Madrasah Development through Trust Building at Mai Ma’arif Nu Teluk Purworkrto, Indonesia

Abstract

This article describes the development of madrasah through trust-building at MI Ma'arif NU Teluk Purwokerto Selatan. Like one of the Islamic educational institutions in Indonesia, Madrasah has a strategic role in achieving national education goals. In its development, especially Madrasah Ibtidaiyyah, the quantity of private madrasah is higher than that of the public madrasah. It impacts the madrasah's existence, which will depend heavily on the community as the primary stakeholder and madrasah as a concrete form of community-based education. For this reason, it is necessary to have active community participation in developing competitive and quality madrasah, among others, through building trust. This research is qualitative-descriptive with a case study approach—data collection techniques using interviews, observation, and documentation. The results indicated that the development of MI Ma'arif NU Teluk through trust-building was used in several stages, namely through the development of the character of figures who were able to become role models for the community. The belief formed by these figures will stick in a person's memory and become a role model in his life. Trust building is also built through improving the quality of the madrasah, namely the madrasah program. The madrasah program is an effective means of creating external trust in madrasah. The madrasah program is in the national curriculum and the local content curriculum, simultaneously implemented at MI Ma'arif NU Teluk.

Implementation of the School Curriculum to Empower Education in the Digital Era 4.0 for Quality Human Resources

“…This ensures uniform and consistent national standards. However, the preparation of the curriculum must also be relevant to local needs, which is done by each group or unit of education and school/madrasah committee (Abrori & Hadi, 2020;Albar et al, 2021;Nasir, 2021;Umar & Gumelar, 2023;Zaid, 2021). Thus, the curriculum can be adapted to the context and specific needs of the region under the coordination and supervision of the local education office or the Ministry of Religious Affairs office.…”