THE TRANSFORMATION OF TRADITIONAL PONDOK PESANTREN TO MODERN ORDERS
The purpose of this study was to identify the educational conditions in the Haur Kuning Islamic Boarding School, Condong Islamic Boarding School, and Bayasari Islamic Boarding School when implementing the traditional pesantren education model; identify the transformation process of traditional to modern pesantren education in the three Pesantren; identify the condition of education in the three Pesantren after the transformation of traditional education to modern goes; identify the supporting and inhibiting factors in carrying out the transformation of traditional to modern pesantren education in the three Pesantren; and identify the successful transformation of traditional to modern pesantren education in the three Pesantren. Research uses a qualitative approach through non-interactive inquiry methods. Data collection techniques used are observation, interviews, and documentation. The collected data is then analyzed by triangulation and member check techniques. The results showed that the condition of the Haur Kuning Islamic Boarding School, Condong Islamic Boarding School, and Bayasari Islamic Boarding School in the traditional period followed and in accordance with the traditional mainstream pesantren. The process of transforming education from traditional to modern in the three Pesantren was a continuous process - continuously in order to create a new pesantren order, with the kiai as the main driver, and driven by the increasingly rapid change of society. Conditions in the three Pesantren after the transformation of education are divided into two types, namely: controlled-controlled typology, soft-transformation, and progressive transformation typology. Factors that support the transformation of education in the three Pesantren are a combination of internal and external factors, while the inhibiting factors experienced and faced by the three Pesantren are mental-ideological factors, limited funds, and difficulty adapting to the bureaucracy government, and (5) the three Pesantren are considered successful in carrying out the transformation of traditional pesantren education to modern with the presence of indicators, namely: the integration of curriculum, integration of management and leadership patterns, maintaining uniqueness; quality oriented; and succeeded in achieving the goal of transformation where pesantren became more adaptive and public interest and interest remained high.