Manajemen perubahan Lembaga Pendidikan Islam: Studi Multisitus Pada Pondok Pesantren di Tulungagung

ABSTRAK

Pondok pesantren merupakan lembaga pendidikan asli (indegenious) di Indonesia, yang bersifat unikkarenamenampilkan watak yang khas dan eksotik, memiliki keunggulan, baik dalam tradisi keilmuannya yang diwariskan yang dinilai sebagai salah satu tradisi yang agung (great tradition) maupun sebagai transmisi dan internalisasi moralitas. Sedangkan di sisi lain, pesantren juga merupakan pendidikan yang dapat memainkan peran pemberdayaan (empowerment) dan transformasi sosial (civil transformation) secara efektif. Di Indonesia, pesantren sebagai tempat pendidikan agama Islam merupakan lembaga yang berkembang dan mengadakan transmisi sosial. Namun, untuk mempertahankan eksistensinya pondok pesantren harus melakukan perubahan dengan cara mendirikan lembaga pendidikan formal.Hal ini menunjukkan terdapat manajemen perubahan di pondok pesantren.

Fokus penelitian ini adalah: 1. Proses perubahan di pondok pesantren; 2. Resistensi perubahandi pondok pesantren; 3. Pandangan kiai, dan santri serta persepsi masyarakat terhadap perubahan yang terjadi di pondok pesantren.

Penelitianini menggunakan pendekatan kualitatif dengan fenomenologik naturalistik (phenomenological approach) yang bermakna memahami peristiwa dalam kaitannya dengan orang dalam situasi tertentu, dengan rancangan penelitian studi multisitus (multy-site studies).Lokasi penelitian ditentukan secara purposive, yaitu Pondok Pesantren Hidayatul Mubtadi-ien Ngunut, Pondok Pesantren Panggung dan Pondok Pesantren Ma’dinul Ulum.Teknik pengambilan data menggunakan wawancara mendalam, observasi partisipatif dan studi dokumentasi. Analisis data meliputi analisis data situs tunggal dan lintas situs, dengan teknik analisis data model Miles Huberman: reduksi data, penyajian data dan penarikan kesimpulan.

Adapun hasil penelitian: pertama,Proses perubahan di pondok pesantren Hidayatul Mubtadi’in Ngunut, pondok pesantren Panggung dan pondok pesantren Ma’dinul Ulum yang bertujuan untuk memenuhi social needs of islamic formal education dimotori oleh visionary leadership kiai sehingga perubahan bersifat hidden integrated yang bisa diteruskan oleh generasi selanjutnya. Ketiga pondok pesantren tersebut telah melakukan perubahan mulai sejak pendiri pondok pesantren, bahkan aktor perubahannya adalah pendiri pondok pesantren tersebut yang mempunyai pandangan visioner.

Kedua, resistensi perubahan di ketiga pondok pesantren tersebut berbeda-beda penyebabnya dan pemecahannya. Resistensi perubahan yang berlarut-larut akan menimbulkan temporal and partial change di pondok pesantren. Resistensi perubahan bersifat intern dan ekstern yang semuanya bisa diselesaikan dengan effective comunication.

Ketiga, perubahan pondok pesantren dimulai dengan pandangan kiai, yang diteruskan santri dan ditanggapi oleh masyarakat baik pro maupun kontra. Kiai sebagai pemimpin pondok pesantren tentunya sangat responsif terhadap tanggapan santri dan persepsi dari masyarakat terhadap ide-ide yang dilontarkan kiai.

ABSTRACT

Islamic boarding school is a genuine education institution in Indonesia, which is unique because it displays a distinctive character and exotic nature and it has advantages both in its science tradition which is inherited and considered as one of great traditions and as transmission and internalization of morality. Moreover, Islamic boarding school is an institution education which plays a role of empowerment and social transformation effectively. In Indonesia, Islamic boarding school as Islamic education institution which is getting growing and it takes role in social transmission. However, in order to maintain its existence, Islamic boarding school has to make changes by establishing formal educational institutions. This indicates that there is a management change at the Islamic boarding school.

The focuses of the study are: 1. the process of change at the Islamic boarding school 2. the resistance of changes at the Islamic boarding school; 3. the views of Kyais and santris as well as the society’s perception toward changes occur at the Islamic boarding school.

The study belongs to phenomenological naturalistic study with qualitative approach which is intended to understand events in relation to people in certain situations and the study also employs multi-site studies research. There are three settings of the study selected purposively, they are Pondok Pesantren Hidayatul Mubtadi-ien Ngunut, Pondok Pesantren Panggung and Pondok Pesantren Ma'dinul Ulum. In this study, the data are collected through the following three techniques: depth-interview, participation-observation, and documentation study. Meanwhile, the collected data are analyzed by using data analyses of single site and cross-site by applying Miles and Huberman model of data analysis covering data reduction, data display, and drawing conclusions.

The findings of the study are: first, the process of change at Pondok Pesantren Hidayatul Mubtadi-ien Ngunut, Pondok Pesantren Panggung and Pondok Pesantren Ma'dinul Ulum aims to meet the social’s needs of formal Islamic education lead by Kyais as visionary leadership so that the changes are hidden integrated in nature continued by the next generation. The three Islamic boarding schools have conducted changes pioneered by the founders of the boarding schools and even the actors of change are the founders of the boarding school who have visionary views.

Second, the resistance of changes occur at the three Islamic boarding schools are different of causes and solutions. The protracted resistance of change leads to partial and temporal changes at the Islamic boarding school. The resistance of changes is internal and external in nature in which it can be solved through effective communication.

Third, the changes at the Islamic boarding school are started from the Kyais continued by santris and responded by society both who are pros and cons. The Kyais as the leaders of the pondoks are obviously very responsive toward santris’ responses and society’s perceptions toward ideas conveyed by the Kyais.