KEMANDIRIAN BELAJAR THULLAB DI PESANTREN TRADISIONAL (STUDI KASUS DI MA’HAD DARUL QUR’AN WAL HADITS NW DESA ANJANI)

Muhammad Zia Ul Haq, NIM.: 19204010049 (2021) KEMANDIRIAN BELAJAR THULLAB DI PESANTREN TRADISIONAL (STUDI KASUS DI MA’HAD DARUL QUR’AN WAL HADITS NW DESA ANJANI). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The tendency is that students' learning independence is still low. This is in accordance with the results of the Zenus survey which shows that 30% of respondents who have independence in learning take 1 hour of study time. It is very important to have independent learning because it is a required competency in the 21st century. The aim of the research is to examine the independence of thullab learning in traditional Islamic boarding schools. The research method used is a qualitative method with a field research approach or case study. Data collection techniques are through observation, interviews, and documentation. In analyzing the data using three stages, namely reduction, data presentation, and drawing conclusions. Respondents in the study included representatives of amid Ma'had, two masyaikh/lecturers, Katib Ma'had, chairman of the student senate, eleven thullab/students, and four mutakharijin/alumni of Ma'had. The results showed that 1) Ma'had Darul Qur'an wal Hadith NW curriculum was based on perennialism education philosophy. Curriculum formulation became the founding authority based on intellectual experience while studying at Shaulatiyah. The lessons given are turots/yellow books written by salaf scholars which Aswaja has blessed with groups of Islamic religious knowledge, methodological science, and tool science. The learning method uses the traditional system, namely halaqoh, sorogan, and bandongan. The target of learning is being able to read and understand the turots books. Evaluation every semester and an oral final exam is carried out. 2) Ma'had's efforts in growing independent learning, through: First ta'lim muta'allim as a thullab guide in studying. The second is holding a Ramadhan safari activity program and bahtsul masail. Third, providing access to learning facilities for all classes according to their interest in thullab learning. The fourth contribution of the community to build a learning environment and learning motivation towards thullab. 3) Thullab efforts to build independence through self-motivation by setting clear goals, and teaching to learn.

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