FORMATION OF SHARIA
ENTREPRENEURSHIP VALUES
IN BOARDING SCHOOLS
Reni Dwi Widyastuti, Febriati, Ali Afif
Universitas Panca Bhakti,
Indonesia
Email: [email protected],
[email protected], [email protected]
|
KEYWORDS islam, spirit development, entrepreneurship, santri |
ABSTRACT This study intends to determine the method of
developing the values of independence of the students of Mu'Inul
Islam Kubu Raya Islamic boarding school. This type
of research is qualitative research, with primary data sources, namely data
obtained directly from the object of research, namely the Mu'Inul
Islam Kubu Raya boarding school and secondary data
sources in the form of articles and research reports) and interviews. Data
was collected through observation, interviews and documentation. The
collected data were then analyzed using descriptive analytical methods. The
results showed: the Islamic boarding school method in developing the
independence values of Mu'Inul Islam Kubu Raya students is based on the philosophy of gusjigang (a good boy, good character, good at reciting
the Koran, good at trading) Sunan Kudus, the
process is carried out using observation methods, practical methods,
theoretical studies, motivation, facilitation, and exemplary. It can be seen
from an Islamic economic perspective, the method for developing the values of
independence of students at the Mu'Inul Islam Kubu Raya Islamic boarding school is taken from the
values of Islamic teachings about entrepreneurship contained in the Koran,
hadith and the life practices of the Prophet Muhammad SAW. the process is
carried out using observation methods, practical methods, theoretical
studies, motivation, facilitation, and exemplary. It can be seen from an
Islamic economic perspective, the method for developing the values of
independence of students at the Mu'Inul Islam Kubu Raya Islamic boarding school is taken from the
values of Islamic teachings about entrepreneurship contained in the Koran,
hadith and the life practices of the Prophet Muhammad SAW. the process is
carried out using observation methods, practical methods, theoretical
studies, motivation, facilitation, and exemplary |
INTRODUCTION
Islamic boarding schools in the
form of Islamic boarding schools, hafiz houses and schools are educational
locations that integrate science and Islamic-based life skills. Empowerment to
increase human resources, especially for the nation's children through
donations from Islamic boarding schools (Saepudin, 2019). Islamic boarding schools as intermediaries for neglected
children have empowerment programs to help improve the quality of foster
children's skills through formal education, religious education and
entrepreneurial spirit training (Khoirur, 2021). Based on initial observations:
-
The average Islamic boarding school for
education costs depends on donations and
-
The average age of Islamic boarding school
children is 7 years � 18 years
-
Children are very obedient to Ustadz and ustadzah with the
principles of Islamic boarding schools / Islamic rules
Based on the
description of the background, the problem formulation in this study is to
analyze the values of Islamic entrepreneurial independence in
Islamic boarding schools and what factors drive the entrepreneurial spirit of
Islamic boarding schools (Jayadi, 2021). The aim of this
research is to find out what drives the entrepreneurial spirit of Islamic
boarding schools and to describe the values of the independent
entrepreneurial spirit of foster children in Islamic boarding schools. Pondok Pesantren as well as the concept
of character building, is an institution that is used as a model for the
formation of an independent spirit based on Islamic sharia (Oktari & Kosasih, 2019).
This goal will encourage economic
independence and shape the entrepreneurial spirit of the students according to
sharia, so that after graduation the students have a persistent spirit with
Islamic principles and are full of gratitude. Supported by (Dewi, Tentama, & Diponegoro, 2021) gratitude is proven to have a significant contribution to well-being
by contribution.
There needs to be a sense of gratitude to feel
satisfied living in a boarding school, which can increase subjective
well-being. This is in line with research conducted by (Robustelli & Whisman, 2018) shows the
influence between gratitude and subjective well-being, namely the components of
life satisfaction in the domains of social relations, work, and health as well
as global life satisfaction in the United States and Japan. Gratitude is an
important factor for increasing subjective well-being.
Spiritual Intelligence
Adjusting to life in Islamic
boarding schools can be a very unique experience, many students struggle and
try to cope with this new situation (Laely, 2017). Attempts to solve self-adjustment problems require
that they are expected to have good spiritual intelligence, with indicators of
student participation in predetermined activities and rules, without
encouragement from other people and also solving problems, by thinking
positively and they are not in a hurry to make decisions. (Khamida, Mubarak, & Budury, 2019).
Values of Independence
Study (Fathoni et al., 2019) produce initiatives to provide insight to Muslim
entrepreneurs in obtaining the widest possible access to alternative financing
that is free of usury and gharar. It is proposed that
Muslims can be independent to try and generate income by seeking alternative
financing that is free of usury and gharar.
Empowerment
In general, empowerment comes from the word power
which means the ability to do something or the ability to act. So that
self-empowerment is a process, method, act of empowering. According to (Robbins, Chatterjee, & Canda, 1999) (in Fahrudin, 2012) Empowerment denotes the process by which
individuals and groups gain power, access to resources and control over their
own lives. In doing so they acquire the capacity to achieve their highest
personal and collective aspirations and goals.
Entrepreneurship
Islam is a religion that also
encourages entrepreneurial activity (Audretsch, B�nte, & Tamvada, 2013). To start the
business must have a mental as strong as steel. In order to achieve success in
entrepreneurship, great motivation is needed. Entrepreneurial tips from an
Islamic point of view include entrepreneurial intentions, namely to worship
Allah SWT, have a positive mindset, build a business vision, build a business
with an orientation towards fashion and hobbies, make business plans, establish
relationships, and think creatively and innovatively. In carrying out
entrepreneurial activities, one must pay attention to the halal aspects and
stay away from harm.
Islamic boarding school
Pondok Pesantren is an educational institution that aims to meet
physical, mental and social needs and the formation of Islamic sharia character
for foster children so that foster children get broad, appropriate and adequate
opportunities for personality development as expected as part of the next
generation of the nation's ideals and as a person who will participate actively
in the field of national development (Ministry of Social RI, 2010).
METHOD RESEARCH
�The author uses a qualitative descriptive
which is intended to provide an overview of the phenomenon and analyze the
values of the independence of the Islamic entrepreneurial spirit. The subject
of this research is Islamic boarding schools in Kubu
Raya Regency.
The data collection
method used in this study is through observation, namelydata
collection method in the form of direct observation of the observed object.
Then proceed with the interview which is a way of collecting data that is used
to obtain information directly from the source. Information collectors are
expected to be able to convey questions clearly to informants to obtain
accurate data in research.
Data analysis
techniques use the Miles & Huberman model (Saldana, 2014) that is, data collection is carried out in the form of data
presentation, and is followed by data reduction, then verification is carried
out. This is done repeatedly like a cycle, then stopped when the repetition of
data occurs
RESULTS AND DISCUSSION
Based on the results of research
on the formation of independent values in the students of the Mu'inul Islam Kubu Raya Islamic
boarding school, it was found:
The implementation of the
formation of the values of independence at the Kubu
Raya Mu'inul Islam Islamic Boarding School is carried
out through self-development, including waking up at dawn and dawn prayers,
congregation, reciting the Koran, pickets to practicing skills in accordance
with the direction of the ustad. Then also with
direct activities according to the ustad's
instructions when receiving reprimands and advice.
The process of forming
independence values for students, this is directly supported by Islamic
boarding schools including supporting facilities for the implementation of
independence, namely providing plantation practices through vineyards,
fisheries through rearing and raising arowana fish, koi fish, gold fish and
tilapia, so that students are taught in terms of carpentry in Islamic boarding
schools.
The stage of forming the values of
independence through the values of independence in the students of the Mu'inul Islam Kubu Raya Islamic
Boarding School is carried out through 3 steps, namely the planning stage, the
implementation stage, and the evaluation stage. At the planning stage there are
functions and objectives, programs and implementation, as well as provisions
and rules. The implementation stage is through self-development which is
carried out by: first, the routine activities of Islamic boarding schools which
include getting up early, congregating, reciting the Koran, picketing, and
practicing six skill areas. Second, spontaneous activities which include
reprimands and giving advice. Third, exemplary, namely examples of good
behavior from caregivers and senior students as role models for students. And
fourth, conditioning, namely the provision of six areas of skills as facilities
for entrepreneurial practice for students.
The results of the establishment
of the values of independence through the values of independence in the
students of the Mu'inul Islam Kubu
Raya Islamic boarding school are the students who have characters that reflect
the spirit of an entrepreneur, including self-confidence, task and result
orientation, courage to take risks, Leadership, Oriented to the future,
creativity and innovative. The last stage is the evaluation stage which is
carried out by means of assessment and observation by the Ustadz/supervisor,
questions and answers, reprimands, advice, and at the same time rewards as well
as directing and reducing facilities.
Factors supporting the
implementation of the values of independence in independent and successful
students in the future, Perseverance of the students in carrying out all
activities of the values of independence, which always raises the spirit of the
students with patience and the example he gives, provision of facilities and
infrastructure in the implementation of the Values -the value of independence,
and the existence of cooperation and assistance from the community individually
or through organizations/institutions in fostering the independence of students
(Hikmah,
2011). While the
inhibiting factors are the background of the students who have a lazy and
difficult character and character so they need patience, the limited funds
owned by Islamic boarding schools so that business development plans in order
to foster students' knowledge in the field of entrepreneurship experience
obstacles.
CONCLUSION
Based
on the research results, the factors that drive the entrepreneurial spirit of
Islamic boarding schools are formed through mentality and direct practice from
the ustad to the students starting with instilling
obedience and obedience to the ustad. Then coupled
with direct practice in the existing field through applied examples by experts.
So that with these activities it directly instills the values of independence
in students at Muinul Islam Islamic boarding schools.
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Copyright holders:
Reni Dwi
Widyastuti, Febriati, Ali Afif (2022)
First publication right:
Devotion - Journal of Research and Community
Service
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