Management Pesantren Salafiyah Berstandar Internasional di Kabupaten Cilacap
Keywords:
Manajemen, Pesantren Salafiyah, Standar InternasionalAbstract
Pondok pesantren memainkan peran penting dalam meningkatkan sistem pendidikan Islam nasional karena merupakan salah satu lembaga pendidikan Islam pertama. Meskipun beberapa pesantren masih terus beroperasi, banyak pesantren yang telah ditinggalkan seiring berjalannya waktu. Tantangan utama yang dihadapi adalah implementasi manajemen pesantren yang tidak memadai, yang masih mengandalkan praktik manajemen tradisional. Menerapkan manajemen pesantren yang efektif adalah metode yang layak untuk meningkatkan kualitas pesantren secara keseluruhan. Manajemen mengawasi dan memandu operasional lembaga pesantren, memastikan bahwa mereka dapat dimonitor secara efektif. Para kyai telah menerapkan berbagai inisiatif untuk mengatasi keterbelakangan pendidikan di pesantren. Kebutuhan lembaga non-formal seperti pesantren di Indonesia terletak pada kemampuan mereka untuk menyediakan pendidikan yang unggul. Saat ini, baik pesantren maupun institusi formal memainkan peran penting dalam pembangunan bangsa. Oleh karena itu, ada kebutuhan untuk meningkatkan kualitas pondok pesantren, khususnya pondok pesantren salafiyah, melalui penerapan ISO (International Standard Organizer). Penelitian ini merupakan penelitian lapangan yang bersifat deskriptif kualitatif. Temuan penelitian menunjukkan bahwa kerangka kerja manajemen Pondok Pesantren Salafiyah Bertaraf Internasional di Kabupaten Cilacap, Indonesia meliputi: 1) Manajemen Pondok Pesantren Salafiyah mengikuti rencana yang mencakup "strategi perencanaan program" yang terdiri dari program jangka pendek, jangka menengah, dan jangka panjang. 2) Pelaksanaan rencana tersebut meliputi pendistribusian dan pemilihan program berdasarkan musyawarah. 3) Pondok pesantren memberikan teladan kepada bawahannya (pengurus dan ulama) dengan cara terjun langsung melaksanakan program kegiatan pesantren. 4) Langkah-langkah pengawasan di Pondok Pesantren Salafiyah Miftahul Huda Majenang dibagi menjadi tiga tahap, yaitu pengawasan pada tahap pembelajaran, pengawasan pada tahap program, dan pengawasan untuk pemeliharaan sarana dan prasarana.
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