Model pendidikan karakter kemandirian santri di Pondok Pesantren Subulussalam Tegalsari dan Darussalam Blokagung Banyuwangi

ABSTRAK

Pendidikan karakter pesantren merupakan konstruk pendidikan yang didesain untuk melahirkan individu-individu berkarakter tangguh, bermoral dan bertanggung jawab berdasarkan nilai-nilai universal Islam dan kenusantaraan. Pendidikan tersebut, merupakan hasil perpaduan aktualisasi potensi dan internalisasi nilai-nilai akhlak dan moral individu yang kemudian melandasi pemikiran, sikap, perilaku dan kemandirian santri di pesantren. Penyelenggaraan sistem pendidikan karakter pesantren bersifat unik dan beda antara yang satu dengan yang lain, inilah yang menjadi menarik untuk diteliti.

Tujuan penelitian ini adalah: (1) mengetahui model pendidikan karakter meliputi strategi, metode dan evaluasi yang dikembangkan di pondok pesantren Subulussalam dan Darussalam Banyuwangi; dan (2) mengetahui karakteristik kemandirian santri di pondok pesantren Subulussalam dan Darussalam Banyuwangi.

Penelitian ini menggunakan pendekatan kualitatif fenomenologis dengan rancangan multisitus, untuk menjawab pertanyaan di atas. Data penelitian adalah ujaran-ujaran yang dihasilkan peneliti ketika proses pengumpulan data di tempat penelitian. Dalam mengumpulkan data melalui observasi, wawancara mendalam, dan studi dokumentasi. Dalam penelitian ini, reduksi data, penyajian data, dan verifikasi data dilakukan untuk menganalisis data. Sedangkan teknik trianggulasi sumber, diterapkan untuk mengecek keabsahan data.

Hasil penelitian menunjukkan bahwa: (1) model pendidikan karakter meliputi strategi, metode dan evaluasi pendidikan karakter kemandirian santri yang dikembangkan di Pondok Pesantren: (a) Subulussalam Tegalsari, (a.1) strategi pendidikan karakter yang dikembangkan di pesantren Subulussalam melalui empat tahap berikut: perumusan visi, misi dan tujuan pendidikan (akidah aswaja), pembentukan institusi kultur (penyelenggaraan pendidikan formal, non-formal, ekstrakurikuler dan minat kewirausahaan), perumusan kurikulum pendidikan (yang dilandasi nilai-nilai luhur karakter Islam), pengembangan lingkungan fisik (sarana ibadah dan belajar). (a.2) metode pendidikan yang dikembangkan diantaranya: (a.2.1) metode pembiasaan, untuk mengikuti kegiatan belajar mengajar di masjid atau madrasah tepat waktu, mengantri makan dan mandi, shalat malam bersama, tadarus bersama, makan bersama, patrol, pembatasan komunikasi dengan keluarga, pengelolaan keuangan sendiri, disiplin waktu; dan (a.2.2) metode keteladanan, dengan cara melakukan kerjasama dengan keluarga, warga pondok dan masyarakat sekitar. Seperti: hidup sederhana, mandiri, bertanggung jawab, toleran menghargai setiap individu, dan pembatasan komunikasi dengan keluarga. Semua ini dilakukan mulai dari dewan pengurus, ketua pesantren sampai santri. (a.3) evaluasi dilakukan berdasarkan tujuan melalui tahapan diagnostik (spontanitas), selektif (penerimaan santri), penempatan (pendidikan minat kewirausahaan), formatif (triwulan), dan sumatif (kepribadian santri). (b) Darussalam Blokagung, (b.1) strategi pendidikan karakter yang dikembangkan di pesantren Darussalam, melalui empat tahap berikut: perumusan visi, misi dan tujuan pendidikan (akidah aswaja), pembentukan institusi kultur (penyelenggaraan pendidikan formal, non-formal dan ekstrakurikuler), perumusan kurikulum pendidikan (yang dilandasi nilai-nilai luhur dan karakter Islam), pengembangan lingkungan fisik (sarana ibadah dan belajar). (b.2) metode yang diterapkan: (b.2.1) metode pembiasaan melalui pelaksanaan proses belajar mengajar di masjid atau madrasah (kegaitan pengajian santri), kegiatan shalat berjamaah, shalat sunah, puasa dan dzikir berjamaah, kegiatan ekstrakulikuler, terutama berorganisasi, tatacara bergaul dilingkungan pesantren, tatakrama dan kesopanan, kegiatan pergaulan, kepemilikan dan penggunaan hak milik, penggunaan waktu, memecahkan masalah secara mandiri, membersihkan dan merapikan kamar sendiri, dan pembatasan komunikasi dengan keluarga. (b.2.2) metode kedisiplinan, melalui pengajaran tanggung jawab untuk merencanakan kegiatannya sendiri, pemilihan dan pergantian rois/ roisah serta pemilihan ketua kamar/asrama. (b.2.3) metode reward and punishment berupa peringatan dan bimbingan, menalar atau menulis sebagian ayat atau surat al-Qur’an dan Hadits, membersihkan komplek pesantren, dan denda berupa uang dengan jumlah tertentu disesuaikan dengan pelanggarannya. (b.2.4) metode keteladanan kyai dan para ustad, seperti uswah dalam ibadah-ibadah dan kehidupan sehari-hari. (b.3) evaluasi berdasarkan tujuan yang dilakukan melalui tahapan diagnostik (spontanitas), selektif (penerimaan santri), penempatan (pendidikan ekstrakurikuler, kegiatan keorganisasian daerah dan koperasi), formatif (persemester), dan sumatif (kognitif dan kepribadian santri). (2) Karakteristik kemandirian santri di pondok pesantren: (a) Subulussalam Tegalsari, kemandirian para santri termanifestasikan dalam tindakan berikut: (a.1) mandiri dalam memenuhi kebutuhan biologis, seperti: masak, makan, mencuci pakaian; (a.2) mandiri dalam membagi waktu, seperti: membersihkan kamar, waktu belajar, waktu istirahat; (a.3) mandiri dalam mengatur keuangan sendiri, seperti: belanja, iuran belajar; (a.4) mandiri dalam memecahkan masalah pribadi, seperti: membatasi komunikasi dan berhubungan dengan keluarga; dan (a.5) mandiri dalam melakukan usaha dan membuka lapangan kerja sendiri (memiliki mental kewirausahaan), seperti: agrobisnis, pertukangan, peternakan, percetakan dan pertokoan. (b) Darussalam Blokagung, kemandirian para santri termanifestasikan dalam tindakan berikut: (b.1) mandiri dalam bergaul dengan sesama santri, ustad dan kyai; (b.2) mandiri dalam memilih kamar dan komunitas baru; (b.3) mandiri dalam mengatur waktu dan beradaptasi dengan sistem belajar pesantren; (b.4) mandiri untuk mempersiapkan makan, minum, dan istirahat; (b.5) mandiri dalam mencuci pakaian dan piring yang dipakai setiap hari; (b.6) mandiri dalam membuat jadwal belajar; (b.7) mandiri dalam mengatur uang saku sendiri; (b.8) mandiri dalam membuat keputusan-keputusan penting selama belajar di pesantren; (b.9) mandiri dalam memenuhi kebutuhan-kebutuhan fisiologis, seperti makan, minum, mandi, dan tidur; (b.10) mandiri dalam aspek psikologis, seperti dalam berprinsip dan bertindak yang benar, dewasa, jujur, sopan, amanah, dan bertanggung jawab; dan (b.11) mandiri dalam berhubungan sosial, seperti bergaul, berpartisipasi, dan gotong royong.

ABSTRACT

Character of Education in muslim boarding school represent education is designed to bear individuals with character delay, responsibility by virtue of universal values and the Indonesian Archipelago. Education is result of synthesis Actualization of potency and internalisazion of behavior values and moral which later base on idea, attitude, behavioral and independence of santri (student at traditional Muslim school). In moeslim boarding school, The System Character of Education in moeslim boarding school have a different and unique between which is one with is other, this is a reason become to draw to be checked.

Target of this research is: (1) to knowing model education of character account for strategy, developed, evaluation and method in moeslim boarding school of Subulussalam and Darussalam Banyuwangi; and (2) knowing independence characteristic of student at santri (traditional Muslim school) in moeslim boarding school of Subulussalam and Darussalam Banyuwangi.

This research use approach qualitative fenomenologis with device of multisitus, to answer that question. Data Research is statements when data collecting process in place research. Data collecting pass through observation, circumstantial interview, and documentation study. In this research, data discount, presentation of data, and data verification conducted to data analyse. While technique of source trianggulasi, applied to check authenticity of data.

Result of research indicate that: (1) model education of character cover strategy, evaluation and method education of independence character of student at santri (traditional Muslim school) in moeslim boarding school: (a) Subulussalam Tegalsari, (strategy a.1) education of developed character pass through four phase following: formulation of vision, education target and mission (aswaja faith), forming of culture institution (management of formal education, non-formal, extracurricular and enthusiasm of entrepreneur), formulation of education curriculum (based on august values of Islamic caracter, development of behavior physical (religious service medium and learn). (developed education method a.2) among others: a.2.1) to follow school activity in mosque or school timely, queuing up to eat and bath, night pray, tadarus, patrol, demarcation of communications with family, monetary management, time discipline; and (a.2.2), by conducting cooperation with family, maisonette citizen and society. Like: simple life, self-supporting, responsibility, lenient, esteeming every individual, and demarcation of communications with family. All this start from council of official member, chief of Islamic boarding school until santri. (a.3) pursuant to target of passing step of diagnostic (spontaneity), selective (acceptance of santri), location (education of enthusiasm of enterpreneur), formative (quarterly), and sumatif (personality of santri). (b) Darussalam Blokagung, (b.1) education strategy of developed character in moeslim boarding school of Darussalam, passing four phase following: formulation of vision, education target and mission (aswaja faith), forming of culture institution (management of formal education, non-formal and is extracurricular), formulation of education curriculum (based on august values and Islamic character), development of physical environment (religious service medium and learn). (b.2) applied method: (b.2.1) inuring method pass execution of process learning and teaching in mosque or madrasah, activity of pray (jamaah), and fasting, dzikir, especially have organization, procedure associate with environment of moeslim boarding school, manners, and courtesy, activity of assocciation, ownership of and usage of property, usage of time, solving problem self-supportingly, cleaning and neatening room, and demarcation of communications with family. (b.2..2) discipline metode, passing instruction of responsibility to plan its own activity, election and commutation of rois/roisah and also election of room chief. (b.2.3) reward metode and of punishment in the form of tuition and commemoration, natural existence or write some of letter or sentence of al-qur'an and of hadits, cleaning complex of moeslim boarding school, and penalty. (b.2.4) method of model kyai and ustadz give uswah in religious services and everyday life. (b.3) evaluate pursuant to target pass through step of diagnostic (spontaneity), selective (student acceptance), location (extracurricular education, organizational activity of co-operation and area), formative (semester), and sumatif (cognate and personality of santri). (2) Characteristic of independent student at santri (traditional Muslim school) in moeslim boarding school: (a) Tegalsari Subulussalam, independence student at santri (traditional Muslim school) in action following: (a.1) self-supporting in fulfilling requirement of basic wants, like is: ripe, eat, cleaning clothes; (a.2) self-supporting in dividing time, like: cleaning room, studying time, breathing space; (a.3) self-supporting in arranging finance alone, like: expense, fee learn; (a.4) self- supporting in solving problem person, like: limiting communications. (a.5) self- supporting in conducting effort and open employment alone (owning to bounce enterpreneur), like: agriculture, worker, ranch, printing office and shop. (b) Darussalam Blokagung, independence student at traditional Muslim school (santri) in action following; (b.1) self-supporting in associating with student at santri (traditional Muslim school), and teacher and kyai; (b.2) self-supporting in chosen new community and room; (b.3) self-supporting in lead the time and adapt with system learn moeslim boarding school; (b.4) self-supporting to draw up to eat, drink, and rest; (b.5) self-supporting in cleaning saucer and clothes every day; (b.6) self-supporting make schedule for to learn; (b.7) self-supporting in arranging pocket money alone; (b.8) self-supporting to making important decisions during learning in moeslim boarding school; (b.9) self-supporting in fulfilling physiological requirements, like eating, drink, sleep and bath; (b.10) self-supporting in psychological aspect, like in principled and act real correct, adult, downright, respectful, trust, and rensponsibility; and (b.11) self-supporting in social relationship, like commune, participation, and mutual assistance.