Formulasi Kebijakan Pendidikan di Pondok Pesantren Hidayatul Muhsinin Kubu Raya

Abstract

Penelitian ini bertujuan untuk mendeskripsikan formulasi dan adopsi kebijakan pendidikan yang dilakukan di pondok pesantren Hidayatul Muhsinin, Kabupaten Kubu Raya, provinsi Kalimantan Barat. Hal ini dilatarbelakangi dari upaya mengungkap eksistensi dari pesantren sebagai suatu lembaga pendidikan tradisional yang terbukti masih dapat bertahan di tengah arus globalisasi dan perkembangan zaman, serta semakin ketatnya persaingan antara lembaga-lembaga pendidikan modern yang bersifat kekinian. Adapun metode yang digunakan dalam penelitian ini adalah metode penelitian lapangan dengan pendekatan kualitatif. Sedangkan untuk instrumen pengumpulan data penelitian adalah berupa wawancara, dokumentasi dan observasi. Berdasarkan hasil penelitian yang telah dilakukan menunjukkan bahwa formulasi dan adopsi kebijakan pendidikan yang berlangsung di pondok pesantren Hidayatul Muhsinin dilakukan melalui enam tahapan, antara lain: a) Identifikasi masalah kebijakan, b) Penyusunan agenda, c) Perumusan kebijakan, d) Pengesahan kebijakan, e) Implementasi kebijakan, dan f) Evaluasi kebijakan. Selain itu, kebijakan pendidikan yang ada di pondok pesantren Hidayatul Muhsinin disusun oleh Kyai, Kepala Sekolah, Ustadz dan guru dengan melibatkan komite sekolah.

The Effectiveness of Digital Media in 21st Century Mathematics Subjects to Improve Learning Outcomes in Boarding Schools

“…Even though if viewed from the aspect of the development of the times, in the midst of globalization and the birth of modern educational institutions that are contemporary, competition to survive in the world of education is fairly difficult to do. (Nugraha et al, 2021). In order to maintain the typology and credibility of Islamic boarding schools, teachers as subjects in learning can certainly adjust to the development and characteristics of learning, the 21st century which is characterized by the development of information and communication technology has a very significant influence on human life, not least in the world of education.…”

From Classical to Virtual: Analysis of the Value and Impact of Education Policy Responding to the Covid-19 Pandemic

“…Departing from this conceptualization, for example, national examinations are one form of education policy. National examinations, for example, are sufficient to be categorized as policies because 1) are intended to achieve educational objectives; 2) include an implementation plan, 3) government programs; 4) a set of decisions made by educational institutions and officials; 5) present many influences, consequences, impacts, and consequences; 6) as outlined in various laws and regulations of related institutions (Winata et al, 2021).…”

“…Thus, education must continue and beheld even in pandemic circumstances. In addition to preparing a set of infrastructure needed during home learning, the community also enacted public policies (Winata et al, 2021).…”

“…In addition, schools are given the flexibility to choose a curriculum that suits students' learning needs in pandemic times, as stipulated in the Decree of the Minister of Education and Culture related to curriculum in times of emergency (Winata et al, 2021).…”

“…During the period March to April 2020, the Ministry of Education conducted education policies, among others, to support the distribution during the pandemic, among others: the provision of free quotas, the reallocation of Higher Education budget of Rp 405 M for State Higher Education Hospitals and Private Universities, reallocation of Cultural budgets of Rp 70 M for Learning from Home activities through TVRI, the launch of The Teacher Sharing (Guru Berbagi) portal, relaxation of the use of BOS and BOP for teacher honor payments, as well as online learning (Winata et al, 2021). May s.d.…”