,

objectives, and interests. These

differences contribute to disintegration,

conflict, and division.

Based on the explanation of the

theory above, the researcher can

conclude that each structure has a

purpose, a different purpose. In line with

this, we can prove the Title Community

Perceptions of Islamic Boarding Schools

and Schools with the structural theory of

conflict, we describe pesantren as an

educational and religious institution that

tries to preserve, teach and spread

Islamic teachings as well as train

students to be ready and able to be

independent or it can also be taken in its

basic sense as a place where students

study with a kyai to deepen/gain

knowledge, especially religious

knowledge which is expected to later

become provision for students in facing

life in this world and the hereafter.

Whereas in public schools an institution

or building for learning and teaching as

well as a place to receive and give

lessons (According to its level, schools

are divided into: Elementary Schools,

Junior High Schools, and High Schools).

MATERIALS AND METHODS

This type of qualitative descriptive

research. The selection of informants was

carried out using purposive sampling

namely; withdrawal of informants that is

done deliberately with certain criteria.

There were 6 informants. The research

instrument was an interview guide, as well

as documentation records to support this

research. In this study, researchers used the

concept provided by Miles and (Huberman

& Miles, 1984), suggesting that activities in

qualitative data analysis are carried out

interactively and take place continuously

until complete. Activities in data analysis

are data reduction, data display, and

conclusion drawing/verification.

RESULTS AND DISCUSSION

After the researchers made

observations and interviews, this chapter

will present the results of the research that

has been obtained regarding people's

perceptions of Islamic boarding schools

and public schools. To discuss research

findings regarding public perceptions of

Islamic boarding schools and public

schools, the author will try to present them

in stages. Based on the interview data,

indicates that people's views on Islamic

boarding schools and public schools vary

Wahyuddin Hamid

St Haniah

Nursalam

| 1948

widely. As mentioned in the theoretical

study, people will always interact with other

people around them, so this relationship

will give rise to certain perceptions, views,

opinions, and even attitudes. To present the

public's view of Islamic boarding schools

and public schools, the author will try to

present them in detail as follows:

1. Public Perception of DDI Mattoanging

Bantaeng Islamic Boarding School and

Nurus Izzah Bantaeng Integrated Islamic

School

Education is expected to be able to

improve the quality of human resources

and produce optimal products, as well as

increase the social status of the nation's

society which needs to be managed,

regulated, and empowered to produce

optimal products.

As we know, school as an educational

institution which is a place where the

educational process is carried out has a

complex and dynamic system. In school

activities, it is not just a gathering place for

teachers and students, but schools are a

complex and interrelated system.

Therefore, the school is seen as an

organization that requires management. In

other words, the school as an institution

where education is provided is a system

that has various devices and elements that

are interrelated and require internal

empowerment. The school has a set of

teachers, students, curriculum, and

infrastructure. Schools need accurate

management and quality human resources

to provide optimal results by the demands

and needs of all interested parties to make

quality students or produce competent

human resources in all fields and be able to

continue their education at a higher level

and got a good rating.

Based on research results obtained

from interviews and research

documentation by the author regarding the

disparity in public perceptions regarding

Islamic boarding school education and the

general public, it shows that there are

different views. Where this shows that the

views on Islamic-based schools or Islamic

boarding schools are assessed by the

community that Islamic boarding schools

play a very important role in their lives.

Because according to them, Islamic

boarding schools are religious institutions

that must provide religious knowledge as a

way of life for society and people living in

this world are not only materialistic, but

living people need spirituality for peace of

mind. According to them, there is no

guarantee that people with high incomes

will have a peaceful life. However, it is

different from parents who are of the view

that the current incident makes parents

doubt Islamic boarding schools because

several incidents of radical actors and

religious fanatics have the appearance and

status of dropping out of one of the Islamic

boarding schools.

As expressed by one of the informants

who supports Islamic boarding schools for

their children, explaining that IA:

"If I want, there are many advantages

to being in a pesantren, for example

after I send my child there, I can also

preach, give lectures, become an

imam, usually I also get a monthly

contract during Ramadan. in the

village., but the most important thing

for me is to be a dutiful son to his

parents.

1949 | Relevance of Education To Boarding Schools and Public Schools In The 4.0 Era

It is quite different from parents who

support their children's education in

public schools explaining that:

"Education is very important because

education can grow a good

personality if schools also proclaim

Pancasila education unless it leads to

an understanding that later children

will become fanatics"

The various opinions from the results

of interviews with informants indicate that

there is a conflict structure in the views of

the community regarding Islamic boarding

schools and public schools. According to

(Dahrendorf, 2019) that the structural

theory of conflict explains how structures

have conflict, the Structural Conflict theory

sees that each structure has a variety of

different elements. These different

elements have different motives, aims,

objectives, and interests. These differences

contribute to the occurrence of

disintegration, conflict, and division.

This is shown from the results of

interviews with researchers by the different

perceptions of the community in assessing

Islamic boarding schools and public

schools from various points of view, both

from education, economic background,

and the community environment.

Meanwhile, the opinion of the public

regarding public schools is felt to support

children in achieving their future, parents

assume that by sending their children to

public schools, their children are free to

choose the job they want, whereas if a

boarding school has limits on work areas. In

addition, public school fees are relatively

cheaper than Islamic boarding schools.

As shown in the following interviews

who argue about Islamic boarding schools:

“The benefits of Islamic boarding

schools for the community can help

the community in terms of religion,

eg. B. Sermon, pastor. Because

frankly, if it weren't for animal

husbandry alumni, maybe people

don't understand religion, but thank

God, thanks to alumni, what kind of

alumni do the lectures, there are

already people who understand

religion.”

Meanwhile, different opinions were

given by parents who chose public schools

that SD:

"Education is very important to get a

job in the future, especially now that

everything is knowledge and many

pesantren graduates are only looking

for work, they also work in public

places, not places of worship"

From the results of the interview

above, there are differences in views

regarding Islamic boarding schools and

public schools, indicating that differences

in views also affect differences in structure,

having different goals and intentions. , we

describe pesantren as an educational and

religious institution that seeks to preserve,

teach and spread Islamic teachings and

train students to be ready and able to be

independent or it can also be taken in its

basic sense as a place where students learn

from a kyai to deepen/gain knowledge,

especially religious sciences which are

expected to become provisions for

Wahyuddin Hamid

St Haniah

Nursalam

| 1950

students in facing life in the world and the

hereafter. Whereas in public schools an

institution or building for learning and

teaching as well as a place to receive and

give lessons (according to its level, schools

are divided into: Elementary Schools, Junior

High Schools, and High Schools).

2. DDI Mattoanging Bantaeng Islamic

Boarding School Education System and

Nurus Izzah Bantaeng Integrated Islamic

School

Furthermore, community perceptions

related to educational disparities, regarding

a good education system for children

expressed by various informants show that

parents have the same view, that is, parents

feel that providing education to their

children is important. Which is shown in the

following interview N:

"The public school curriculum is a

fixed curriculum that follows

developments and is by the national

education standards set by the

government. You have a continuous

textbook for effective teaching and

learning. The educational unit that

has been set becomes a reference in

the teaching and learning process.

Obtain national recognition in the

form of certificates or diplomas that

are accepted by all parties.

IA also expressed almost the same

opinion:

“If the pesantren curriculum is good,

they can also make and determine

their curriculum without following

the educational standards set by the

government. Islamic boarding

schools can add value to teaching

and learning needed by students with

a scientific approach”

Based on research results obtained

from interviews and documentation, there

are differences in the education system in

the two schools, in general affecting the

choice of school for parents for their

children, but behind these differences,

parents are equally aware of the

importance of education for their children.

As stated by the informant that N:

“In my opinion, Islamic boarding

schools are suitable for educating

children.

IA also expressed almost the same

opinion:

"Education is important because this

is about the future of the child. If I

send my child to a boarding school,

that's fine too, just go to a public

school because I'm worried that

many of us are now going to

boarding schools. or will graduate,

many radically, as in the recent

presidential election”.

The results of the two interviews above

show that there are similarities in the minds

of children's parents who view education as

an important thing, whether it's choosing

Islamic boarding schools or public schools.

This shows that the theory of behaviorism

works in behavior change, in which parents

feel the importance of education by

providing a stimulus in the form of support

for children to take an educational path and

produce a response from children to

1951 | Relevance of Education To Boarding Schools and Public Schools In The 4.0 Era

choose the school they want or accept the

school indicated by the parents.

Behaviorism theory is a learning theory

that places more emphasis on human

behavior, viewing individuals as reactive

beings who respond to the environment,

experience, and maintenance that will

shape their behavior. The characteristics of

the theory are prioritizing the elements of

small parts, being mechanistic,

emphasizing the role of the environment,

emphasizing the formation of a reaction or

response, emphasizing the importance of

training, and emphasizing the mechanism

of the learning outcomes obtained in the

appearance of the desired behavior. Since

education is a behavior change, the

teacher's role is to create an effective and

efficient learning environment.

Based on the explanation of the theory

above, researchers can conclude that

learning theory emphasizes human

behavior that responds to the environment

and experiences that shape their behavior,

a student's behavior is determined from the

response given to the stimulus obtained in

terms of students being able to get a

stimulus from the teacher and respond to it

so that students' social behavior can be

formed through the stimulus obtained at

school.

In line with this, we can prove the title

of public perception of Islamic boarding

schools and public schools in the Bantaeng

district with the theory of behaviorism

education. We describe public school

students, of course, their stimulus and

response are different. students will also be

different, of course, this will affect changes

in student behavior resulting in differences

or gaps.

The results of this study were also

supported by research conducted by Ema,

Fatmawati, which showed that the

knowledge of the people of Lubuk Makmur

Village about the existence of the Manbaul

Ulum Islamic Boarding School was good.

The contribution of the Manbaul Ulum

Islamic Boarding School to the Lubuk

Makmur Village community had made a

positive contribution to the world of

education in Lubuk Makmur village and the

perception of the people of Lubuk Makmur

village, Lempuing Jaya sub-district, Ogan

Komering Ilir district, regarding the

existence of the Manbaul Ulum Islamic

Boarding School is good.

While research that is different from

the research results of researchers

conducted by Hardinata shows a

comparison of the academic achievement

of students with a Madrasah background is

better than students with a public-school

background. The results showed that

students of the PGMI Study Program,

Faculty of Tarbiyah and Teacher Training,

UIN Raden Intan Lampung, had differences

in the grades of the Religious Learning

course between graduates of public

schools and Madrasah.

Thus, it can be concluded that the

various variations shown in the results of

this study are one of the variations in

society in viewing and assessing the

education system in Indonesia, but behind

this diversity of opinion, another thing that

was found by researchers is that although

there are different views regarding Islamic

boarding schools and schools in general,

parents are uniform or agree in terms of

viewing the importance of education for

their children. So that with one equation in

Wahyuddin Hamid

St Haniah

Nursalam

| 1952

mind by parents, it is also obtained that the

choice of public schools and Islamic

boarding schools provides a wider space

for parents to indicate which school is

considered appropriate and best for their

children's future.

CONCLUSIONS

Islamic boarding schools are religious

institutions that must provide religious

knowledge as a way of life for society and

humans who live in the world are not only

materialistic but humans who live need

spirituality for peace of mind, there is no

guarantee that people who ask high will

live in peace.

There are differences in the education

system between the DDI Mattoanging

Bantaeng Islamic Boarding School and the

Madrasah Izzah Terpadu Nurus Izzah

Bantaeng, the parents of the

advertisements in terms of seeing the

importance of education for their children

from both the curriculum aspect, the

implementation of the education system

and the quality of teacher work.

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