Pesantren Development Dilemma | Tebuireng Online

Pesantren has long been known as an educational institution that not only educates students in the field of religious science, but also forms morals, discipline, and independence. Behind the education process, there is an important figure who is often not very visible, namely the coaches. They were present not just to oversee their daily activities, but also became part of the long journey of santri in studying. In addition, there are various important roles that are interrelated: Kiai, Ustadz, to Walisantri. All have different functions, but one goal, which is to give birth to a generation of knowledge and noble character.

In pesantren, in particular, the coach occupies a strategic position as a bridge between students and walisantri. He plays a direct role in educating and guiding daily students, as well as being the party who channeled the aspirations and hopes of Walisantri towards their children.[1]In other words, the coach is not only required to be firm in educating, but is also demanded to be able to understand the expectations or expectations of parents who are sometimes not in line with children’s will.

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As educators and substitutes for parents in Islamic boarding schools, the Trustees Fairly require students to be disciplined in all activities. Both formal activities such as: Teaching and Learning Activities (KBM) in Schools/Madrasas according to the level, Koran of the Yellow Book with Kiai or Ustadz with the method Bandongan or soroganTahfidz Al-Qur’an through memorization and muraja’ah deposits, routine recitation (interpretation, hadith, jurisprudence, morals), obligatory prayers, sunnah worship activities (Tahajjud, Dhuha, Tadarus, Dhikr, Shalawat), to exams/evaluation weeks both in schools and pesantren. Also the official activities of the cottage such as the commemoration of Islamic holidays, khataman, and graduation.

Likewise with non -formal activities such as: Muhadharah (Speech/Lecture Exercises in Arabic, English, and Indonesian), Discussions and Deliberations such as Bahtsul Masail, Santri Organizations that Train Leadership and Responsibility, Art Activities (Hadrah, Marawis, Qosidah, Calligraphy), Sports (Futsal, Volleyball, Badminton, Gymnastics, Gymnastics and Skills Shalawatan on Friday nights, as well as daily togetherness such as eating in congregation, and chatting.

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In addition, the most important thing and must be given by students is to maintain worship and be serious in learning. This demand is actually not a burden, but a form of educational affection. But at the same time, Walisantri also put high hopes for the coach. They want their children not only intellectually intelligent, but also mature spiritually and morally. This is what later became a demand for back for the coach.

Another thing to note is, often the coach is in a dilemma position. On the one hand, he is demanded to be firm with students: disciplining, encouraging achievements, and maintaining morals to match the values ​​of pesantren. But on the other hand, the coach is also often demanded by Walisantri. Walisantri’s hopes were so high, that they unconsciously demanded further coaches to pay attention to their children. In fact, the coach is not only focused on one child, but is responsible for many students with different characters.

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For example, there are students who are often negligent, unable to follow the rules of pesantren, even to deal with security for violations. Under these conditions, some Walisantri actually blamed the coach. Not infrequently they also demand coaches to pay attention to children in detail, ranging from health, learning needs, to watching their sleep and building time. Some even demand that the coach always gives news or updates related to child development.

Therefore, it is not uncommon for the demands of Walisantri to make the coach feel burdened. It is as if the coach is positioned as a party that must guarantee the success of the santri fully. In fact, the success of the santri is not only determined by the guidance of the coach, but also by the seriousness of the santri in learning and the support of prayer and motivation from parents.[2] The coach is only a director, while students remain the main actor in their education.

This dilemma makes the position of the coach unique and heavy. If he is too loud demanding santri, it can arise an uncient assumption. But if he only meets the demands of Walisantri, the santri is not necessarily able to develop according to his abilities and processes. So, the coach must be good at balancing the two flows of demands so that the task of educating continues without ignoring the expectations of parents.

Apart from that, the coach is not only foster parents in Islamic boarding schools. There are other responsibilities that must be carried out, namely ensuring the continuity of pesantren activities in general. This is often not understood by some Walisantri.

Therefore, the pressure from Walisantri who want instant results often cause misunderstandings. Walisantri feels the coach is less than optimal, while the coach assesses the expectations of parents are too high and unbalanced with the santri’s own efforts. This situation can lead to communication distances. In fact, if the coaches and walisantri are able to understand each other, the educational process will run more harmoniously: the coach continues to educate according to the rules of the pesantren, and the Walisantri supports the prayer and full trust.

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Ideally, the demands of the two -way coaches to students and Walisantri to the coach are not seen as burdensome burdens, but complement each other. Education at pesantren is not the job of one party, but cooperation that requires synergy from all elements.

The coach needs the support of Walisantri in the form of prayer, healthy communication, and full trust in the educational process in pesantren. Support this kind of will make the coach more calm in educating and enchanting students.[3]

On the other hand, students must also realize that the demands of the coach are not punishment, but the way to shape character, instill discipline, and mature morals. With that awareness, santri will be better prepared to face a hard but mature education process.[4]

In the end, the position of the coach in the pesantren was indeed at the intersection between demanding students and demanded by Walisantri. In my opinion, both are natural and inseparable. The coach has the right to demand students to be disciplined, achievers, and have noble character. However, Walisantri also has the right to put hopes and demands to the coach as a form of responsibility for the mandate given. The most important thing is to maintain balance.

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Pesantren education is not only the work of the coach, but the synergy between the coaches, santri, and walisantri. If the three support each other, then the demands are no longer felt as a burden, but rather become a shared motivation to give birth to a generation of knowledge, morality, and ready to face the challenges of the times.[5]

Writer: Qurratul Adawiyah, Mahasantri Tebuireng
Editor: Rara Zaryry

[1] Zamakhsyari Dhofier, Pesantren Tradition: Study of Kyai’s Life Views (Jakarta: LP3ES, 2011).

[2] Abuddin Nata, Education in the perspective of Islam (Jakarta: Prenada Media, 2010), p. 145.

[3] Abdurrahman Mas’ud, Pesantren Intellectuals: Religious and Traditional Events (Yogyakarta: Lkis, 2004), p. 87.

[4] Abdullah Nashih Ulwan, Tarbiyatul Aulad Fil Islam (Beirut: Darus Salam, 2002), p. 212.

[5] Zamakhsyari Dhofier, Pesantren Tradition: Study of Kyai’s Life Views (Jakarta: LP3ES, 2011), p. 203.