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Eduvest � Journal
of Universal Studies Volume 4 Number 12, December, 2024 p- ISSN 2775-3735- e-ISSN 2775-3727 |
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ANALYSIS OF MICRO, SMALL AND MEDIUM ENTERPRISES (MSMES) BASED ON
MODERN ISLAMIC BOARDING SCHOOLS IN EAST JAKARTA |
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Dwi Sulastri Institut Agama Islam Tazkia,
Indonesia |
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ABSTRACT |
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Ibnu Hajar Boarding
School (IHBS), a modern Islamic boarding
school in East Jakarta, integrates classical Islamic education with modern methodologies to address globalization challenges. This study examines the education management system at IHBS, including obstacles, solutions, and future development plans. Data were gathered through interviews with key stakeholders,
such as caregivers,
internal supervisors, principals,
and managerial staff. The findings reveal that IHBS applies management principles, including planning, organizing, resource management, directing, and supervision, though implementation requires further refinement. Success is supported
by community collaboration, sufficient facilities, managerial transparency, and sound financial management. However, challenges include differing perceptions among staff, incomplete SOPs, limited human resource competence, and inconsistent focus on management and regeneration. In addition to education,
IHBS operates MSMEs such as mini markets, catering services, laundry, convection, cafes, and refillable
water businesses. These ventures significantly contribute to the pesantren's
economy but face challenges, including unclear contractual agreements, business stagnation, and limited professionalism
among human resources to meet business
demands. Continuous improvement in both educational and entrepreneurial sectors is crucial for
IHBS to maintain its role as a modern Islamic institution while fostering economic independence and holistic student development. |
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KEYWORDS |
pesantren management, modern
education, pesantren-based MSMEs Learning, Results Student Learning to Write
Anecdotes. |
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This work is licensed
under a Creative Commons Attribution-ShareAlike 4.0 International |
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INTRODUCTION
����������� Islamic
boarding schools basically show the meaning of
a place of learning in the form of a house
or a simple residence made of bamboo or
the like that is available
with five elements, namely cottages, mosques, students, teaching classical Islamic books and kyai (Zulqarnaen, 2017). In Indonesia, it is the
pesantren institutions that
determine the Islamic character of the
Islamic kingdoms the most, and play
the most role in the spread
of Islam to the rural areas
(Dhofier, 1982).
����������� Pondok
comes from the Arabic language,
funduk which means hotel or temporary boarding place which describes
the system of building huts
by students as their residence around the house
of the "leader" of the cottage. The cottage was built
on the efforts
of the community
to meet the
needs of religious education for a village (Bakar, 2016).
����������� According to some
historians, Islamic boarding
schools are an educational system that imitates the
"suffah" education
system established by the Prophet
in the Prophet's Mosque to accommodate
the companions who do not have
a home, while they want to
gain knowledge from the Prophet intensively.
In order to be more optimal and factual in absorbing religious knowledge to the Prophet,
they lived in a place in the mosque
called "ashabus suffah" (Kareem, 2016).
����������� Prof.
Anthony Johns in his article
"From Coastal Settlements to Islamic Schools and City" emphasized that Islamic boarding schools became the motor of Islamic development in
Sumatra, Malacca, Java and the establishment of the archipelago
sultanates since 1200 AD (Dhofier, 1982).
����������� Islamic
boarding schools, or pesantren, are educational institutions where students live and
study under the guidance of a kiai, focusing on religious and moral teachings rooted in the Qur'an
and Sunnah (Nasri & Mulyohadi, 2023). These institutions play a significant role in Indonesia's Islamic education, evolving from traditional setups into modern or international-standard models that integrate
religious and general education (Saifulloh et al., 2024). Despite their importance,
many pesantren face challenges such as outdated managerial systems, inadequate financial and infrastructure
management, and traditional learning methods that limit innovation and effectiveness (Budiharso et al., 2023). Efforts like PMA 18 of 2014 aim to
elevate pesantren to the status of formal institutions, promoting quality and equality
(Kosim, 2015). This research focuses
on exploring the educational management of Islamic boarding schools, with Ibnu Hajar Boarding School (IHBS) as the case study, to propose strategies for developing quality Islamic education responsive to modern challenges and demands.
����������� Education with the Islamic boarding school system has been a traditional system for quite
a long time in Indonesia, so
its development has always been in the spotlight in the national education
system (Abas & Auliya, 2023; Kahar, 2023). However, the development
of Islamic boarding schools has always been numbered in the national education
system, due to several assumptions
that are not right in the community (Ilham, 2020; Saro�i, 2021). Many of them
consider that Islamic boarding school education is a school system for
students who have problems both
academically, morally, socially or still
considered a school system that lacks
high competitiveness in the global world (Fadilah et al., 2023; Khoiriyah et al., 2020).
����������� According to Tilaar (2004) our education has contained the following
weaknesses: (1) A rigid and centralistic education system in all fields including
curriculum, exam materials, evaluation systems, and so
on; (2) The national education system never considers the reality that
exists in society, even society is
only an object
of education that does not have
the power or ability to
determine the type and form
of education that suits its
own needs; (3) The two systems mentioned
above are supported by a rigid bureaucratic
system as a tool of power or
a political tool of the ruler
that eliminates the culture of
achievement and professionalism; (4) The shackles
of teachers as part of the
bureaucratic apparatus; (5)
Existing education is not oriented to the formation
of personality, but rather the
process of filling the brain
(cognition) in students, so that ethics,
ethics, or morals are never the main concern or measure in life
both inside and outside school;
(6) Children are never educated or accustomed
to be creative
and innovative and curiosity-oriented, even children are only forced to
memorize and accept what has been conveyed by
the teacher.
����������� Based on the
background and identification of the above problems,
the focus of the problems
raised in this study is as follows: 1). What is the
form of modern Islamic boarding schools in East Jakarta. 2). What is the management
model of human resources for educators and
education personnel of modern Islamic boarding schools in East Jakarta. 3). How is the
financial management model and source of
funds for modern Islamic boarding schools in East Jakarta.
����������� The
purpose of the research is
to find out
the method of building modern Islamic boarding schools MSMEs in East Jakarta. Analyzing the development
model of modern Islamic boarding
schools in East Jakarta. Understand the human resource management model of modern Islamic boarding schools MSMEs in East Jakarta.
The research offers practical and theoretical
benefits. Practically, it serves as a foundation for enhancing the quality
of Islamic boarding schools in Indonesia, providing input for government
and education practitioners, guiding school leaders and educators in improving learning systems, and helping
stakeholders manage boarding schools to be adaptive
and progressive. Theoretically, it contributes to the development of theories on
quality assurance in boarding schools, acts as a reference for academics conducting
similar research, provides scientific documentation for the advancement of boarding schools,
and guides managers in conducting comparative studies to develop both
academic and non-academic systems.
RESEARCH
METHOD
Research
Design
����������� The
author chose a qualitative research design considering several important underlying things, including (Merriam & Tisdell, 2015):
1.
This
research is in-depth so that
more detailed data is needed on
real school conditions in the field. With
qualitative design, the author will
get more detailed data as analysis
material so that it will produce
comprehensive research. In contrast to qualitative
data that is sourced from numerical
data that cannot describe a deeper and more detailed
reality.
2.
This
research focuses on research sources
that are not based on a certain number
or nominal number. The data
sources in this study are
data submitted by the Principal, Head of Education,
Head of Managerial
Affairs, and Head of Human Resources. All data
to be analyzed
are thoughts, logic and perceptions taken directly from the field.
3.
This
research is a manifestation of education that is sourced from
the quality of education based
on the results
of school work as an educational
system that is interrelated with each other.
The educational results in question are academic achievement and character building, and managerial strengthening and problem solving of various
problems that arise in the field.
All the data needed is qualitative and not based on
the frequency that occurs in the field.�
4.
This
research seeks to reveal the phenomenon
that occurs in detail about what, why,
and how it
should occur and how. Therefore,
the author needs qualitative rather than quantitative
data.
5.
This
research prioritizes accurate data, scientific comparison, and in-depth exploration of the entire
management implementation process, especially systems related to curriculum management,
financial management and personnel and
human resource management,
as well as infrastructure management management.
Research
Object
����������� This research was
carried out at the Ibnu Hajar Boarding School (IHBS) which is located
on Jalan Mushalla Fathul
Ulum No. 11, Munjul Village,
Cipayung District, East Jakarta Municipality, DKI
Jakarta Province. IHBS is one of the
modern Islamic boarding schools
in Jakarta under the operational license of the Ministry
of National Education by combining the
concept of Islamic boarding school education and general
academic education that has been determined
by the Ministry
of National Education.
����������� IHBS
was established in 2009 under the auspices
of the Jakarta Islamic Da'wah Cahaya Ilmu Foundation which obtained an operational permit no. (5140/ -.851.58) from the Ministry of
National Education of DKI
Jakarta Province. The YDICI Foundation
was established in 2007 by Ustadz Zainal Abidin and several other
founders with a notary deed no. 6 dated July 7, 2006 and ratified through the Decree of
the Minister of Law and Human Rights of the
Republic of Indonesia C-2693.HT.01.02.TH 2006.
����������� IHBS
has a vision and mission to become
a superior school that has an integration concept between the early childhood
curriculum and the general science
curriculum. This integration concept is outlined in the SUBA (Religion-Based Public School) system which has been practiced at IHBS since its
inception. In its development, the SUBA curriculum continues to be sharpened
in order to get a synergy of two
types of learning that can
produce quality and highly competitive
graduates, especially with achievements in the fields of
applied science in DKI
Jakarta and student achievements in other fields at various
levels, both local and national.
In terms of general applied science, IHBS can produce students who have won at
the OSN (National Science Olympiad) level for mathematics and physics.
RESULT AND
DISCUSSION
Research
Results
1.
Profile
of Ibnu Hajar Boarding School (IHBS) Islamic Boarding School
����������� The
IHBS Jakarta Islamic boarding school
is under the auspices of
the Cahaya Ilmu Islamic Da'wah
Foundation, which is a non-profit foundation, engaged in da'wah, social, health and education. To accommodate the increasing needs of the community
for quality Islamic educational institutions, the Cahaya Ilmu Islamic Da'wah Foundation has set a vision in the field of
education, namely "Becoming an advanced
and quality Islamic educational institution with manhaj salafus
salih".
����������� As
a first step, in 2009 the Da'wah Cahaya Ilmu Foundation inaugurated an educational institution at the Junior High
School (SMP) level, then in
2010 the elementary school (SD) education level was inaugurated, in 2013 the Senior High School (SMA) level was also inaugurated and in 2014 the Childhood Education (TK) level and Ibnu Hajar tahfidz school was inaugurated
(Fadilah, 2018).
����������� Furthermore, the Ibnu Hajar Boarding School Islamic boarding school has a vision to become
an international standard superior educational institution in order to realize a devout, independent, intelligent, and superior Islamic generation based on the
manhaj salafus salih. Meanwhile, the mission of
the IHBS Institute is detailed as follows:
1)
Instilling
aqidah, worship, morals, and muamalah based on the
Qur'an and as-Sunnah according to the understanding
of salafus salih.
2)
Organizing
the tahfidz al-Quran program.
3)
Organizing
intensive teaching of Arabic and
English.
4)
Organizing
learning based on science and
ICT (information, communication,
and technology).
5)
Organizing
extracurricular activities that can foster
students' talents and interests, according to students'
talents and interests.
����������� To
realize the vision and mission
above, IHBS makes educational goals that are detailed according to the
stage of development of students at their
educational level. The purpose
of establishing IHBS High School is
to prepare the Islamic generation that:
1)
Having
the power of a saheeh creed,
true worship and having morals
based on the Qur'an and
as-Sunnah according to the understanding
of salafus salih.
2)
Have
the ability to memorize the
Qur'an 5 - 10 Juz.
3)
Actively
master Arabic and English and apply
them in daily communication.
4)
Able
to read books
in Arabic.
5)
Mastering
science and information technology.
6)
Mastering
the skill field in the field
of IT.
7)
Can continue
to pavorit universities both domestically and abroad.
����������� In
determining the educational pattern, IHBS implements a boarding pattern where all
students must be in the dormitory
during their educational process at IHBS, except for kindergarten and elementary school levels and
tahfidz al-Quran. At this level, IHBS implements a full-day education system to get
students who are able to understand
the basics of religion and
their life skills before continuing
to the junior high school (SMP) level. Furthermore, for all junior and senior high school students,
all students are in the dormitory with
the assistance of mudarris (teachers)
who are always willing to direct
and manage education at night
after effective learning in class from morning to
noon, precisely at 2 pm.
����������� Parents are given the opportunity to visit and
bring their children home once a month so that
the parents of the students
still have a high emotional relationship with their families and adapt to
the environment where they live
and with the community in general, even though
they are actually in the cottage environment.
����������� In
addition, at the secondary elementary
level, IHBS establishes a continuous
education system through the concept
of 6-year complete learning starting from grade 7 to
grade 12. This education system is made so
that education can take place
comprehensively and totality according to the curriculum
that has been set by IHBS. The education system is planned
in stages carefully by implementing a curriculum based on the formation
of Islamic character. Therefore, it is
hoped that after going through
the educational process at IHBS for 6 years, students
will be able
to understand the basic concepts
of religious and general education
well so that
when they enter a higher level at the University
level, students will be able to
adjust well in their new environment
which has different characteristics from IHBS.
����������� In
addition, for the KB-TK education level, IHBS applies the center
method in learning in the classroom. With the above
motto, teachers are required to implement
a teaching system that educates all
students to be more independent,
especially in preparing and implementing KBM in the classroom. Teachers are prohibited from giving a negative
impression to children with the
habit of instructing, forbidding and scolding students
who are growing up to be
teenagers. Learning is centered on
children as an educational subject while the teacher's
function is as a facilitator who makes the KBM (Teaching and Learning
Activities) process more effective and efficient in its implementation. The center method developed
in IHBS Kindergarten and Elementary School is detailed into
several centers, namely preparation centers, natural materials, role playing, reading
and counting, and faith and
piety.
����������� Along with the
development of IHBS and requests from
the community, in 2017,
IHBS opened a new education program specifically for girls for
junior high and high school education
levels located on Jalan Nakula no. 1, Cimanggis Depok, West
Java. The specificity of this women's education
program includes skills in the field of
culinary and fashion which are used as mandatory skills that are included in the school's intracurricular program.
Therefore, it is hoped that
in addition to having a good and
correct understanding of religion, IHBS female students have basic abilities
and skills in managing fashion such as sewing and culinary arts
such as cooking as the basic skills
of wives in the household environment
in the future.
����������� In
2017, IHBS education has graduated
alumni who have spread across various
educational institutions and universities. For the elementary school level, SD Ibnu Hajar has graduated
the first batch with a total of 40 graduates. In the previous year,
in 2016, IHBS High School also graduated the first batch
of 36 people. The results are quite good because almost
60% of alumni can continue to higher
education at some of the
youngest universities in
Indonesia, both public and private, and
some of them
have even been accepted into
foreign universities such as Malaysia, and Turkey.
����������� Furthermore, IHBS is planned to open an education program in Cimanggis
Depok as a development of girls' education at the junior high
school level. It is hoped that
students will feel more comfortable
in learning because they are not united between junior high and high school
students, which is worried that
it will have
a negative effect on the mental development
of students. With this separation,
IHBS women's education will focus more
on the development
of students with their characteristics
and potential. KBM learning in the classroom will be more standardized
with better quality education.
����������� In
2019-2020, it is planned that IHBS will open a new educational unit in Sentul, Bogor, West
Java at the level of Men's High
School. This is directed to
accommodate the interest of the
community who are quite large enough
to send their
children to IHBS. In recent years, IHBS at all levels
of education has implemented a fairly strict selection system in accepting new students, so
that the opening of new
units is expected to accept
more students in the IHBS environment.
2.
Institutional
Structure and Organization of IHBS Educational Institutions
����������� As
a formal educational institution,
IHBS makes a centralized institutional management model under the leadership
of a director who is a central
figure in education, namely Ustadz Zainal Abidin
Syamsuddin, Lc. All decisions
and institutional policies that are strategic and fundamental are centralized and coordinated through the decision of
the Director of IHBS which includes
the governance of Islamic boarding schools, the management
of educators and education,� educational cooperation, the use of educational
support infrastructure and so on.
����������� At
the technical level of work in educational
institutions, the Director of IHBS is assisted by
three Heads of Fields who
bring several Heads of Bureaus
and Heads of Units. The first
field is the Management Sector which oversees
the Bureau of Finance, Facilities and Infrastructure, Information
Technology and Security and Transportation. The second field is
the Education Sector which oversees
all educational units ranging from
Tahfidz, KB-TK, Elementary,
Junior High, and high school both
boys and girls, as well as the Curriculum Bureau. The third field is the
Human Resources (HR) Sector which
oversees the Bureau of Personnel
and Personnel Training. In addition to these three
Fields, there are several Bureaus that are directly under the supervision
of the director,
namely the Research and Development Bureau, the Islamic Center Bureau, the Public
Relations Bureau, and the Order, Cleanliness, and Security Bureau.��
����������� At
the level of educational units, the Principal in each unit has autonomy in determining internal policies of a technical nature related to Learning and
Teaching Activities (KBM) both formal in the classroom and informal in the dormitory. For example, the Principal
of a Junior High School, has 3 representatives, namely the curriculum
field, the student affairs field, and the
dormitory field. Furthermore, the curriculum field oversees curriculum coordinators and homeroom teachers at each level and
class groups (rombel). Meanwhile, the student affairs
sector is in charge of discipline
and order as well as various student activities both internal and external. In the field of
dormitory, the vice principal is in charge of
several mudarris coordinators (a term for evening teachers), namely coordinators of santrian, order and discipline, Arabic and khithobah
(speech training), cleanliness, and dormitory guardians as well as all student
night activities.� The number of formal teachers during the day
and teachers at night in the
junior high school environment is around 50 people.�
Graphic.
1 Organizational Structure of IHBS Jakarta
3.
IHBS Educator
and Education Personnel Human Resources Management
Model
����������� To
get the best
educational results, IHBS
has set several criteria in
the selection and determination of teaching staff
for kindergarten, elementary, junior high and high school.
All selected personnel have participated in a fairly long recruitment process ranging from administrative tests, psychological tests, health tests,
Islamic understanding interviews,
academic tests, and micro teaching
in the classroom directly. After passing the test, the
selected educators will receive a letter of appointment
based on the Director's Decree through the Human Resources Sector in the form of
a work contract letter for 1 full
academic year. After that, the educators
will follow various trainings, supervision, and work controls that
have been determined by the
HR department and related units to
support the success of learning
for IHBS students in their respective units.
����������� In
2017, the IHBS Islamic boarding
school educational institution had a total of 108 educators consisting of 67 men and
41 women.
����������� Table 4.1 explains the presentation of the number
of teachers at IHBS starting from the KB-TK, ELEMENTARY,
JUNIOR HIGH to high school levels, both boys and
girls.
Table 1.
Number of Educators at IHBS
|
No. |
Education
level |
Gender |
|
|
L |
P |
||
|
1 |
UNIT KB-TK |
0 |
17 |
|
2 |
ELEMENTARY UNITS |
15 |
17 |
|
3 |
BOYS' JUNIOR HIGH SCHOOL UNIT |
24 |
0 |
|
4 |
BOYS' HIGH SCHOOL UNIT |
25 |
0 |
|
5 |
GIRLS' JUNIOR HIGH & HIGH
SCHOOL UNIT |
3 |
7 |
|
SUM |
67 |
41 |
|
|
1 |
Man |
62% |
67 |
|
2 |
Woman |
38% |
41 |
|
108 |
|||
Meanwhile,
for the criteria
for educators based on educational
qualifications at IHBS, the data concludes that the majority
of teachers who teach are SI (bachelor of strata one) graduates from various universities
in Indonesia, the number is 74 people (69%), high school/equivalent
graduates are 20 people
(19%), Master's and Doctoral levels are 8 people (7%), and diplomas are 6 people (6%).
����������� Table 1 explains the number of
educators based on their educational
qualifications.
Table
2. Qualifications of IHBS Educators
|
NO |
Education Level |
Educational Qualifications |
|||
|
High School/Equivalent |
Diploma |
S1 |
S2 |
||
|
1 |
UNIT KB-TK |
10 |
1 |
6 |
0 |
|
2 |
UNIT SD |
8 |
1 |
23 |
0 |
|
3 |
BOYS' JUNIOR HIGH SCHOOL UNIT |
2 |
1 |
17 |
4 |
|
4 |
BOYS' HIGH SCHOOL UNIT |
0 |
2 |
21 |
2 |
|
5 |
GIRLS' JUNIOR HIGH & HIGH SCHOOL UNIT |
0 |
1 |
7 |
2 |
|
SUM |
20 |
6 |
74 |
8 |
|
|
1 |
S2/S3 |
7% |
8 |
||
|
2 |
S1 |
69% |
74 |
||
|
3 |
Diploma |
6% |
6 |
||
|
4 |
High School/Equivalent |
19% |
20 |
||
|
108 |
|||||
�����������
As for
the number of Mudarris (night
teachers) working at IHBS based on
the data that has been provided, there are a total of 58 people consisting of 27 people at
the junior high school level and as many as 23 people at the high
school level. Meanwhile, the number of
Mudarris for the junior high school and high
school level for girls is 8 people,
while those who are guided are around 70 students.�
Table
3. Explains The Number of Mudarris in The IHBS Environment.
|
No. |
Education Level |
Gender |
Educational
qualifications |
|||||||
|
SMA |
Diploma |
S1 |
SUM |
|||||||
|
1 |
BOYS' JUNIOR HIGH SCHOOL UNIT |
L |
19 |
5 |
3 |
27 |
||||
|
2 |
BOYS' HIGH SCHOOL UNIT |
L |
16 |
4 |
3 |
23 |
||||
|
3 |
GIRLS' JUNIOR HIGH & HIGH SCHOOL UNIT |
P |
7 |
1 |
8 |
|||||
|
SUM |
|
42 |
9 |
7 |
58 |
|||||
|
||||||||||
4.
Management
Financial Policy IHBS
����������� The
intended financial management is about
financial management activities that include planning, organizing, and controlling finances, whose main purpose is to control,
utilize existing resources optimally in accordance with the goals of
the IHBS educational institution, as well as to be able
to maintain the financial survival
of the institution
itself. The matters discussed in this financial management policy manual concern four main things, namely: 1) Financial Management Policy; 2) Procedures for the Implementation
of Financial Transactions;
3) Financial Documentation, and
4) Financial Statements.
����������� In
the implementation of financial policy,
IHBS Islamic boarding schools
implement several types of financial
transactions including: 1) Cash in Bank in the form of checking
accounts and the like which
can be used
for all transactions
related to receipts and expenditures
through banks; 2) Cash on Hand
in the form of cash kept
in the office for daily transactions,
consisting of large cash and
small cash; 3) Daily Transactions which are expenses and receipts for
IHBS's daily needs on a regular
basis and carried out within one
day, such as consumption, employee needs, school operations,
equipment and maintenance, and administration & general; 3)
Bank Reconciliation which is an activity
that is carried
out regularly to match bank book
balances with copies of bank statements belonging to IHBS educational institutions; and 4) Bank Deposit
Slip which is a medium used to deposit money to the
Bank.
����������� Among the rules
and policies in financial management implemented in the IHBS Islamic boarding school environment such as: 1) For each expenditure of funds, a payment
voucher must be made that
has a prenumbered serial number
and the use
of pencils, erasures, or scribblings
is not allowed; 2) Each cheque/bilyet giro/bank
transfer proof is prepared after the payment voucher
is approved and signed by
the authorized official; 3) Authorized officials must not sign checks/bilyet giro/proof of transfer that are not supported by a valid payment voucher in accordance with the points;
and 4) After payment is made, all
payment documents must be stamped
"In Payment" and the payment date
must be included
and input into the A/P (debt)
module by the payment function.
����������� In
terms of fund expenditure, IHBS Islamic boarding schools allocate funds that have been
received for the implementation of the management
of all educational
units which include several allocations, namely:
a.
Small
Cash for payment of certain
fees that are small and routine
immediately.
b.
Advance payments for educational
operational activities whose amount is
uncertain or not supported by valid evidence, are submitted and issued based
on the Advance Payment Procedure.
c.
Investment investments both in the short and
long term that aim to obtain optimal profits in the form of profit sharing, dividends, and the like.
d.
Procurement
of Goods and Services in each unit/section that is
regulated in accordance with the classification
of types of needs such
as operational parts which include catering,
laundry, procurement of construction services, and other
services.
e.
Salary
/ Wages: Payments received by employees
every month in exchange for services
provided which also include overtime
payments to employees who exceed
normal working hours in accordance with predetermined personnel regulations.
f.
Other
Allowances such as Holiday Allowance (THR), Position Allowance, Teaching Allowance, Transportation Allowance, Housing Allowance, and Health Allowance.
����������� In
terms of raising and receiving
funds to be able to
increase the source of income
for educational institutions, IHBS Islamic boarding
schools receive funds from sources
such as: 1) Donor donations
that are binding (Muqayyad); 2) Donor donations that are non-binding (Ghairu Muqayyad); and 3) Other legitimate
businesses that do not contradict the vision, mission
and objectives of the IHBS Islamic boarding school.
As for financial reporting, which is a collection
of financial information in a certain period presented in the form of
a systematic report that is easy
to read and
understand by all parties in need, it is
mainly submitted to the Director
of IHBS and as a report in the Year-End
Deliberation which is held at
the end of
each learning year.
5.
IHBS Islamic Boarding School Learning Process Management Model
����������� The
process of implementing formal KBM (Teaching
and Learning Activities) at the IHBS Jakarta Islamic boarding
school takes place simultaneously starting from 7.00 a.m. to 15.00 p.m. consisting of 9 subjects. All general subjects are taught with standard
learning by qualified teachers in their respective fields, such as Mathematics, Indonesian, English,
Arabic, Natural Sciences consisting of Physics,
Chemistry and Biology, Social Sciences consisting of Economics, History
and Geography, and others. Likewise,
the learning of diniyah (Islamic Religion) which is taught independently
at IHBS uses a Middle Eastern standard curriculum with several adjustments to conditions such
as Aqidah, Hadith, Fiqh, Sirah, Tafsir Al Quran, and so on. It
is hoped that with this
integrated approach, students will be
able to better
understand the science of these
two skills.
Table
4. Curriculum Structure in
IHBS Junior High School
|
SUBJECT |
CLASS |
|||
|
X |
XI |
XII |
||
|
I.
Compulsory Subjects |
||||
|
1 |
Islamic Religious
Education |
- |
- |
- |
|
2 |
Pancasila and
Citizenship Education |
- |
- |
- |
|
3 |
Indonesian |
4 |
4 |
4 |
|
4 |
English |
4 |
4 |
4 |
|
5 |
Mathematics |
4 |
4 |
4 |
|
6 |
Physics |
2 |
- |
- |
|
7 |
Chemistry |
2 |
- |
- |
|
8 |
Biology |
2 |
- |
- |
|
9 |
Integrated Social
Studies 1 (Sociology & History) |
2 |
- |
- |
|
10 |
Integrated Social
Studies 2 (Economics & Geography) |
2 |
- |
- |
|
11 |
Cultural Arts
(Broadcast/Programming) |
2 |
- |
- |
|
12 |
Physical Education,
Sports, and Health |
2 |
2 |
2 |
|
13 |
Information and Communication
Technology (ICT/Programming) |
- |
2 |
- |
|
14 |
Foreign Language
(Japanese) |
- |
2 |
2 |
|
II.
Major Subjects |
||||
|
���������� IPA |
|
|
|
|
|
15 |
Mathematics |
4 |
4 |
4 |
|
16 |
Biology |
4 |
4 |
4 |
|
17 |
Physics |
4 |
4 |
4 |
|
18 |
Chemistry |
4 |
4 |
4 |
|
|
LANGUAGE |
|
|
|
|
15 |
Indonesian Language
and Literature |
4 |
4 |
6 |
|
16 |
English Language and
Literature |
4 |
6 |
6 |
|
17 |
Foreign Languages and
Literatures (Arabic) |
- |
- |
- |
|
18 |
Anthropology |
4 |
4 |
4 |
|
III. Subjects of
Diniyah, Bhs. Arabic & Tahfizh |
||||
|
19 |
Tauhid |
2 |
2 |
2 |
|
20 |
Fiqh |
2 |
2 |
2 |
|
21 |
Hadith |
2 |
2 |
2 |
|
22 |
Tafsir |
- |
2 |
2 |
|
23 |
Sirah |
2 |
2 |
2 |
|
24 |
Arabic |
10 |
10 |
6 |
|
25 |
Tahfizh al Quran |
* |
* |
* |
|
Sum |
42 |
46 |
42 |
|
Discussion
1.
�General Assessment of the Managerial
of IHBS Islamic Boarding School
����������� In
general, the IHBS Jakarta
Islamic Boarding School has
quite good quality seen from
several aspects of education. This
is of course
an implication of the implementation
of a school-based managerial system in the IHBS Islamic boarding school environment. Nevertheless, the development of education will still continue to be developed
to achieve the vision, mission,
goals, targets and objectives that have been
set by the managers of the
Islamic boarding schools through the basic
reference of the RENSTRA.
����������� As
a modern Islamic boarding school
with a modern concept with good quality
of Islamic learning and good general
academic learning, IHBS
Islamic boarding school has
special characteristics compared to other
Islamic boarding schools that are more traditional.
When compared to other modern Islamic boarding schools, the characteristics of IHBS that distinguish
this boarding school from others
are:
a.
An Islamic identity that is
thick with distinctive characteristics uses the term ahlussunnah
wal jamaah 'ala manhaj salaful ummah, namely the understanding
of the ahlussunnah
aqidah with the religious method
of the salaf (predecessors) who are shaleh. With this
method, the understanding of religion must be
based on the authentic Al Quran and As Sunnah as the basis of religious
law which is then followed
by the ijma'
of the companions
as the main reference in carrying out religious
obligations and qias as an instrument
of ijtihad. Various characteristics of ahlussunnah are very much held by
IHBS Islamic boarding schools
such as understanding the Pillars of
Islam and the Pillars of Faith, applying salafus salih, maintaining Islamic teachings and maintaining
mahdhah worship such as congregational prayers, Ramadan fasting, dressing manners, eating and drinking
as well as daily activities for male and female employees,
wearing pants that are long above the ankles and
maintaining beards for male employees,� Meanwhile, female employees are required to wear
hijab, and others.
b.
IHBS management
issued strict rules about smoking
prohibition for all employees, students and visitors
around the IHBS area. Likewise, it is
strictly forbidden to start cars around
the IHBS environment in
order to create a beautiful, beautiful, clean and healthy
IHBS environment.
c.
Formatting
itself as a modern Islamic boarding
school with the use of
the name 'boarding school' and a faith-based public school (SUBA). With these two
terms, it can be said
that IHBS is indeed a pesantren that has
modern characteristics with
a good mastery of science and
technology, in addition to a strong religious
understanding, religious attributes, Arabic language, intensive learning of diniyah
and tahfidz as the characteristics of its Islamic boarding school.��
d.
A more
dynamic managerial system that still
does not leave the nuances of
the pesantren led by a kiai as the policy center in the governance of the pesantren.
e.
Emphasis
is placed on the development
of quality education by means
of sustainable development and empowerment of both human and natural resources, so as to create a conducive
environment.
f.
It
has been able to excel in the
field of education both at the local,
regional and national levels. All achievements carved by students
and teachers are given sufficient appreciation to continue to improve
their performance.
g.
It
has a training center for teachers and
employees who are representative and conducive, so that
IHBS is able to develop and
improve human resources in line with the
demands and development of the world of
education in the era of globalization and is able
to answer the challenges and problems of
complex and dynamic life.
h.
The very
strategic location of IHBS is in Jakarta, the capital of
Indonesia, which has easy access from every
cardinal direction, so it is
very easy to reach by
the public, especially customers with various means
of transportation both land, sea
and air.
����������� From the data that
has been received and analyzed comprehensively,
this study explains more deeply about
the quality of education at
IHBS which is quite established and well implemented.
Some things that are noted in the implementation of education managerial
at IHBS will be conveyed in the SWOT analysis (Stengths, Weaknesses, Opportunities, and Treats) section in the next section.�
2. SWOT Analysis of IHBS
Islamic Boarding Schools
IHBS excels in integrating Islamic diniyah based on the Quran and Sunnah with a modern SUBA system, ensuring balanced religious and general education. It adopts centralized management for effective teamwork, creates a conducive learning environment, and maintains high standards through National Accreditation Board certifications (Grade A). IHBS has well-developed infrastructure, achieves academic and extracurricular excellence regionally and nationally, and follows strategic plans for educational growth. Community support, including free programs like Quran memorization and social services, enhances its role as a key education center.
Challenges include significant staff turnover, lack of standardized work procedures (SOPs), and low competence among some employees. Community audits are limited, and the internalization of boarding school values among non-teaching staff is inadequate. These issues hinder full adherence to the institution�s standards and goals.
IHBS benefits from high community interest, strategic location in Jakarta, and leadership by a respected Islamic scholar. Transparency, stakeholder engagement, and partnerships drive accountability and innovation. Flexibility in policies and responsiveness to societal needs enhance IHBS's appeal.
Decentralization demands adaptation to local community needs and independent policy-making. Financial transparency, efficient resource management, and a quality-driven climate are necessary to meet educational and stakeholder expectations effectively.
CONCLUSION
����������� The study reveals that IHBS Islamic Boarding School in Jakarta is a model institution combining modern and traditional systems, creating a religion-based public school (SUBA) model. This approach aims
to produce graduates with a balanced mastery of religious knowledge
and general sciences. IHBS demonstrates strong quality in education through school-based managerial systems, emphasizing autonomy, flexibility, and community participation.
The school implements School-Based Education Management (MPBS) for curriculum, human resources, finance, and infrastructure,
aligning with national policies and laws. Teachers
possess competencies mandated by law,
including pedagogical,
personal, professional, and
social skills, while school principals
meet managerial, entrepreneurial, and supervisory requirements.
Financial management at
IHBS is well-organized, focusing on planning,
control, and resource optimization.
Infrastructure development supports
academic excellence across all educational
units. Despite these strengths, IHBS faces challenges such as incomplete SOPs, inconsistent perceptions among staff, insufficient competence in some employees, and limited regeneration efforts. Community audits remain inadequate,
and some human resources need improvement in practicing Islamic
values. While IHBS has laid a solid foundation in planning, organizing, directing, and supervising education, continuous improvement is necessary to
fully achieve its vision and
goals. Supporting factors include community support, adequate facilities, transparency, and strong financial systems, counterbalanced by areas requiring
refinement.
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