Pesantren play a pivotal role in shaping the character and competencies of the young Muslim generation in Indonesia. These institutions not only impart religious knowledge but also cover general subjects like languages, mathematics, sciences, social studies, and more. Additionally, they excel in fostering a culture steeped in religious values such as discipline, responsibility, teamwork, tolerance, and social concern. However, despite these strengths, pesantren encounter various challenges in enhancing the quality of their education.
One frequently discussed issue is that pesantren are often considered as secondary education, less sought after and valued by society. Non-modern or traditional pesantren, employing the ‘pondok’ system and following a more orthodox approach, remain culturally esteemed but exhibit competency gaps compared to mainstream schools.
This competency gap is visible in curriculum aspects, infrastructure, human resources, and educational outcomes. Non-modern pesantren are often seen as outdated, rigid, and out of touch with the demands of the times. However, they also possess untapped potential and strengths that can be developed and utilized to elevate the overall educational quality within pesantren.
This article aims to address the competency gap between non-modern pesantren and prominent schools, proposing ideas to bridge this divide. These ideas encompass: (1) revamping the curriculum to align with students’ needs and interests; (2) enhancing educational infrastructure to support the teaching-learning process; (3) cultivating professional and competent human resources; and (4) conducting periodic evaluations and improvements in learning outcomes. Consequently, the goal is for non-modern pesantren to elevate their educational quality and become competitive and outstanding educational institutions.
Firstly, to address the competency gap, it is imperative to revamp the curriculum according to the needs and interests of the students. A good curriculum should consider cognitive, affective, and psychomotor aspects of students, while staying relevant to advancements in science, technology, and the arts.
Non-modern pesantren need to update their curriculum, not only focusing on religious studies but also integrating general subjects to enhance students’ competencies in various fields. Additionally, offering students the freedom to choose subjects aligning with their interests and talents while providing opportunities to nurture their creativity and innovation is crucial.
Secondly, improving educational infrastructure that supports the teaching-learning processes is another essential step to bridge this competency gap.
Educational infrastructure comprises facilities and equipment utilized for educational activities. Ensuring these facilities meet standards of adequacy, availability, affordability, and integration is vital. Non-modern pesantren must enhance their educational infrastructure to facilitate an effective and efficient teaching-learning environment. This includes classrooms, libraries, laboratories, studios, workshops, sports facilities, dormitories, cafeterias, among others. Leveraging information and communication technology such as computers, the internet, multimedia, and software to support interactive and engaging learning is equally important.
Thirdly, developing a professional and competent human resource pool is crucial in addressing the competency gap. Human resources involved in education—administrators, educators, and students—must possess qualifications, abilities, attitudes, and ethics fitting their roles and responsibilities.
Non-modern pesantren need to cultivate a professional and competent human resource base by improving their well-being, motivation, and performance. Offering training, guidance, and career development opportunities, along with objective and transparent recruitment, selection, and placement processes, is essential.
Fourthly, conducting periodic evaluations and improvements in learning outcomes is paramount. Learning outcomes signify the achievements of students following the teaching-learning process, encompassing cognitive, affective, and psychomotor aspects, including knowledge, skills, attitudes, and values.
Non-modern pesantren should conduct periodic evaluations and enhancements in learning outcomes using valid, reliable, and objective assessment tools such as tests, observations, portfolios, among others. Providing feedback, guidance, and remedial support to students with less satisfactory outcomes while acknowledging and nurturing those with excellent results is pivotal.
In conclusion, non-modern pesantren still exhibit competency gaps compared to mainstream schools. These gaps may adversely affect the quality of pesantren education and the competitiveness of their graduates. Hence, concerted efforts are necessary to bridge these gaps, including curriculum reform, infrastructure enhancement, human resource development, and regular evaluation and improvement of learning outcomes. By doing so, non-modern pesantren can elevate their educational quality, becoming competitive and distinguished institutions.
This article seeks to offer insights and suggestions regarding the competency gap between non-modern pesantren and prominent schools. It does not intend to belittle or disparage non-modern pesantren but rather aims to appreciate and acknowledge them as integral forms of Islamic education significantly shaping the young Muslim generation in Indonesia. The article also hopes for collaboration and synergy between non-modern pesantren and prominent schools, as well as among the government, society, and other educational stakeholders, to support and advance pesantren education in Indonesia.
May this article provide benefits and inspiration to its readers. The author acknowledges the limitations of this piece and welcomes constructive criticism and suggestions from readers.
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