The aim of the study is to investigate the characteristics of pesantren in the development of Islamic education in West Sumatra. This region is well known for the early history of Islamic education in Indonesia. This is a qualitative study where the data were gathered through observation, interview, focus group discussion, and documentation in eleven pesantrens in the province of West Sumatra. This study reveals three main characters of the Islamic boarding schools, namely institutional system, curriculum and learning system and typology. Institutionally, Islamic boarding schools is under the auspices of a foundation. However, leadership and regeneration are still closely linked to the family of the pesantren founders. The curriculum and learning system are integrated from general/state school curriculum, classical pesantren curriculum, and modern Islamic school curriculum. Various classical-medieval literature in Islamic studies, commonly known as kitab kuning, are to a great extent also still used, especially in the institutions that only run traditional Islamic boarding schools (pesantren salaf). Keywords: Characteristics, Islamic boarding schools, Islamic education
The policy of free learning and an independent campus is a new breakthrough which has been responded by various parties. This policy is expected to touch the root of problems in the world of national education so far and be accompanied by solutions that are relevant for the progress of the nation. The word merdeka basically means independence which is closely related to self-control, thus providing opportunities for students to take control of learning. Students are encouraged to develop sovereignty in determining their learning goals. However, the freedom to learn that is promoted by the government through the Ministry of Education and Culture is not independence which means independent and self-taught. Free learning for the government is interpreted as independence in the sense of encouraging the development of sovereignty and student responsibility in carrying out the learning process. The independent campus can be interpreted as a vehicle for independent learning that can be carried out independently without any pressure. Independent learning will occur on an independent campus. For the author, independent learning and independent campus need to be discussed from the ontological meaning to direct progressive educational practices that can improve the quality of Indonesia's human resources in the future.
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