Rahmini, Lili (2019) Pelaksanaan Pembelajaran Program Wajib Belajar Pendidikan Dasar Pada Pondok Pesantren Salafiyah (Studi Pada Pondok Pesantren Iqro dan Al-Wafa di Kota Palangka Raya Kalimantan Tengah). Tesis, Pascasarjana.

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ABSTRAK

This research was motivated by the existence of Salafiyah (PPS) Iqra Islamic Boarding School and al-Wafa Palangka Raya which from the beginning focused on learning the Koran memorization and religious lessons especially Arabic. However, the government is obliged to carry out compulsory basic education programs so that the students also get parcels of equality in Package A, B and C. This on the one hand provides opportunities for students to obtain a diploma, but on the other hand they are burdened with the obligation to study a number of general subjects tested, so that the concentration to memorize the Qur'an and other religious lessons is reduced. The problem formulated is how the implementation of Wajardikdas learning and what factors support and hinder it. The study was conducted at the Salafiyah Iqro Islamic Boarding School and al-Wafa in Palangka Raya City. The subject of the research are the managers of foundations, caregivers and clerics / religious teachers of the two huts. Field data is explored through observation, interviews and documentaries. The results of the study concluded that PPS Iqro and al-Wafa in Palangka Raya City carried out learning with the main focus of memorizing the Qur'an and Arabic, but the government was also obliged to implement Wajib belajar pendidikan dasar by learning general subjects in order to obtain equivalence packages in Package A, B and C. As a result, learning outcomes achieved are not optimal, both in terms of memorizing the Qur'an and understanding Arabic, as well as the mastery of general subjects as a prerequisite for examination. The factors that support Wajib belajar pendidikan dasar learning at Pondok Pesantren Iqro and al-Wafa are government support in terms of licensing, teaching materials, teaching staff and examination fees, parental support and the presence of cottage teachers who are able to teach general lessons. The inhibiting factors are the lack of government support in terms of education funds and infrastructure, lack of teacher professionalism, solid student learning schedules and the presence of some students who are reluctant to follow Wajardikdas because they want to focus on memorizing the Koran and studying religion.

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