Strategi Pengembangan Pembelajaran Pondok Pesantren Al Falah Somolangu Kebumen

Aly Ngusman
{"title":"Strategi Pengembangan Pembelajaran Pondok Pesantren Al Falah Somolangu Kebumen","authors":"Aly Ngusman","doi":"10.20414/SANGKEP.V1I2.671","DOIUrl":null,"url":null,"abstract":"Discussion about the role of boarding schools in the formationand development of education, in particular the Islamiceducation, in Indonesia hardly needs to be debated and doubt.Long before Indonesia became independent, the institutions leadby the scholars (kyai) is present in the Earth. History shows thatthe boarding school is not only able to keep resistance fromexposure to the times, but also can take care of its developmentwhich continues to increase over time. According to existing data,the institution was first established, especially in Java, in the 15thcentury by Maulana Malik Ibrahim (one of the oldest walisongo)and then developed by the other walisongo. At the end of the 19thcentury, the number of boarding school in Java developed reaches300 boarding school, and based on the Notes Database boardingschools of ministry of religion RI, the number of boarding schoolsthe year 2018, this amounts to about 21,321. The resistance andsustainable development of the boarding schools that certainlycould not be released from the academic tradition developedwhich has a pretty strong distinction. One of them is the patternof his education is transformative. It makes boarding school isnot simply a religious institution that merely engaged in theworld of religious education for the students, but at the sametime have the concern and active role of the community in jointlyempower themselves. These values also did not escape from Al-Falah boarding school Somolangu, Kebumen. It will also makeboarding school can be instrumental in giving a concretecontribution for global life.","PeriodicalId":119908,"journal":{"name":"SANGKéP: Jurnal Kajian Sosial Keagamaan","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"SANGKéP: Jurnal Kajian Sosial Keagamaan","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20414/SANGKEP.V1I2.671","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Discussion about the role of boarding schools in the formationand development of education, in particular the Islamiceducation, in Indonesia hardly needs to be debated and doubt.Long before Indonesia became independent, the institutions leadby the scholars (kyai) is present in the Earth. History shows thatthe boarding school is not only able to keep resistance fromexposure to the times, but also can take care of its developmentwhich continues to increase over time. According to existing data,the institution was first established, especially in Java, in the 15thcentury by Maulana Malik Ibrahim (one of the oldest walisongo)and then developed by the other walisongo. At the end of the 19thcentury, the number of boarding school in Java developed reaches300 boarding school, and based on the Notes Database boardingschools of ministry of religion RI, the number of boarding schoolsthe year 2018, this amounts to about 21,321. The resistance andsustainable development of the boarding schools that certainlycould not be released from the academic tradition developedwhich has a pretty strong distinction. One of them is the patternof his education is transformative. It makes boarding school isnot simply a religious institution that merely engaged in theworld of religious education for the students, but at the sametime have the concern and active role of the community in jointlyempower themselves. These values also did not escape from Al-Falah boarding school Somolangu, Kebumen. It will also makeboarding school can be instrumental in giving a concretecontribution for global life.
关于寄宿学校在印度尼西亚教育,特别是伊斯兰教育的形成和发展中的作用的讨论几乎不需要辩论和怀疑。早在印度尼西亚独立之前,由学者(kyai)领导的机构就存在于地球上。历史表明,寄宿学校不仅能够保持对时代的抵抗力,而且能够照顾到它的发展,随着时间的推移而不断增加。根据现有资料,这一制度最初是在15世纪由毛拉·马利克·易卜拉欣(最古老的瓦里松戈之一)建立的,特别是在爪哇,然后由另一个瓦里松戈发展起来。19世纪末,爪哇发展的寄宿学校数量达到300所,根据宗教部的Notes数据库寄宿学校,2018年的寄宿学校数量约为21,321所。寄宿学校的阻力和可持续发展,当然不能从学术传统的发展中解脱出来,这有很强的区别。其中之一是他的教育模式具有变革性。它使寄宿制学校不仅仅是一个宗教机构,仅仅从事世界范围内对学生的宗教教育,同时也有社会的关心和积极作用,共同赋予自己力量。这些价值观也没有逃过Al-Falah寄宿学校索莫兰古、克布门。这也将使寄宿学校在为全球生活做出具体贡献方面发挥重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信