The DYNAMICS of PESANTREN: Responses Toward Modernity and Mechanism in Organizing Transformation

The development of pesantren from time to time illustrates its significant role within communities. Its dynamic development appears clearly as a result of its ability to adapt into the external condition. Its communities are well-known with their social skills in dealing with external culture that comes from all types of challenges coming from outside. Pesantren has an internal mechanism to adapt into a new trend, due to the development of its function and differentiation. The empirical experiences show the ability of four imperative functions of pesantren, namely: high ability to adapt into the external world, wide-ranging goal achievement, integrative ability of unifying the unique aspects of pesantren as sub-culture, and ability in preserving the pesantren's tradition with the principle “maintaining the old good tradition and gaining a new better tradition”. Differentiation mechanism is a gradual transformation process of pesantren that causes the steady increase of new units within it to perform their functions more effectively. This response leads to various models of pesantren

In Search For Gender Equality In Rural Madrasas Of Malang Raya

While gender awareness in the country increasingly arises and is widely debated, few studies have examined the level of gender sensitivity of awareness in Islamic schools. Using case study, this article examines the construction of gender equity in nine rural madrasas in South Malang, Indonesia, by building the framework of social ecosystem of education in madrasas in order to construct the gender equity in rural madrasas. The findings show that in general, the educators in the madrasas already have a gender awareness because they have been familiar with feminism and gender equity in education; however, traditional and conservative gender perspective are still at large. It finds that there are still various gender differences, stereotypes, and an uncomfortable school climate which all challenge the formation of gender equality. Therefore, the social ecosystem of education in rural madrasas deserves enforcement for the embodiment of gender equality