Corresponding Author: Munawiroh
E-mail: [email protected]
INTRODUCTION
From a historical perspective, Islamic boarding
schools are recorded as educational institutions that have contributed significantly
and have always been active in contributing human resources to the Indonesian
nation (Madekhan, 2016). Until now, pesantren have been consistent in always
thinking about and implementing human resource development for the interests of
the country and state. Likewise, to comply with the implementation of
regulations from the Ministry of Religion of the Republic of Indonesia,
especially PMA number 13 of 2014 concerning Islamic Religious Education, and
Decree of the Director General of Islamic Education No. 5839 of 2014 concerning
Guidelines for Establishing Formal Early Education, pesantren took a strategic
step by establishing a EDF program for their students (Ainiyah, 2020). This step is an effort of the pesantren to develop
Islamic religious sciences more broadly and deeply.
Formal Diniyah Education is an Islamic religious
education institution organized by Islamic boarding schools in a structured and
tiered manner in the standard education pathway (Istiyani, 2017) . EDF in pesantren is under the auspices of the
Directorate of Early Education and Islamic Boarding Schools (PD Pontren),
Directorate General of Islamic Education (Dirjen Pendis) of the Ministry of
Religion of the Republic of Indonesia (Millah & Maghfuri,
2019). Namely, EDF starting from the level of ula, wustha,
'ulya, and Ma'had' Aly.
Since the implementation of Formal Diniyah Education (EDF)
at Islamic boarding schools as a pilot project in 2015, as many as 14 ulya
levels have experienced many problems in their implementation, at least from
the observations of EDF stakeholders, that there are readiness and performance
of EDF in Islamic boarding schools that are less than optimal, including: (1)
from the input side, the EDF curriculum still overlaps with Ma'had Ali's
curriculum, ustadz does not meet academic qualification standards, facilities
inadequate EDF infrastructure and financing; (2) in terms of process, learning
management is still relatively conventional, and learning evaluation is less
systematic. This shows that EDF implementation in pesantren has not been
optimal, which is indicated by the emergence of many problems. The critical
thing is reviewed and evaluated for future improvement of EDF. The Research and
Development Center for Religious and Religious Education 2019 evaluated EDF
implementation in Indonesian Islamic boarding schools. For the evaluation of
the implementation of the EDF, the focus is on the Ulya level EDF, a EDF pilot
project formalized in 2015 in Indonesian Islamic boarding schools. Based on the
above understanding, the problem of this research is how the implementation of EDF
is seen from the input, process, and output point of the Ulya level EDF, a EDF
pilot project formalized in 2015 in Indonesian Islamic boarding.
According to experts, evaluation is a process of
planning, obtaining, and providing essential information for making alternative
decisions (Ananda & Rafida,
2017). Abdul Basir (1998: 4) states that evaluation is a
process of collecting data that is descriptive, informative, and predictive,
carried out systematically and gradually to determine policies to improve
education (Dudin, 2019). Evaluation is a value given to the quality of
something. Apart from that, evaluation can also be seen as planning, obtaining,
and providing information indispensable for making decision alternatives (Ananda & Rafida,
2017). From the analysis of these theories, evaluation is
the process of gathering information as consideration for making alternative
decisions.
The Big Indonesian Dictionary explains that
implementation is a process, way, or act of organizing (Kbbi, 2016). Implementation is the process of preparing an
organizational structure following the goals of the organization, its resources,
and the environment (Dawud, 2019). Further, Links (2019) defines the implementation as
an effort to care for and make something like a nurturing and caring, carrying
out orders, plans or legislation, discharge or deliver (purpose, goals,
expectations, duties, etc.) for a particular purpose. Based on the analysis of
the theories, what is called administration is an effort to carry out something
such as maintaining, caring for, and carrying out orders for specific purposes.
National Education. About the implementation of
education, the performance here is a systemic activity from the input, the
process, to the scholarly output. So, what is meant by the provision of
education is the implementation that is systematically related to the information,
process, and production of education (Wahyudin, 2020). In the context of the performance of education, it
is contained in the Republic of Indonesia Government Regulation Number 66 of
2010, article 1 paragraph (2) states that the implementation of education is
the activity of implementing the components of the education system in an academic
unit or program on the path, level, and type of education so that the education
process takes place according to its objectives (Suryaningsih, n.d.). It can be understood that the implementation of
education is an activity of implementing the components of the education system
in an academic unit or program at the path, level, and type of education so
that the educational process follows the expected educational goals (Triwiyanto, 2022).
In Law number 20 of 2003 concerning the National
Education System, what is meant by formal education is a structured and tiered
education pathway consisting of primary education, secondary education, and
higher education (Nasional, 2003). the Big Indonesian Dictionary states that the
meaning of formal education is all forms of education or training given in an
organized and tiered manner, both general and specific. On the formal education
track. Formal education is an educational path taken officially in a structured
and tiered institution or organization consisting of primary, secondary, and
higher education (Sya�roni, 2015). The government organizes formal education (state
status) and foundations or organizations that have met the requirements
(private status) (Kenalinfo.Web.id/2016/04). For example, MI, SD, MTs, SMP, MA,
SMA, Universities, Colleges, etc. As for diniyah education, which has been
formalized since 2015 under the auspices of the Directorate of Early Education
and Islamic Boarding Schools of the Directorate General of Islamic Education
(Dirjen Pendis) of the Indonesian Ministry of Religion, technically has the
authority to define this academic unit. Namely explained in PMA number 13 of
2014 concerning Islamic Religious Education contained in CHAPTER I General
Provisions of Article 1 paragraph (7), that what is meant by Formal Early
Education is an Islamic religious education institution organized by and within
the pesantren in a structured and tiered manner. The EDF education levels at
formal institutions under the auspices of this Islamic boarding school are (1)
formal ula diniyah education (equivalent to MI); (2) wustha formal diniyah
education (equivalent to MTs); (3) formal Ulya diniyah education (equivalent to
MA); and (4) Ma'had Aly (university level).
Evaluation of EDF implementation in Islamic boarding
schools is an evaluation of standardized EDF implementation following the
Decree of the Minister of Religion Number 13 of 2014 concerning Islamic
religious education and following the Guidelines for the Development of
National Education Standards (Nomor, 13 C.E.). The EDF is an Islamic religious education
institution organized by Islamic boarding schools in a structured and tiered
manner in the formal education pathway (Istiyani, 2017). Evaluation of the implementation of EDF in pesantren
is focused on 9 Ulya level EDFs which are EDF pilot projects of 14 EDF pilot
projects formalized since 2015 in Indonesian pesantren. This EDF is under the
auspices of the Directorate of Early Education and Islamic Boarding Schools (PD
Pontren), the Directorate General of Islamic Education (Dirjen Pendis), and the
Ministry of Religion of the Republic of Indonesia.�
To evaluate the standard for implementing EDF, in
particular, it can refer to PMA number 13 of 2014 concerning Islamic Religious
Education and Decree of the Director General of Islamic Education No. 5839 of
2014 concerning Guidelines for the Establishment of EDF (Dudin, 2019). Including referring to the National Education
Standards. The summary and development of these regulations show that EDF
institutions in pesantren are legal entities after meeting administrative,
technical, and feasibility requirements besides evaluating the elements of
context, input, process, and product.
METHOD
This research is an evaluative study using a qualitative
approach. The CIPP evaluation model consists of the following components:
context, input, process, and product (Arni et al., 2021). This evaluation model is decision-oriented. The evaluation
results in this study are presented and described in the form of sentences,
statements, or meaningful statements regarding the implementation of Formal
Early Childhood Education (EDF) in Islamic boarding schools.
����������� This
research was conducted from February to June 2019. The research locations were
9 out of 14 EDFs in
Indonesian pesantren, which were the pilot projects. Namely EDF PP Al Masturiyah Sukabumi, EDF PP Darussalam Ciamis, EDF PP Al Mubaarok Wonosobo, EDF PP APIK Kauman Kendal, EDF PP Zainul Hasan Genggong Probolinggo, EDF PP Assalafi Al Fitrah Surabaya (240 students), EDF PP Al Mahrusiyah Lirboyo Kediri, EDF of PP Nurul Khalil Bangkalan, and EDF of PP Nahdlatul Ulum Maros. The EDF has been running for about four years and has
conducted a National EDF examination. Its strategic existence is evaluating the
EDF implementation
for future EDF
improvements.
In this
study, the data was taken by researchers from parties related to the Ulya-level
EDF in Indonesian
Islamic boarding schools. Namely the head of the Diniyah education and boarding
schools for the Ministry of Religious Affairs at the district/city level, the
head of the pesantren, the head of ustadz EDF, and the students. Researchers collected data by
filling in a questionnaire, in-depth interviews, focus group discussions,
observation, and document review. A document review was conducted to investigate
written objects related to this research. Data analysis was carried out during
data collection in the field and after the data was collected. Data analysis
takes place simultaneously, which is carried out simultaneously with the data
collection process with three analysis processes, namely data reduction, data
presentation, data depiction, and verification.
This study aims to analyze
the evaluation of early formal early implementation in Islamic boarding
schools. With this analysis, it can improve and strengthen the quality of
better pesantren education and equalization of boarding school graduates
through the Formal Diniyah Education program.
RESULTS AND DISCUSSION
The evaluation
research on the implementation of EDF in Indonesian pesantren shows that the performance at
the pesantren has not been optimal in terms of context, input, process, and
product. This situation calls for the birth of a particular policy from the
government and pesantren to improve the quality of EDF implementation in pesantren professionally and
effectively.
First, in terms of
evaluation of the EDF context in pesantren, it turns out that after the birth of PMA No. 13 of
2014 there were 74 EDFs, some of the PEF institutional structures in pesantren were functional
and some others were not functional, the implementation of EDFs in pesantren had not been supported by the RIP
document, Feasibility Level EDF in Islamic boarding schools determines the continuity
of the performance of EDF, In the existing EDF Ma'had 'Ali hardly found any distinguished programs,
one side of the standard EDF input cannot be lowered, but on the other hand EDF still accepts less standard santri input, EDF implementation in Islamic boarding schools is
strategic to meet the needs of the tafaqquh fiddling tradition that has not
been institutionalized, recognition of EDFs in Islamic boarding schools must be accompanied by
monitoring the context of the quality of implementing EDFs in Islamic boarding schools in a professional manner,
and� EDF socialization has not been maximized so that public
interest in including their children in EDF in some pesantren is still low .
Second, in terms of
evaluating EDF
input at Islamic boarding schools, there was a decline in the standard of
acceptance of EDF
santri candidates in several EDFs at Islamic boarding schools; there were still some EDFs that had not been able to meet the number of student
groups, it was found that many educators did not meet S1 qualifications, EDF educators had not to have EDF certificates, varied EDF curricula in pesantren, diversification of local
content in each EDF, most of the EDFs have not yet referred to the basic framework and EDF curriculum structure outlined by the Decree of the
Director General, there are several EDFs in pesantren that do not receive BOS funds
inadequate, the facilities and infrastructure used by EDF still use pesantren infrastructure, the EDF curriculum still overlaps with curriculum Ma'had
Ali's, the facilities and budget for EDF funds are inadequate.
Third, in terms of
evaluating the EDF process in pesantren, there is no accreditation for EDF in pesantren, EDF management in pesantren is still not well organized,
defense planning Less mature teaching, less effective management of the
learning process, less varied use of learning methods, minimal use of media
that support the effectiveness of learning, assessment of learning outcomes
that are not following professional learning assessment system procedures, lack
of attention to guidance and supervision.
Fourth, in terms of
evaluation of EDF
products/outputs in Islamic boarding schools, the interest of EDF alums in pesantren that have tertiary institutions
tends to be higher to continue to higher education compared to EDFs that do not have tertiary institutions; EDF graduates have not been accommodated in the PTUN /
PTKIN student admission application system. The academic achievement of EDF students in Islamic boarding schools, not only in the
form of mastery of the material but also moral character, non-academic
(psychomotor) achievement of EDF at Islamic boarding schools is not paid attention to,
and the distribution of alums is very varied, but most of them do not continue
to college.
CONCLUSION
The implementation of EDF in Indonesian
Islamic boarding schools shows that performance in Islamic boarding schools has
not been optimal in terms of context, input, process, and product. So that the
government and Islamic boarding schools need to pay attention to the
effectiveness of the application of EDF in Islamic boarding schools so that the
quality of PEF in Islamic boarding schools is always maintained, through several
strategic efforts, namely: Islamic boarding schools professionally, the
government in strengthening EDF institutions in Islamic boarding schools must
be strategic to meet the needs of the institutionalized tafaqquh fiddling
tradition. Second, from the input side, it is necessary to cooperate with the
Ministry of Religion, Islamic boarding schools, and the community in
disseminating EDFs through various national and international events. Balitbang
needs to recommend to the Education and Training Center and Training Center to
carry out training. Third, in terms of the EDF process, Balitbang needs to
recommend to Pusdiklat and Pusdiklat to conduct training related to standard
learning planning (compilation of lesson plans, syllabus, and local content
curriculum for pesantren), Balitbang needs to recommend to Pusdiklat and
Pusdiklat to organize training related to learning management, namely (using
the media and learning resources). Fourth, from the output side, pesantren need
to pay attention to the optimal achievement of EDF students in Islamic boarding
schools, which pay attention to academic and non-academic achievements, the
need for cooperation between the Ministry of Religion and Islamic Boarding
Schools to pay attention to improving the quality of EDF implementation in
Islamic boarding schools by referring to the quality standards of EDF
implementation standards, Islamic boarding schools need to pay attention to EDF
output in Islamic boarding schools that open distribution of alumni to continue
to higher education, especially Ma'had 'Ali, Islamic boarding schools need to
pay attention to the application of EDF in Islamic boarding schools which
triggers students to have alternative religious education institutions, add spiritual
experts, and create efforts to develop National Character in Islamic boarding
schools through EDF , it is necessary to encourage the interest of EDF alumni
to continue to higher education, it is essential to accommodate EDF graduates
in the admissions application system for PTUN/PTKIN students, pesantren need to
pay attention to the morals of students as academic achievement. Look at the EDF
of Islamic boarding schools' non-academic (psychomotor) achievements.
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