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Manajemen integrasi budaya organisasi di Pondok Pesantren: Studi Multisitus di Pondok Pesantren Nurul Islam dan Pondok Pesantren al-Qodiri Jember
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معهد نورالاسلام و معهد القادري بجمبار لديهما التاريخية النموذجية، و القيم الدينية التقليدية تكون أساس القيم الثقافية في المعهد. والمؤسسة التعليمية الرسمية تكون أساس القيم الخلفية، والمؤسسة التعليمية الرسمية التي تطورت داخل المعهد تكون منظمة فرعية التي لديها منظمة ثقافة مختلفة. فنظام القيم في المؤسسة التعليمية الرسمية مطلب مع ثقافة حديثة موجهة نحو تلبية الاحتياجات الفردية من أجل البقاء، المطالبة بالثقافة المهنية والنقاد والمهارة. تتطلب هذه الحالة كياهي كمؤسس المعهد وفي الوقت نفسه كعامل لقيم المعهد لدمج الثقافات الفرعية وفقًا لثقافة المعهد ، دون فقدان الجودة المؤسسية.
بناءً على الظاهرة المذكورة أعلاه ، يحدد الباحث ثلاثة مجالات تركيز للبحوث ؛ 1. تخطيط التكامل ، 2. نهج تنفيذ التكامل ، 3. استراتيجية شاملة لدمج الثقافة التنظيمية والثقافة الفرعية التنظيمية في المعهد.
استخدمت هذه الدراسة المنهج الكيفي، نوع من دراسة الحالة مع تصميم دراسة متعددة المواقع. تقنية جمع البيانات باستخدام المقابلات المتعمقة، والملاحظة المشاركة والتوثيق. تحليل البيانات باستخدام تحليل حالة المتعددة .و التحقق من البيانات باستخدام المصداقية والمرونة والاعتمادية.
نتائج هذه الدراسة هي ؛ أولاً ، يتم التخطيط لإدماج الثقافة والثقافة الفرعية التنظيمية في المعهد من خلال مراحل تحديد القيم الرئيسية لـ المعهد ، وتنظيم تدفق تطوير المؤسسات التعليمية الرسمية ، وتنظيم سلوك أصحاب المصلحة في المعهد. ثانيًا ، يستخدم نهج تنفيذ دمج الثقافة والثقافة الفرعية التنظيمية في المعهد نهج دور الكياهي وعائلة الكياهي كممثل رئيسي ، وتفويض السلطة إلى السطر الثاني (مكتب / مؤسسة رسمية) ، يخلق أصماغ التنظيم على أساس قيم المعهد ، وضع لوائح ملزمة للسلوك التنظيمي ، ثالثاً ، الاستراتيجية الشاملة لإدماج الثقافة والثقافة الفرعية التنظيمية في المعهد هي: مزامنة مفهوم اللغة كخادم مدرسة داخلية ، وبناء الاعتقاد بأن المعهد يوفر نعمة ، تدريب خريجي المعهد ليصبحوا محترفين وتدريب المهنيين على فهم قيم المعهد. رابعاً: الجمع بين المكونات الهامة في المؤسسات التعليمية (السلوك الأخلاقي والأخلاق والمناهج) بطريقة تكاملية.
النتائج الرسمية لهذه الدراسة هي "إدارة التكامل الثقافة الفرعية في المعهد ". (تم تصميمه وفقًا لقاعدة القيمة الرئيسية ، ويتم تنفيذه بشكل منظم من خلال نهج القيمة ، ويتم التحكم فيه باستخدام منصة هوية).
ABSTRACT
Nurul Islam and Al Qodiri Islamic boarding school or Pondok Pesantren have a unique history, religious values that inherent traditionally become a cultural values basis of these both institution. While formal education institutions have a modernity values basis. The institutions which exist within pesantren become a sub-organization which culturally has a different value system. The value system inherent in formal education is full of modern culture which is oriented to fulfillment of individual need in order to survive, demanding professional culture, critical, and skill mastery. This condition requires Kyai as the founder and an agent of pesantren value to integrate the sub-cultures in accordance with the pesantren culture, without losing the institutional quality.
This study aims to examine, analyze, and find: 1. Planning of integration, 2. Implementation of integration, and 3. Controlling of organizational culture integration at both boarding schools. This research uses a qualitative approach, a case study type, and a multi-site research design. Data collective techniques used in this study are; observation, interview, and documentation. The process of data analysis is carried out by data condensation, data presentation, and drawing conclusion. Data validity is tested through credibility, dependability, and conformability tests.
Based on this case study, researcher found that: 1. Planning of organizational culture integration at these both pesantren is carried out by the process of; a. environmental analysis through establishing communication with a number of Kyai and educational figures, b. setting goals, c. developing organizational structure, d. designing human resources recruitment, and e. compiling administrative integration and strengthening team commitment. 2. Implementation of organizational culture integration at these both pesantren in carried out by the process of : a. binding the value of pesantren as a Glue of Organization, b. optimizing role of leadership, and c. dominating culture approach. 3. Controlling of organizational culture integration at these both pesantren is carried out through the process of: a. pesantren values-based control, b. direct control, c. organizational structure control, and d. by giving trust to the pesantrens’ committee control.
The finding of this study is; Management of sub-cultural integration of Islamic boarding schools is designed according to the main value base, carried out in an agency basis through value approach, and controlled with an identity platform.
ABSTRAK
Pondok pesantren Nurul Islam dan Al-Qodiri memiliki sejarah yang khas, nilai keagamaan yang melekat secara tradisional menjadi basis nilai budaya kedua pesantren ini. Sedangkan lembaga pendidikan formal memiliki basis nilai-nilai modernitas. Lembaga yang berkembang di dalam pesantren ini menjadi sub organisasi yang secara kultur memiliki sistem nilai yang berbeda. Sistem nilai yang melekat pada lembaga pendidikan formal penuh dengan budaya modern yang berorientasi pada pemenuhan kebutuhan individu agar tetap survive, menuntut budaya professional, kritis dan penguasaan skill. Kondisi ini mengharuskan kyai sebagai pendiri pesantren dan sekaligus sebagai agen nilai-nilai pesantren mengintegrasikan sub-sub budaya sesuai dengan cultur pesantren, tanpa menghilangkan mutu kelembagaan.
Penelitian ini bertujuan untuk mengkaji, menganalisis dan menemukan: 1. Perencanaan integrasi, 2. Pelaksanaan integrasi, 3. Pengendalian integrasi budaya organisasi di pondok pesantren. Penelitian ini menggunakan pendekatan kualitatif, jenis penelitian studi kasus, dan rancangan penelitian multisitus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Proses analisis data dilakukan dengan cara: kondensasi data, penyajian data, penarikan kesimpulan. Keabsahan data diuji melalui uji kredibilitas, dependabilitas, dan konfimabilitas.
Temuan hasil penelitian: 1. Perencanaan integrasi budaya organisasi di pondok pesantren dilakukan dengan proses: a. Analisis lingkungan dengan menjalin komunikasi kepada beberapa Kyai dan tokoh pendidikan; b. Menetapkan tujuan, c. Menyusun struktur organisasi; d. Merancang rekrutmen SDM, e. Menyusun administrasi integrasi dan penguatan komitmen tim. 2. Pelaksanaan integrasi budaya organisasi di pondok pesantren dilakukan dengan proses: a. Mengikat nilai pesantren sebagai Glue of Organization, b. Peran kepemimpinan, c. Pendekatan dominant culture. 3. Pengendalian integrasi budaya organisasi di pondok pesantren dilakukan melalui proses: a. Pengendalian berbasis nilai fundamental pesantren, b. Pengendalian secara langsung, c. pengendalian melalui struktur organisasi, d. Pengendalian dengan memberikan kepercayaan kepada struktur.
Temuan penelitian ini adalah “Manajemen Integrasi Sub-Budaya Pondok Pesantren”. (Dirancang sesuai dengan basis nilai utama, dijalankan secara agency dengan pendekatan nilai, dikendalikan dengan platform identitas)
STRATEGI PESANTREN DALAM MENUMBUHKAN ENTREPRENEURSHIP SANTRI
Full text linkThe purpose of this research is to describe: 1) the of the Islamic boarding school's strategy in the planning stage in fostering santri entrepreneurship. 2) of the Islamic Boarding School strategy in the implementation stage in fostering santri entrepreneurship. 3) of the Islamic Boarding School strategy in the evaluation stage in fostering santri entrepreneurship. This research uses a qualitative approach with a descriptive type. Data analysis techniques used Miles, Huberman namely: data condensation, data presentation, and data verification/conclusion. The validity of the data uses source triangulation and technical triangulation. The results of this research are the Islamic Boarding School's strategic in fostering student entrepreneurship at the Raden Rahmad Sunan Ampel Antirogo Jember Islamic Boarding School which includes the planning, implementation and evaluation stages. The planning stage includes the following steps: formulation of the vision, environmental assessment, organizational assessment and determination of the santri strategy. While the implementation phase includes strategy implementation, change analysis, change planning, communicating changes and consolidating changes. The evaluation phase includes review activities and performance measurement.AbstrakTujuan penelitian ini adalah untuk mendeskripsikan: 1) strategi Pesantren pada tahap perencanaan dalam menumbuhkan entrepreneurship santri. 2) strategi Pesantren pada tahap implementasi dalam menumbuhkan entrepreneurship santri. 3) strategi Pesantren pada tahap evaluasi dalam menumbuhkan entrepreneurship santri. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Teknik analisis data menggunakan Miles, Huberman yaitu: kondensasi data, penyajian data, dan verifikasi/ kesimpulan data. Keabsahan data menggunakann trianggulasi sumber dan trianggulasi teknik. Hasil dari penelitian ini strategi Pesantren dalam menumbuhkan entrepreneurship santri di Pondok Pesantren Raden Rahmad Sunan Ampel Antirogo Jember mencakup tahap perencanaan, implementasi dan Evaluasi. Tahap perencanaan meliputi langkah-langkah: perumusan visi, asesmen lingkungan, asesmen organisasi dan penentuan strategi santri. Sedangkan tahap implementasi meliputi implementasi strategi, analisa perubahan, perencanaan perubahan, mengkomunikasikan perubahan serta mengkonsolidasi perubahan. Tahap evaluasi meliputi aktivitas peninjauan ulang dan pengukuran kinerja
Peran Guru Dalam Peningkatan Kualitas Belajar Peserta Didik Pada Pembelajaran Daring Di Madrasah Ibtidaiyah
Full text linkIn the teaching and learning process, teachers are required to be able to carry out their role to the fullest as a motivator and initiator in an effort to maintain and at the same time increase the enthusiasm of students to learn. Especially in the Covid-19 pandemic situation which requires educational institutions to carry out online learning. This study aims to discuss the teacher\u27s role as a motivator and the teacher\u27s role as an initiator in improving the quality of student learning in online learning at Madrasah Ibtidaiyah Ma\u27arif Condro Jember. This research uses qualitative research methods and the type of research is a case study. Data collection techniques using observation, interviews and documentation. The validity of the data using source triangulation and technical triangulation. Meanwhile, data analysis uses data condensation, data presentation and verification/conclusion. The results of this study indicate: 1) The teacher\u27s role as a motivator in improving the quality of learning in online learning, namely: providing opportunities for students to play an active role in learning, providing reinforcement, praise or verbal appreciation, teachers listening to students\u27 concerns and wishes to bond. good relationship between teachers and students. 2) The role of the teacher as an initiator in improving the quality of learning in online learning, namely: utilizing information and communication technology such as Whatsapp, Facebook, Google Meet and Google Form.
Keywords: Teacher Role; Quality of Learning; Online Learning
Dalam proses belajar mengajar, guru dituntut untuk mampu melaksanakan perannya secara maksimal menjadi motivator dan inisiator dalam upaya menjaga dan sekaligus meningkatkan semangat belajar peserta didik. Terlebih dalam situasi pandemi Covid-19 yang menuntut lembaga pendidikan untuk melaksanakan pembelajaran secara Daring. Penelitian ini bertujuan untuk membahas tentang peran guru sebagai motivator dan peran guru sebagai inisiator dalam meningkatan kualitas belajar peserta didik pada pembelajaran daring di Madrasah Ibtidaiyah Ma’arif Condro Jember. Penelitian ini menggunakan metode penelitian kualitatif dan jenis penelitiannya adalah studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Sedangkan analisis data menggunakan kondensasi data, penyajian data dan verifikasi/kesimpulan. Hasil penelitian ini menunjukkan: 1) Peran guru sebagai motivator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memberikan kesempatan kepada peserta didik untuk berperan aktif dalam pembelajaran, memberikan penguatan, pujian atau apresiasi secara verbal, guru mendengarkan keresahan dan keinginan peserta didik agar terjalin ikatan yang baik antara guru dan peserta didik. 2) Peran guru sebagai inisiator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memanfaatkan teknologi informasi dan komunikasi seperti Whatsapp, Facebook, Google Meet dan Google Form.
Kata Kunci: Peran Guru; Kualitas Belajar; Pembelajaran Darin
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