THE MODEL OF SUSTAINABLE PESANTREN TO PRACTICE EDUCATION FOR SUSTAINABLE DEVELOPMENT CASE STUDY : PESANTREN AL-HILAL

• Main Author: Paozi, Isep
• Format: Theses
• Language: Indonesia
• Subjects: Manajemen umum
• Online Access: https://digilib.itb.ac.id/gdl/view/62277
• Institution: Institut Teknologi Bandung

Sustainable development is a development process that can improve the economy’s level , maintain sustainability of enviromental, and ensure the conditions of social for the utility of the present and future generations. Salah satu upaya dari terwujudnya sustainable development adalah melalui pendidikan, dalam hal ini lebih tepatnya pendidikan untuk pembangunan berkelanjutan atau lebih dikenal dengan Education for sustainable development (ESD). Education for Sustainability Development (ESD) has become an important issue in education in many countries. Many countries implement ESD in education, education policy, teacher training, and curriculum. ESD can be carried out within the scope of formal schools or in informal activities. Islamic boarding schools as educational institutions are very likely to implement ESD. The ESD paradigm for Islamic boarding schools in an effort to harmonize, integrate and give equal weight to the three main aspects of sustainable development, namely economic aspects, socio-cultural aspects, and environmental sustainability aspects. The implementation of ESD values in pesantren can make a positive contribution to sustainable development, especially in pesantren where one of the main features of sustainable schools/institutions in this case sustainable boarding schools is the integration of ESD in all major learning areas in the curriculum or other activities in schools. Pesantren Al-Hilal is a boarding school that includes a comprehensive Islamic boarding school where learning combines traditional and modern. Pesantren has started to implement education for sustainable development in carrying out activities in pesantren. However, ESD has not been officially integrated into the learning curriculum or other activities in pesantren. Therefore, the implementation of ESD at Pesantren is still not optimal and has not been directed. A model or concept is needed by Al-Hilal Islamic Boarding School to be able to implement ESD properly according to its assets. In addition, the ESD model at Pesantren will be associated with environmental, social, and economic issues that exist within the environment of Pesantren. This research uses a qualitative method with an single case study approach and uses interviews, observation, FGD, and documentation as data collection techniques. The Sustainable Pesantren model proposed by the author is based on SWOT and TOWS analysis. From the four strategies, a model is formulated which consists of starting, stimulating, and supporting stages. The three stages contain activity points based on the results of asset-based community development and empathy mapping, namely integrated Education for sustainable development (ESD) into curricula and pedagogy, integrated ESD into extra curricula and student daily activities, integrated ESD into the club, routine events, and teacher education.