Rekonstruksi Sistem Pendidikan Pesantren (Studi Kasus di Pondok Pesantren Ma'hadut Tholabah Babakan Lebaksiu Tegal)

Abstract

Pondok Pesantren Ma'hadut Tholabah (PPMB) is located in Babakan, village Jatimulya, subdistrict Lebaksiu, Tegal Regency. Nothing less more than four kilometers in north of Lebaksiu, than five kilometers in south of Tegal's capital town, Slawi. PPMB was established by K.H. Mufti at 1913 A.D. and it was declared at 1916 A.D. than to be called Pondok Pesantren Ma'hadut Tholabah. By a qualitative survey with historical and phenomenological approaching accounts on its all tendency, movement, and educational activity in PPMB, it is known that the construction of educational system of PPMB could be classified into period of halaqah, general religious course, informal school (diniyah), and formal school. There are some factors in processing of construction in making these educational systems. Firstly, the circumstances of pesantren itself since the age of pre-independence until the age of reformation. Secondly, the aspect of institutional leadership of pesantren. Thirdly, sociological factor, i.e. the integration of Pondok Pesantren Ma'hadut Tholabah's big family into the entire society of Babakan. All of these constructions have an originating based on some aspects of initial imperatives of Islamic education itself as shown by pesantren generally: Firstly, teaching Islamic devotion as well as such, especially in former age of its establishment. The most prominent result was the composition of KH. Mufti's work kitab mu'taqad 62 as principal reference for halaqah, general religious course, compulsory education indiyah first class of diniyah, and so on. Secondly, teaching the aspect of ulum ubudiyah which stressing the eschatological matters as described in many book of Islamic laws. Thirdly, forming of cadres and constituting alumnus of pesantren as integrally well-informed man in tawhid and ubudiyah, but also with an excellent moral behavior (akhlaq al-karimah) already supported by other knowledge he attained before in formal school. Nevertheless, the problem of construction that has been concerned is how far the educational systems that already held are relevant to face the challenges of global education now. The writer finds that Pondok Pesantren still keeps the traditional Islam going, but without rejection any new upcoming tradition of modern Islam. It is seemingly, what happens in educational curriculum as well as the majority of its students that also learning in formal school.