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Muchammad Afifuddin, MA KEBANGKITAN PENDIDIKAN KEAGAMAAN: Pendidikan Mu’a>dalah dalam Konteks Sistem Pendidikan Nasional Muchammad Afifuddin, MA Pustakapedia Indonesia KEBANGKITAN PENDIDIKAN KEAGAMAAN: Pendidikan Mu’a>dalah dalam Konteks Sistem Pendidikan Nasional ©2020, Muchammad Afifuddin Hak cipta dilindungi undang-undang Penulis : Muchammad Afifuddin Tata Letak : Tim Pustakapedia Desain Sampul : Fadil Fadhilla ISBN : 978-623-7641-16-2 Cetakan ke-I, Januari 2020 Diterbitkan oleh: Pustakapedia (CV Pustakapedia Indonesia) Jl. Kertamukti No.80 Pisangan Ciputat Timur, Tangerang Selatan 15419 Email: [email protected] Website: http://pustakapedia.com Dilarang memperbanyak karya tulis ini dalam bentuk dan dengan cara apapun tanpa izin tertulis dari Penulis KATA PENGANTAR Puji syukur kehadirat Allah SWT atas segala karunia dan inayah-Nya sehingga penulis dapat mengikuti serangkain ujian-ujian yang panjang dengan tentu saja mengikuti aturan dan prosedur yang berlaku di Sekolah Pascasrjana UIN Syarif Hidayatullah Jakarta, sebagai persyaratan dalam penyelesaian studi magister. Shalawat serta salam semoga selalu tercurahkan kepada junjungan alam Nabi Muhammad Saw. Keluarganya, para sahabatnya, dan kaum muslimin yang istiqamah menjalankan ajaran sucinya. Penulis yakin atas rahmat dan petunjuk-Nya sehingga bisa pada tahap akhir ini. Namun dari sejumlah rangkain proses yang sudah dilewati ada banyak pihak turut membantu, mendorong dan memotivasi, baik secara materi maupun moril. Sebab itu, patut kiranya penulis sampaikan ucapan terima kasih yang tulus dan setinggi-tingginya. Penghargaan dan ucapan terima kasih yang tulus dan penuh hormat, pertama-tama penulis sampaikan kepada Prof. Dr. Jamhari, MA sebagai Direktur Sekolah Pascasarjana UIN Syarif Hidayatullah Jakarta. Begitu pula kepada Dr. Hamka Hasan, LC., MA selaku Wakil Direktur, Prof. Dr. Didin Saepudin, MA selaku Ketua Program Studi Doktor dan Arif Zamhari, M.Ag, Ph.D. selaku Ketua Program Studi Magister Sekolah Pascasarjana UIN Syarif Hidayatullah Jakarta. Ucapan terima kasih dan apresiasi yang setinggi- tingginya juga penulis ucapkan kepada Muhammad Zuhdi, M.Ed, P.hD, selaku Dosen Pembimbing yang telah meluangkan waktu dan fikiran untuk memberikan bimbingan, saran dan kritik membangun secara kontinue kepada penulis i sehingga penyelesaian tesis ini bisa sampai pada ujian tahap akhir. Kesediaan beliau melakukan sharing dan berdiskusi secara langsung tentang konsep yang dibahas dalam tesis ini mempermudah penulis dalam menuangkan pikiran secara sistematis dan terarah sehingga menghasilkan tulisan ini meski masih ditemukan banyak kekurangan yang harus diperbaiki. Penulis juga tidak lupa sampaikan apresiasi yang tinggi kepada seluruh civitas akademika SPS UIN Jakarta mulai dari para Dosen yang telah melakukan tranformasi ilmu kepada penulis sehingga menjadi bekal yang baik dalam memperkuat konsep keilmuan dan aplikasinya. Kegiatan pembelajaran di lembaga ini berjalan dengan lancar dapat menunjang proses pembelajaran yang bermutu tidak lepas dukungan dari seluruh pegawai dan staf Sekretariat SPs, staf Pepustakaan SPS UIN Jakarta, dengan penuh dedikasi mereka melayani penulis dengan ikhlas dalam menyiapkan berbagai kebutuhan dan fasilitas yang dibutuhkan sehingga penyelesaian tesis ini berjalan secara berkesinambungan. Penulis juga sampaikan beribu terima kasih dan salam ta’dhim kepada guru kami KH. Abdullah Kafabihi Mahrus (Pengasuh Pesantren Lirboyo), KH. Reza Ahmad Zahid (pengasuh al-Mahrusiyah Lirboyo), Bapak Irfan Zidni (Mudier MHM Lirboyo), Bapak Nu’man Abdul Ghani (Ketua Pondok), Dr. Ainur Rofiq, M.Ag (Kasubdit PD-Pontren Kemenag RI), yang telah berkenan dan meluangkan waktunya untuk melakukan wawancara dalam membantu penyelesaian tesis ini. Terakhir, penulis sampaikan ungkapan yang tulus dari sanubari yang paling dalam, kepada kedua orang tua saya ii H.Khairozi dan Hj. Faridah, serta kakak-kakak saya begitu pula kepada istri tercinta Risqoh Chasanah yang telah memberikan dukungan do’a yang mereka berikan dapat memberikan spirit dalam menyelesaikan studi ini. Semoga Allah SWT senantiasa memberikan balasan yang setimpal kepada kita semua. Akhirnya, penulis sadar bahwa dalam penulisan tesis ini masih banyak kekurangan dan kekeliruan dalam berbagai aspek sehingga mengurangi kebulatan dan keutuhan isi dan kandungan tesis ini di mata pembaca. Oleh karena itu, penulis sangat mengharapkan saran dan masukan yang konstruktif dan kualitatif untuk memperbaiki dan menyempurnakan tesis ini. Semoga Allah SWT selalu menyertai langkah perjuangan kita dengan rahmat dan ridhaNya. Amin Ya Rabbal Alamin. Jakarta, 3 Maret 2020 Penulis, Muchammad Afifuddin iii iv PEDOMAN TRANSLITERASI Pedoman Transliterasi Arab Latin yang digunakan dalam penelitian ini berdasarkan ALA-LC ROMANIZATION tables sebagai berikut : A. Konsonan Arab Latin Arab Latin }d ض A ا }t ط B ب }z ظ T ت ، ع Th ث Gh غ J ج F ف }h ح Q ق Kh خ K ك D د L ل Dh ذ M م R ر N ن Z ز H ه،ة S س W و Sh ش Y ي }s ص v B. Vokal 1. Vokal Tunggal Tanda Nama Huruf Nama Latin Fath{ah A A َ Kasrah I I َ D{amah U U َ 2. Vokal Rangkap Tanda Nama Huruf Nama Latin Fath{ah dan Ai a dan i َ ...ي ya Fath{ah dan Au a dan u َ... و wau 3. Vokal Panjang Tanda Nama Gabungan Nama Huruf Fath{ah dan a> a dan garis ــا alif di atas Kasrah dan i> i dan garis ـ ـي ya di atas D{ammah u> u dan garis ـ ـو dan wau di atas vi Contoh : h{aul : حول H{usain : ح سين C. Ta’ Marbu>t{ah di akhir kata, bila )ة ) Transliterasi ta’ marbu>t{ah dimatikan ditulis “h” baik yang dirangkai dengan kata sesudahnya atau tidak. Contoh : : مدرسة Mar’ah : مرأة Madrasah Ketentuan ini tidak digunakan terhadap kata-kata Arab yang sudah diserap ke dalam bahasa Indonesia seperti shalat, zakat dan sebagainya, kecuali yang dikehendaki lafadz aslinya. D. Shiddah Shiddah/Tashdi>d ditransliterasi akan dilambangkan dengan huruf, yaitu huruf yang sama dengan huruf yang bershaddah itu. Contoh : : ش ّوال <Rabbana : ربّنا Shawwa>l E. Kata Sandang dilambangkan berdasarkan huruf yang “ال“ Kata sandang mengikutinya, jika diikuti huruf shamsiyah maka ditulis dengan huruf yang bersangkutan, dan ditulis “al” jika diikuti dengan huruf qamariyah. Contoh : al-zahrah : الزهرة al-Qalam : القلم vii viii DAFTAR ISI KATA PENGANTAR ................................................................ i PEDOMAN TRANSLITERASI ................................................. v DAFTAR ISI ............................................................................ ix BAB I: PENDAHULUAN A. Latar Belakang Masalah .................................................. 1 B. Permasalahan ................................................................... 18 1. Identifikasi Masalah .................................................. 18 2. Rumusan Masalah ................................................…. 18 3. Batasan Masalah ........................................................ 18 C. Tujuan dan signifikansi Penelitian .................................. 19 D. Penelitian Terdahulu Yang Relevan ................................ 19 E. Metodologi Penelitian ...................................................... 24 1. Obyek Penelitian ....................................................... 24 2. Jenis Penelitian .......................................................... 25. 3. Sumber Data……………………………………............26 4. Pendekatan Penelitian .............................................. 26 5. Pengumpulan Data ................................................... 27 6. Pengelolaan Data ....................................................... 28 7. Teknis Analisis Data ............................................... 29 F. Sistematika Penulisan ...................................................... 30 BAB II: DISKURSUS KURIKULUM PENDIDIKAN MU’A<DALAH DALAM KONTEKS SISTEM PENDIDIKAN NASIONAL A. Pendidikan Mu’a<dalah dalam Konteks Sistem Pendidikan Nasional……………………………………….3 3 ix B. Dasar Kebijakan Pendidikan Mu’a<dalah ........................ 46 C. Konsep Pendidikan Mu’a<dalah ....................................... 51 1. Pengertian Pesantren Mu’a<dalah .............................. 51 2. Proses Penetapan pada Pesantren Mu’a<dalah ........... 55 3. Tujuan dan Mekanisme Pendidikan Mu’a<dalah ........ 56 D. Orientasi Kurikulum Pendidikan Mu’a<dalah ................. 58 E. Karakteristik Kurikulum Mu’a<dalah ………………….. 67 BAB III: SISTEM PENDIDIKAN PESANTREN LIRBOYO A. Sejarah Perkembangan Pesantren Salafiyah Lirboyo ...... 83 1. Peta Geografis Pesantren Salafiyah Lirboyo ……… 83 2. Sejarah Asal Mula Nama Lirboyo ............................ 84 3. Visi, Misi dan Orientasi pesantren salafiyah Lirboyo …………………………………………….. 92 4. Kepemimpinan dan Budaya Organisasi di Pesantren Lirboyo ...................................................................... 98 5. Dari Madrasah sampai Mu’a<dalah ........................... 105 B. Pendidikan Mu’a<dalah Model Lirboyo ........................... 111 1. Metode Sorogan ………………………………….... 112 2. Metode Bandongan ……………………………….... 115 3. Metode Musya<warah (Diskusi) ……………………. 117 4. Metode Bahts al- Masa<il ………………………….. 120 5. Metode Lalaran (hafalan nadzom) ………………… 124 6. Metode Penulisan Karya Ilmiah …………………… 127 C. Kekuatan Kurikulum Pendidikan Muadalah Lirboyo ..... 131 1. Independensi Kurikulum ......................…................ 131 2. Kurikulum Berbasis Life Skill .................................. 136 3. Pembaharuan MHM Lirboyo .................................... 140 x BAB IV: TRANSFORMASI KURIKULUM PESANTREN MU’A<DALAH LIRBOYO DALAM KONTEKS SISTEM PENDIDIKAN NASIONAL A. Kurikulum Sebagai Subjek Akademik .................. ........
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