OPTIMIZING BUDGET ALLOCATION FOR SUPPORTING EDUCATIONAL FACILITIES IN ISLAMIC BOARDING SCHOOLS

This research focuses on the productive waqf model in Islamic Boarding School Darunnajah and its impact on the development of educational institutions. Islamic Boarding School Darunnajah, as one of the leading Islamic educational institutions in Indonesia, has adopted various productive waqf models to improve its financial sustainability and infrastructure development. This research aims to analyze the various productive waqf models implemented in Islamic Boarding School Darunnajah, evaluate their effectiveness in supporting the sustainability and improvement of education quality, and formulate recommendations for further development. Using a qualitative approach, data was collected through interviews with Islamic Boarding School managers, field observations, and analysis of relevant documents. The results show that Islamic Boarding School Darunnajah has successfully implemented various productive waqf models, including agricultural land management, commercial property, and financial investment. These models have contributed significantly to increasing the Islamic Boarding School’s income and supporting the development of various educational programs. Based on the findings, this study recommends measures to improve the implementation of productive waqf in Islamic Boarding School Darunnajah, including increased cooperation with the government and the private sector, the development of training programs for Islamic Boarding School managers, and the establishment of strategic partnerships with financial and investment institutions. As such, this study contributes to the understanding of productive waqf practices in Islamic Boarding Schools and offers valuable insights for other Islamic educational institutions interested in developing similar models. The practical implications of this research may help in improving the financial sustainability and quality of education in Islamic Boarding School as well as other Islamic educational institutions in Indonesia.

This study examines the attitudes and communication of Islamic boarding school organizations in responding to Law No. 18 of 2019. This research was conducted at the Salafiyah Syafi'iyah Sukorejo Situbondo Islamic Boarding School. Islamic boarding schools are the oldest Islamic educational institutions in Indonesia. From the beginning, they have deliberately taken on the responsibility of educating the community independently. This is despite the mandate of the 1945 Constitution giving responsibility to the government. Although Islamic boarding schools share the responsibility for educating the nation, the government is reluctant to recognize Islamic boarding school diplomas and considers them merely non-formal educational institutions. In 2018, the "Islamic Boarding School and Religious Education" Bill was born, which was then passed into Law No. 18 of 2019 concerning Islamic Boarding Schools. This law provides the same recognition for Islamic boarding school graduates as the government recognizes general education. Several provisions in this law are considered controversial because they require Islamic boarding schools to follow government regulations, even though Islamic boarding schools have previously had their own regulations. This study uses a qualitative approach with descriptive analysis. Descriptive analysis serves to provide an overview of the data obtained. Data collection techniques include observation, interviews, and documentation studies. The results of the study indicate that the Sukorejo Islamic Boarding School appreciates the Islamic Boarding School Law by continuing to review it. As an organization, the Sukorejo Islamic Boarding School responds to it through two forms of communication: internal and external. Internal communication involves receiving reports from Islamic boarding school administrators and holding conceptual meetings. External communication involves holding Islamic boarding school administrators' halaqohs, sending official letters to the government, holding halaqohs on Islamic boarding school development draft regulations, and Islamic boarding school administrators communicating directly with the president.

This study aims to analyze the historicity and dynamics of Islamic education institutions in Indonesia starting from the classical period, colonialism period, and pre- and post-independence periods. This research uses library research method. Data analysis using analytical descriptive analysis techniques. The results of the study show that Islamic education in Indonesia is the same age as the existence of Islam in the archipelago. Broadly speaking, the history of Islamic educational institutions in Indonesia can be divided into three periods. First, the classical period of the 13th - 16th century, namely since the entry of Islam in Indonesia, the establishment of the Islamic empire, the era of the Islamic empire until the entry of colonizers into Indonesia. Several institutions during this period were mosques, Islamic boarding schools, menasah, rangkang and dayah, surau. Second, the colonial period until the independence period (1600 - 1945). At this time it was divided into two, namely during the Dutch colonial period, there were several institutions namely Elementary Education, Latin Schools, Seminarium Theologicum, Academie der Marine, Chinese Schools. During the Japanese occupation there were several institutions, namely Basic Education (Kokumin Gakko), Advanced Education, consisting of Shoto Chu Gakko, Vocational Education, Higher Education. Third, the period of the independence era (1945-present). There are several institutions, namely pesantren, madrasah, schools, PTKI.

This research is motivated by observational data which shows Islamic educational institutions in Indonesia. To respond to this, researchers conducted action research aimed at improving learning outcomes. The objectives to be achieved in this study include: (1) Knowing the types of Islamic educational institutions in Indonesia (2) Knowing the principles of Islamic education (3) Knowing the kinds of Islamic educational institutions in Indonesia. The results showed that in Indonesia there are 3 kinds of educational institutions.

Islamic boarding schools are traditional Islamic educational institutions that have grown and developed in the midst of Muslim communities in Indonesia and are educational institutions that participate in educating and make a major contribution to Islamic religious education as well as in the implementation of education in Indonesia. The purpose of this article is to reveal the education system, challenges and prospects at the Ribatul Muta'allimin Islamic boarding school in Pekalongan City. This research uses field qualitative methods at the Ribatul Muta'allimin Islamic Boarding School, Pekalongan City. The results of this study found that the pesantren education system is basically a traditional Islamic boarding school education system, where students live together and study religious knowledge under the guidance of a kyai. Islamic boarding schools as Islamic educational institutions in Indonesia also have big challenges such as modernity and radical Islam which continues to develop in Indonesia, especially at the MA Ribatul Muta'allimin Islamic boarding school in Pekalongan City, especially in the Islamic education environment. Moderate Islam that is coveted by Muslims, namely Islam that is friendly and not easily angered, is a teaching that will always be taught in Islamic boarding schools as Islamic educational institutions.

Pondok Pesantren is one of the Islamic educational institutions in Indonesia. Islamic boarding schools in historical records initially oriented themselves solely to religious education. But in its development, Islamic boarding schools do not remain silent, Islamic boarding schools continue to innovate so that they can adapt themselves according to the demands of the times. To maintain its existence in a global world with the demands of ever-changing times, Islamic boarding schools as Islamic educational institutions must be able to open themselves to the changes that occur, without having to abandon their main role as an Islamic educational institution that broadcasts religious teachings. The purpose of this research is To find out the role of the Jabal Hikmah Islamic Boarding School in social change from the aspects of religion, education and form social change from the aspect of religion and education in society. The type of research method used is a qualitative research method with the aim of obtaining data in the form of written or oral descriptions of the subject of observation, while the data collection procedures used by researchers are interviews, observation, and documentation. The role of the Jabal Hikmah Islamic Boarding School in social change from the religious aspect of the community is with a religious education system that is adapted to the needs of the community around the Islamic boarding school, so that it can provide output for students and alumni of Jabal Hikmah Islamic Boarding School graduates who can contribute and play a role in providing change from aspects of community religion through religious activities carried out in the community, leading the community in all forms of religious activities. Jabal Hikmah Islamic Boarding School by opening four formal educational institutions namely Raudatul Athfal, Islamic Junior High School, and Madrasah Aliyah Plus Skills provides and makes it easier for people to be able to get education.

Pesantren is the oldest traditional Islamic educational institution in Indonesia. The rapid development of the current of globalization requires pesantren to make changes and developments in order to maintain their existence in society. This study aims to examine the revitalization of the existence of Islamic boarding schools in the 4.0 era by using the library research method, namely research conducted through data collection that is library in nature. The results of this study indicate that the existence of Islamic boarding schools still exists in the midst of globalization, which can be seen from several indicators, namely (1) Moral values ​​remain the guide and reference in all activities and become the main point of the education system developed in it. (2) as a functional educational institution, Islamic boarding schools are able to provide answers to various problems faced by the community. (3) the pesantren education system is quite anticipatory to the needs of the community, (4) Islamic boarding schools always modernize their education system by not only teaching religious sciences, but also teaching general subjects in the national education system. (5) modern pesantren education does not exclude technology education. (6) Islamic boarding school students are given lessons to solve problems in elegant and civilized ways. Efforts that can be developed in an effort to revitalize the existence of Islamic boarding schools include building digital literacy in Islamic boarding schools, and creating channels for Islamic studies.

Islamic boarding schools are the oldest Islamic educational institutions in Indonesia. Islamic boarding schools were born out of the awareness and obligation to teach Islamic religion and at the same time hope to produce prospective ulama. The purpose of this study is: (1) Knowing the process of establishing the Annida Al Islamy guest house, (2) Knowing the development of the Annida Al Islamy guest house in 1963-1980, (3) knowing the effect of Annida Al Islamy guest house on Islamic education in Bekasi. The study used historical methods consisting of heuristics, source criticism, interpretation and historiography. The results of the study show that the Annida Al Islamy pesantren was discovered by KH. Muhammad Emigran Amsar Addary in 1963. The establishment of the Annida Al Islamy pesantren by KH. Muhammad Emigran was based on the interests of the people, to instill the foundations of Islam at all levels of society. Based on the needs of his students, KH. Muhammad Muhajirajir tried to level things with the government so that Annida pesantren would be equivalent to other pesantrens. Finally in 1980, the Annida pesantren was closed to meet this requirement and made the Annida pesantren a modern pesantren. After this development, facilities and infrastructure that support learning for students continued to be improved, classroom was built for the Tsanawiyah and Aliyah madrasas and the Annida Islamic boarding school built the Al-Marhala Al-Ulya Campus for students who had completed their education.Keywords: History, Annida Al-Islam Islamic Islamic boarding school, Development

This study discusses the existence of Islamic boarding school education space to become a center for children's character education. This study uses a library research type. This type of research is used to examine and summarize previously existing theories and then reveal theories related to the research title discussed in several points. The discussion points in this article are: first, the definition of Islamic boarding schools; second, the existence of Islamic boarding schools in Indonesia; third, the basic concept of character education; and fourth, Islamic boarding schools as a center for character education. After conducting a more in-depth theoretical study, the results are presented. The study results show that Islamic boarding school educational institutions, namely the first Islamic educational institutions in Indonesia, from their inception until now, have played an important role in shaping students' character by integrating Islamic and cultural values ​​into the learning process. Islamic boarding schools are designed to foster strong and steadfast character in students by emphasizing moral education and religious knowledge.

Teaching English in Islamic boarding schools or traditional Islamic educational institutions in Indonesia faces significant challenges due to technological developments. In recent years, technology has changed how people learn, communicate, and interact. This study aims to investigate how English teachers teach English in the digital era when Islamic boarding school regulations prohibit students from bringing gadgets. Qualitative study was used in this study by using interview and observations as data collection technique. The findings of this study revealed that the educational pattern at pesantren fulfilled the characteristics of a modern pesantren with formal and informal education system. English teachers do not refuse the existence of technology but do not use it as the primary method of learning in the classroom. The learning method is still based on teacher-centered and lecture-based learning methods. Some challenges in teaching English are traditional learning methods, monotonous classroom atmosphere, lack of teacher competence, and lack of teaching sources. The conclusion emphasizes the need for teacher training, improved teaching methods, and teaching sources.

Pesantren (Islamic boarding school), as the oldest Islamic educational institution in Indonesia, requires well-organized management in order to successfully lead the students to build an Islamic competency and also excel in the fields of science and technology. The management of Pesantren should be adjusted towards the demands of the era and the needs of students after completing their education at Pesantren while maintaining Islamic competence as a characteristic of Islamic boarding schools. A pesantren providing a basis for life skills in Salatiga is Agro Nur El-Falah Islamic Boarding School. The purpose of this research is to analyze in detail the Management Innovation of the Agro Nur el-Falah Islamic Boarding School in providing life skills competencies to the students. The researcher uses a qualitative descriptive method with the aim of describing a situation objectively in accordance with the description of the situation. Therefore, this research will further describe life skills-based Islamic education management innovation at Agro Nur El-Falah Islamic Boarding School Salatiga. The results of this research indicate that Islamic education at Agro Nur El-Falah Islamic Boarding School has successfully provided not only Islamic knowledge as a key feature of Islamic education, but also life skills competencies to the students.

Islamic boarding schools, as Islamic educational institutions in Indonesia, are important in supporting health programs, especially in promoting health and cleanliness in everyday life. This service aims to increase the knowledge and awareness of Islamic boarding school students about PHBS. The service uses the SL (Service Learning) approach through counseling on Clean and Healthy Living Behavior at the Abnaul Amir Islamic boarding school, Kab. Gowa. The results of this service activity show a positive response from Islamic boarding school students, as seen from their activeness during counseling and increased understanding regarding PHBS after the counseling. Abnaul Amir Islamic boarding school students have a good understanding of PHBS, so they are expected to be able to keep themselves and their environment clean and healthy independently.

Darunnajah Islamic boarding school Jakarta, as one of the leading Islamic educational institutions in Indonesia, continues to strive to strengthen relationships of trust with consumers through effective education financing management. The background to this research includes the complexity of financial challenges faced by educational institutions in maintaining a balance between financial needs and consumer expectations for the quality of educational services. The research method used is a case study with a qualitative approach. Data was collected through in-depth interviews with managers and key stakeholders at the Darunnajah Islamic Boarding School, Jakarta, as well as analysis of documents related to education financing management. The research results show that the Darunnajah Jakarta Islamic Boarding School has succeeded in implementing a careful and adaptive education financing management strategy. These steps include diversification of funding sources, efficient financial management, and transparent policy implementation. In this way, this institution is able to strengthen consumer trust and maintain its reputation as a quality educational institution. Keywords: Education Financing, Consumer Confidence, and Financial Strategy.

This article discusses the challenges in learning Arabic at the Alma'arif Islamic Boarding School, especially regarding the lack of student motivation. Arabic is considered important in the context of understanding the Koran and Hadith, as well as an integral part of Islamic educational institutions in Indonesia. Despite this, many students face difficulties in motivating themselves to learn Arabic. The research method used is descriptive qualitative, with a focus on student motivation in learning Arabic. The research results show that student motivation varies, influenced by intrinsic and extrinsic factors, as well as internal and external conditions. Students with high motivation show high enthusiasm and involvement, while students with low motivation tend to lack focus and do not complete assignments on time. Analysis causes a lack of student motivation in identifying several factors, including monotonous teaching methods, lack of relevance of material, conditions of facilities and learning environment that are not conducive, as well as lack of support and understanding from the teacher. Apart from that, the absence of awards and recognition for student achievements is also considered a factor in reducing motivation.

Pesantren has long been an Islamic educational institution in Indonesia. Of course, all of this cannot be separated from the Kiai's leadership role in it. Starting from the leadership of the charismatic Kiai, autocratic, democratic, especially humanistic leadership, all of them have an influence on the progress of the pesantren. As with Humanist leadership, with its application in a boarding school. This research uses qualitative research or more precisely mini research, which means to correlate the phenomena found with existing theories. The humanist leadership of a kiai focuses on the nature of humanity or humanity, considering students as real human beings, not as objects, let alone being made as "soldiers" in the Kiai's personal interests.