In the next trip when the Dutch began to colonize Indonesia, the Islamic development challenges and barriers experienced. Contact-contact between the Muslims of Java with other Muslim countries become limited. Political fights of Indonesia, causing the sheep to pieces. After the Dutch succeeded in grasping political power is strong in Java, the Dutch and then launched his political policies to limit and closely monitoring the movement and gait of Islamic leaders feared would endanger the Dutch power. Policy, for example, in 1825 the Netherlands issued a resolution aiming to limit the number of pilgrims. In the resolution determined that the prospective pilgrims must have a passport which must be purchased for 110 guilders, a sum which is very expensive at that time. Besides the Netherlands also issued a number of regulations which prohibit the religious ceremonies in public, and also forbade the meetings either in secret or openly performed by the Netherlands because it feared the Islamic leaders, together with the people of Indonesia will take the fight against Dutch rule . This is because Islamic leaders have a high charisma to excite a rebellion movement, and where the leaders of these nations to work with the leaders of the people who opposed the Dutch, the cooperation will be very harmful to the strength of the Netherlands.
Dutch policy that limits the growth of Muslim leaders led groups of people who really appreciate the religion of Islam and implement the teachings of Islam will be too late. Missionary activities and centers of Islamic studies to be moved into the villages and rural areas. From here emerge with schools that made missionary base and struggle.
The main axis of the dynamics of social, cultural, and religious Muslims trandisional, boarding school was established subkultural the sociology-anthropology as a public school. In boarding school, there are five basic elements of a tradition, that is: students (students studying to kiai), huts (dormitory for the students), mosques, the teaching of classical books, and Kiai. In the pesantren kiai people most central role in the nation to unite and fortify the secular forces from outside. The role of the kiai in maintaining religious traditions eventually form a subkultural pesantren, that is a cultural movement that carried students to the character of religious communities in the measurement of time is relatively long. Kiai is the care the students and the lessons learned from all members of society.
At this time no less than half a million young people currently studying at various boarding schools across Indonesia. They generally come from lower layers of society because Indonesia is still dominated by the global community from the bottom layers of the peasant families with low education and living in rural areas.
A boarding school if it can provide educational services to suit the needs of society in general equally undeniable country will generate a lot of human resources that are reliable and kompetetif to catch people. Human resources that have social roots and original Indonesian culture, not ideology-oriented ideology and cultural values which are imported from outside both the radical fundamentalist or liberal sekularistik, although in fact Islam came from outside the Arab country, but due to the initial entry been neutralized or modified by the guardian songo as adjusted for Indonesia especially Java native culture but does not deviate in the teachings of Islam at first.
Conversely, if the boarding schools fail or are unable to provide education with a good management system tailored to the demands of societal change and development of science and technology present, the boarding school graduates less prepared to face the reality of the changing times are more competitive and may actually be socially excluded, political and economic and cultural. As a result of social mobility and intellectual students will be stagnant, still will be at the lower layers according to the origins. So the real meaning to the intellectual independence and prosperity of society and the Indonesian people as it has been mandated by the 1945 constitution is not fully meaningful to the public boarding school.
Boarding institutions under Law number 20 of 2003 has become part of the national education system. School have the opportunity to enhance its role in the nation with the ways and culture. This law has established the principle of education that is democratic and fair and not discriminatory to uphold human rights, religious values, cultural values and diversity of a pluralist nation.
DIVERSITY EDUCATION PESANTREN
As an institution that is identical to the meaning of Islam as well as containing the meaning of authenticity Indonesia, boarding schools and teachers have played important roles in the field of religious propaganda, education and other social roles. Government's plans have been helped by the existence of pesantren namely the presence of health services, information networks, agriculture, community economic empowerment, environment, family planning and so on show boarding quite responsive and trusted community and government to fill these roles. Pesantren not only play its traditional function of transmitting the Islamic sciences, maintenance and reproduction of the Islamic tradition the clergy, but also serves as a center-based development on value.
Once recognized as part of the national education system, school have the opportunity to prove himself capable of providing the best educational services for the people. In addition to religious propaganda ministry, schools are required to functioning as an educational institution with a balance between mastery of integration ukhrawi and worldly. Pesantren education management changes that previously only taught solely yellow books, recently has been adapted in the framework of modernity and the demands of the times that are welcome. But not fully managerial education with boarding schools use this system, only approximately 70% of schools have held a formal education either in the form of madrasa or school.
Adaptation is done gradually with careful they are not fully made the boarding schools as an alternative educational institution that graduates can compete in a diverse society. Pesantren still more plays as a religious institution with the tasks of the socialization of religious values rather than as a future-oriented institution.
In the past decade schools have undergone significant changes in accordance with the strategic changes that occur at the local, national and global. Qualitatively, the change was marked by increasingly diverse levels of public education that led to the diversity of orientations and types of educational needs. Because basically always have a reciprocal system with which derada outside.
Islamic world has succeeded in maintaining its presence in public life from time to time, to this very day continue to survive even boarding schools are mushrooming not only in rural but urban, even though society has undergone many changes from time to time from various fields due to modernization and globalization. Pesantren education world was not only responsive to changes in the system are welcome, but able to maintain the value, character and tradition of education. This is the value of education management pensantren who can follow his day but still based on principled.
In view of the cultural, pesantren education system occupies a strategic position in the culture and nation. Through the socialization process of boarding school education of cultural values and traditions of the people who come from religious teachings, can take place continuously, which in turn will become the foundation of character building and national identity when dealing with foreign cultures. With a modern boarding school education one's potential can be developed optimally through the teaching of science and technology, various life skills and values of modernity, as the ethos of learning, discipline, rational thinking, futuristic, openness, moderate, tolerant, egalitarian, which will be delivering the students to compete in the global competition.
A good boarding school education course will give birth to human beings who love the homeland, which always carry the spirit of national unity, maintain the honor and integrity of the country through citizenship education, learn the language and national culture, instilling the values of multiculturalism, democracy and human rights. Through educational boarding school is expected to produce well-educated society and the nation's elite is capable of performing the process of enlightenment which will build a dignified civilization and respected nation in the association world. This is already evident in the history of this nation many great fighters, national leaders, scholars, educational, cultural, pembisinis born of the boarding school education or at least once to receive education at the seminary.
Viewed from the perspective of energy, through boarding school education is expected to generate power independently-skilled workforce that is ready to work in agriculture and the informal sector. Because it will be able to increase the educational boarding produktifikas which in turn will increase the economic capacity of communities and countries. Educated manpower has the ability to adopt various technologies and their application in enhancing economic growth for the prosperity and welfare of the community. Educated human resource is the human investment is more valuable than natural resources.
In other words how pesantren education system capable of implementing a dual role as a value lebihnya: first, the role of socialization is to continue and preserve cultural values and society become more value to the development of the nation. Second, the role of social change by teaching science and technology, skills and values of modernity that make advanced society and able to compete in the global competition.
Direction of Future Development of School Education
The discourse that developed in the dynamics of thinking and practical experience, graduates of schools seems to confirm that the boarding was part of community infrastructure at the macro has served the community aware of the community to have the idealism, intellectual ability, and noble conduct (al-Akhlaq al-Karimah) to organize and build the perfect character of the nation. It can be seen from strategic bidding boarding developed an internal culture of education in schools. For example, through intellectual discourse with Yellow Book standards or classical Islamic intellectual treasures, boarding schools institutionalize the dynamics of his thinking. Pesantren are also diligent and trying to form society behaviors to be more stressed, in particular, ethical-moral dimension in his life. Indeed, this has been tested and able to survive lift boarding schools into a moral-spiritual workshops, and assessment centers and development of classical Islamic intellectual who never reach the top in a golden age of world civilizations. The existence of this while providing a strategic significance for boarding in the process of nationality.
Along with the mainstream development world (globalization), boarding schools are faced with several socio-cultural changes are inevitable. As a logical consequence of this development, boarding schools inevitably have to provide a mutual response. Therefore, schools can not escape the frame that changes. The progress of information-communication has penetrated the fortress of Islamic culture. Socio-economic dynamics (local, national, international) has required schools appear in the competitive world of free markets (free market). Not to mention a number of other developments are covered in the dynamics of society, which also led to questions about resistance, responsibility, capability, and sophistication of Islamic boarding schools in the major changes it demands. Are schools able to face the logical consequences of those changes?
Effort to find alternative answers to that relative will be found if we know and understand exactly internal anthropology boarding. This effort necessitates denuding an honest and willing to break away all the negative assumptions and attitudes about boarding a priori. Nevertheless, the tread should display a small portion of the work above. Therefore, this work is really great work that is quite heavy in pesantren education system amid the hustle and bustle of global change. The role of boarding schools are required to make changes to the values of ethical, logical, and aesthetic that became an essential value of human individuals, groups and institutions. In addition, changes expected from boarding school is the ability to make changes in performance, position and role of men in public life. To make these changes, then boarding school must have a foundation of basic values which become the value system of Islamic education. On that basis, the growth in the future, then boarding school may be used as an alternative to the national education system that will be able to maintain and fortify the global society of unfavorable influence on the moral development of nations, peoples attitudes, and thoughts of this nation. Therefore, for school have a role that qualified, we need government policies in favor of pesantren education system. In addition, internally, boarding schools must merubahan management for more efficient system of education and work-to-order in the face of global challenges, so that schools will continue to exist amid the changes.
How does government policy towards education boarding schools in the future? Before discussing the government's policy towards Islamic education system, first necessary to understand the value system that underlies the motion system step boarding school education. As we know that the education system is the totality of the interaction of a set of educational elements that work together in an integrated and complement each other towards the achievement of educational goals that have become our goals for the perpetrators. Cooperation among all these actors is based on, inspired, moved, excited, and directed by the noble values that uphold them. The elements of a system consisting of education other than the perpetrators who are organic elements, also composed of other inorganic elements, such as: funding, Arana and other educational tools, both hardware and software. The relationship between the values and elements in a systematic education is a unity that can not be separated from each other, like sugar with a sweetness.