Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
01 No.
: 166-181
Available online at http://jurnal.
com/index.
THE FOUR CENTRAL PILLARS OF EDUCATION AT
PESANTREN-BASED UNIVERSITIES UNIDA GONTOR,
INDONESIA
Hifni Nasif1.
Maulida AoIzzatul Amin2 1 Study of Religions.
University of Darussalam Gontor 2 Aqidah and Islamic Philosophy.
University of Darussalam Gontor Email : hifni.
nasif@unida.
id1, maulidaizzatulamin@gontor.
Received: April 2024 DOI:
Accepted: June 2024 Published: Juli 2024 Abstract :
Pesantren is an indigenous Indonesian educational institution.
This research is particularly compelling as it will elaborate on pesantren-based universities with their holistic life values.
At the level of its subject matter, the study will discuss the concept of the four central pillars of education at Darussalam Gontor University.
Unlike the typical tricenter of education found in most educational institutions in Indonesia, this four central pillars of education consists of the mosque as the hub of activities, the kyai as the central figure or the one who embodies the institution, dormitories as communal living spaces, and academic activities as the formal educational This study explores how the quadruple center of education facilitates the academic community to coexist harmoniously under the Islamic values of sincerity, simplicity, independence.
Islamic brotherhood, and freedom.
Using the descriptive cualitative method, this paper will analyze the implementation of this model at Darussalam Gontor University, aiming to provide insights into the unique educational practices of pesantren universities in Indonesia and their significance in fostering holistic education development among students in the era of artificial intelligence.
Keywords : Darussalam Gontor University.
Pesantren.
The Four Central Pillarsof Education Abstrak :
Pesantren adalah lembaga pendidikan asli Indonesia.
Penelitian ini memiliki daya tarik lebih karena akan mengelaborasi universitas yang berbasis pesantren dengan nilai-nilai kehidupannya yang holistik.
Pada tataran objek kajiannya, peneliti akan membahas tentang konsep catur pusat pendidikan yang ada pada Universitas Darussalam Gontor.
Berbeda dengan tripusat pendidikan milik lembaga pendidikan di Indonesia pada umumnya, catur pusat ini terdiri dari masjid sebagai pusat kegiatan, kyai sebagai figur sentral atau sosok yang menjiwai, asrama sebagai ruang hidup bersama, dan kegiatan akademik sebagai komponen pendidikan formal.
Studi ini mengeksplorasi bagaimana catur pusat pendidikan mampu memfasilitasi civitas akademika untuk dapat hidup berdampingan secara harmonis di bawah nilai-nilai Islam seperti keikhlasan, kesederhanaan, berdikari, ukhuwah Islamiyah, dan Dengan metode deskriptif kualitatif, makalah ini akan menganalisis implementasi model ini di Universitas Darussalam Gontor, yang bertujuan untuk memberikan wawasan tentang praktik pendidikan unik dari universitas pesantren di Indonesia dan signifikansinya dalam membantu perkembangan pendidikan holistik di kalangan mahasiswa di tengah era kecerdasan buatan.
Kata Kunci: Universitas Darussalam Gontor.
Pesantren.
Catur Pusat Pendidikan Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
01 No.
: 166-181
INTRODUCTION
Pesantren is an indigenous Indonesian educational institution (Mahdi.
Islamic education in Indonesia has been ongoing since the initial process of Islamization in Indonesia itself (Enri Auni & Hermanto, 2.
or since the arrival of Islam in Indonesia (Afif et al.
, 2.
A series of da'wah activities have been carried out by ulama/mubaligh throughout the archipelago with great They successfully transformed local communities into more conducive and dynamic environments compared to the conditions before their conversion to Islam.
This process, according to some historians, is not only Islamization but also the intensification of Islamization in the archipelago (Fajarudin & Ghulam.
Historically, the dynamics of pesantren have been tested through their involvement in roles of change.
With their spirit of resistance, pesantren have successfully maintained their socio-cultural functions despite facing colonialism and Western educational models.
Pesantren are not merely educational institutions but also serve as centers for religious services, practical training, social development, and symbols of Islamic civilization (Farihah & Nurani.
Pesantren are Islamic educational institutions with a boarding system, where the kyai serves as the central figure, the mosque as the hub of activities, and the teaching of Islamic religious knowledge under the guidance of the kyai followed by the santri as the main activity.
Pesantren has a unique advantage in instilling Islamic values in the students.
They also have extraordinary potential to shape the personalities of future Muslim generations based on the Qur'an and Hadith (Badriyah, 2.
The accumulation of Islamic spiritual values and life in pesantren essentially makes them institutions of tafaqquh fi al-din .
eep understanding of religio.
and indzar al-qawm .
arning the peopl.
, continuing the mission of Prophet Muhammad (PBUH) and preserving Islamic teachings.
They are capable of contributing to social engineering or community development.
Pesantren can maintain good traditions while adapting to better new scientific developments, thus playing a role as agents of change.
The large number of pesantren in Indonesia and the significant number of students in pesantren make this Islamic educational institution worthy of consideration in terms of national development in education and morality (Ulum, 2.
By upholding Islamic values, pesantren are not only places for religious learning but also institutions that shape personality and morality (Rahmawati.
One of the strengths of pesantren is their ability to pass down knowledge and preserve traditions, earning them the title of "local genius.
" Pesantren competed with government-approved schools during the New Order, maintaining inherited habits for years while adapting to contemporary human life patterns (A.
Ghofur & Syuhud, 2.
One of the interesting aspects of pesantren is the existence of pesantrenbased universities that integrate holistic life values into their higher education This research is particularly compelling as it will elaborate on pesantren-based universities with their holistic life values.
At the level of its Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
01 No.
: 166-181
Available online at http://jurnal.
com/index.
subject matter, the study will discuss the concept of the quadruple center of education at Darussalam Gontor University.
Unlike the typical tricenter of education found in most educational institutions in Indonesia, this quadruple center consists of the mosque as the hub of activities, the kyai as the central figure or the one who embodies the institution, dormitories as communal living spaces, and academic activities as the formal educational component.
With the vision to become a quality and meaningful pesantren university, serving as a center for the development of knowledge oriented towards the Islamization of contemporary science and as a center for the development of the Qur'anic language for the welfare of humanity.
Darussalam Gontor University continues to develop an integrative and holistic education model (Anggara et al.
, 2.
This study explores how the four central pillars of education facilitates the academic community to coexist harmoniously under Islamic values such as sincerity, simplicity, independence.
Islamic brotherhood, and freedom.
Using a descriptive qualitative method, this paper will analyze the implementation of this model at Darussalam Gontor University, aiming to provide insights into the unique educational practices of pesantren universities in Indonesia and their significance in fostering holistic education development among students in the era of artificial intelligence.
The researchers hope that this paper will contribute significantly to the understanding of how pesantren-based universities can adapt and remain relevant in the modern era while maintaining the traditional values that have been their foundation for centuries.
RESEARCH METHOD
This research employs a qualitative descriptive method to analyze the implementation of the quadruple center of education model at Darussalam Gontor University.
The qualitative descriptive method was chosen because this approach allows researchers to provide a detailed and in-depth description of the phenomena occurring in the field based on rich and detailed data.
For data collection, the researchers used books and journals that discuss the topic, as well as direct field observations to obtain accurate and up-to-date FINDINGS AND DISCUSSION Pesantren-Based Universities The discourse on pesantren and its historical dynamics has always attracted significant attention.
As an indigenous cultural institution of Indonesia (Madjid, 2.
, pesantren has been the sole educational system used for centuries in centers of power such as the Islamic Kingdom of Pasai in Aceh and the Islamic Kingdom of Demak in Java (Hamzah, 2.
Throughout its historical journey, pesantren did not immediately receive recognition from the state as an educational institution.
It was only formally recognized by the state as an educational institution equivalent to state institutions with the issuance of the Minister of Religious Affairs Regulation No.
14 of 2014 (Hamzah, 2.
However, the lack of government recognition Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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did not cause these pesantren to become dormant, panic, or stagnant in carrying out their educational processes.
Instead, this challenge motivated pesantren to demonstrate doubled resilience and transformative endurance to steadfastly adhere to their educational system, which they believed capable of producing the best community (Zarkasyi, 2.
This resilience can certainly be attributed to the vision and mission formulated by pesantren as their soul and spirit.
Pesantren functions not only as a place to study religion but also as a center for the development of knowledge and culture.
Unlike other formal educational institutions, pesantren offers a holistic approach in educating its students .
, integrating spiritual, intellectual, and moral aspects into its curriculum (Susant, 2.
A pesantren is led by a kyai, who serves as the spiritual leader and primary educator (Hayati, 2.
The santri live within the pesantren complex, which typically includes a mosque, dormitories, and study spaces (Fajarudin & Ghulam, 2.
Daily life in the pesantren is strictly organized around Islamic values such as sincerity, simplicity, independence.
Islamic brotherhood, and freedom of thought and discussion (Much.
Mahfud Arif, 2.
The educational model in pesantren emphasizes learning through talaq .
irect teaching from teacher to studen.
, which allows for deep and direct interaction between the kyai and the santri (Mujib, 2.
Additionally, pesantren integrate formal education such as general sciences and practical skills, ensuring that santri receive a strong religious education while also being prepared to face modern challenges (Chaeruddin B, 2.
Pesantren have played a crucial role in shaping the character and identity of young Muslims in Indonesia.
They act as bastions of Islamic values amidst the currents of modernization and globalization.
With their ability to adapt to contemporary developments without sacrificing their core principles, pesantren continue to be a vital pillar in Indonesia's national education system (La Hadisi.
Zulkifli Musthan.
Rasmi Gazali.
Herman, 2.
Overall, pesantren serve not only as educational institutions but also as agents of social change that promote moral and ethical values within society (Sucipto, 2.
They exemplify how tradition and modernity can synergize to create a better and more civilized society.
The pesantren-based university discussed in this research is Darussalam Gontor University, which, since its inception in 1926 .
fficially established as a university in 2.
, has aspired to become a quality and meaningful Islamic The concept of higher education based on pesantren emerged in response to the need to provide higher and more comprehensive education for santri without abandoning the values and traditions of pesantren.
At a pesantren-based university, daily life is organized to support the character and intellectual development of santri around the clock.
For instance, formal academic activities are integrated with religious activities aimed at enhancing spiritual reflection, intellectual thought, emotional intelligence, and physical health.
Additionally.
Darussalam Gontor University offers the advantage of living in a community with teachers and kyai, allowing students to directly receive the values of exemplary behavior and togetherness.
Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
01 No.
: 166-181
Available online at http://jurnal.
com/index.
This model of higher education plays a crucial role in shaping a young generation that is not only knowledgeable but also possesses noble character.
Graduates are prepared to face global challenges with a strong moral and spiritual foundation and are capable of making positive contributions to society and the nation.
Thus, pesantren universities represent a unique educational model that combines the strengths of traditional pesantren education with the demands of modern higher education, creating a holistic and balanced learning The Urgency of Holistic Education Holistic education is an approach that develops all aspects of an individual harmoniously, including spiritual, intellectual, emotional, physical, social, and aesthetic potentials (Widyastono, 2.
In other words, holistic education is an effort to cultivate all of a student's potentials to become a whole person, who can effectively realize their connection to God, humanity, and nature (Susant, 2.
The primary goal of holistic education is to help individuals achieve balance and harmony in their lives, and to become whole and integrated persons.
The position of pesantren reflects holistic Islamic education (Badriyah, 2.
As a framework for implementing holistic education and ensuring the continuity of the university.
UNIDA has established a guiding principle known as Panca Jangka (Katni et al.
, 2.
Panca Jangka consists of five key aspects:
education and teaching, cadre training, facilities establishment, self-financing, and the welfare of the pesantren community.
Its implementation has brought significant positive impacts, such as improvements in educational quality, the establishment of a nationally accredited university, and the economic empowerment of the surrounding community.
Comprehensively.
Panca Jangka plays a vital role in advancing Pesantren Gontor and contributing to the development of pesantren in Indonesia (Syamsuri et al.
, 2.
These activities are under the guidance of the Directorate of Islamization of Science (DIIP), the Directorate of Language Development (DPB), and the Directorate of Islamic Boarding Schools (DKP), which focus on the practices of exercise, feeling, thinking, and practicing dhikr (F.
Rahmawati, 2.
Starting with spiritual development, there are numerous curricula and activities designed to enhance this aspect.
These include congregational prayers at the mosque, voluntary fasting movements, qiyamul lail .
ight prayer.
Qur'an memorization, and religious studies.
Moreover, the spiritual development at UNIDA is greatly enhanced by the presence of exemplary teachers who live within the same environment, thereby providing real-life examples of Islamic values in all aspects of life.
In terms of intellectual development, in addition to teaching religious sciences, pesantren also offer formal education in general sciences.
Santri .
are equipped with critical and analytical thinking skills, as well as comprehensive academic abilities.
Various discussion groups can be found, both within the faculties and within the organizational frameworks at UNIDA.
Reading, writing, and discussion habits are heavily emphasized at this Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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Regarding emotional and social development, life in the pesantren dormitories provides opportunities for santri to learn to interact, cooperate, and develop empathy and tolerance towards others (Harisah, 2.
Values of Islamic brotherhood .
khuwah Islamiya.
are heavily emphasized.
Pesantren do not only educate individuals but also build strong and harmonious The values of togetherness, mutual cooperation, and social care taught in pesantren help create a conducive environment for collective growth and development (Sucipto, 2.
Independence and leadership development are also strong points of UNIDA Gontor as a pesantren-based university.
UNIDA provides many opportunities for santri to take initiative and lead in various activities.
This helps them become independent, responsible individuals with strong leadership skills (Alamin, 2.
Regarding the balance between general knowledge and religious education in its curriculum.
UNIDA adheres to an integral approach and rejects the dichotomy between the two.
With a holistic approach, pesantren can integrate religious education with general knowledge (Aida Arini, 2.
This helps santri not only understand religious teachings deeply but also adapt and contribute to the modern world.
Additionally.
UNIDA emphasizes the importance of language learning by fostering an environment where Arabic and English are used as daily communication languages (Faruqi, 2.
Furthermore.
UNIDA is actively involved in economic development, both for the benefit of the university itself and as an educational tool for its The university, which has a waqf .
status (Zainal & Lupitasari, 2017.
Rohmaningtyas, 2.
, is economically self-sufficient (Syahputra et al.
, 2.
, by maximizing the potential of productive waqf assets such as gas stations, restaurants, livestock farms, palm oil plantations, bakeries, garment factories, and printing businesses.
The managers of these units are none other than the students themselves.
In addition to the above.
UNIDA Gontor also pays attention to physical development and skills training.
Physical activities and sports are essential parts of education in pesantren.
Santri are taught to maintain their health and physical fitness as part of their responsibility to themselves and to God.
Students gain a variety of skills according to their fields of interest, such as robotics, photography, calligraphy, painting, gardening, trading, or even culinary arts, makeup, fashion, and home management at the women's campus.
These skills or soft skills provide students with excellent life skills, enabling them to excel in any endeavor (Niam, 2.
Holistic education prepares students to face various challenges in the era of globalization.
They are equipped with critical thinking skills, creativity, and a high capacity for adaptation.
Overall, holistic education in the context of pesantren plays a crucial role in shaping a generation that is knowledgeable, morally upright, and ready to contribute positively to society and the nation (Triyono, 2.
It is also important to note that the entire curriculum contains elements of adab .
and akhlaq .
(F.
Rahmawati et al.
, 2.
With this approach, pesantren can produce individuals who are not only Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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intellectually intelligent but also mentally and spiritually strong (Marzuki et al.
The Four Central Pillars of Education as a Unique Approach of Darussalam Gontor University Darussalam Gontor University applies a unique and holistic educational model known as the "four educational centers" .
atur pusat pendidika.
This model is designed to create a balanced learning environment by integrating spiritual, intellectual, social, and physical aspects into the daily lives of The four educational centers are the mosque as the activity center, the kyai .
eligious leade.
as the guiding figure, the dormitory as the communal living space, and academic activities as the formal education concept.
Mosque as an Activity Center The development carried out by Islamic boarding school-based university education extends beyond physical potential .
and encompasses the spirit, nafs, qalb, and aql, which are non-physical potentials.
This holistic approach aligns with the educational goal of guiding humans towards their true nature as outlined by Allah in the Quran, namely as 'abdullah .
ervant of Alla.
and khalifatullah .
icegerent of Alla.
, which perfectly encompasses the personality of a Muslim (Supriadi, 2.
Mosques in Islamic boarding school-based universities serve as the center for the development of these elements.
At Darussalam Gontor University (UNIDA Gonto.
, the mosque functions as the primary center for spiritual and social activities for the entire academic community.
The mosque is not only a place for daily worship but also a hub for various activities that support the development of character and spirituality for students, lecturers, and staff.
Some of the main roles and functions of the mosque at UNIDA Gontor include place of worship, center for Islamic learning and studies, spiritual and religious activities, center for social and community activities, also center of character and leadership development.
The mosque provides facilities for performing the five daily prayers in congregation, which is a fundamental obligation in Islam.
This practice not only increases discipline but also strengthens the bonds of Islamic brotherhood among the congregation.
Friday prayers, with sermons held weekly, are also used to convey moral and spiritual messages relevant to student life.
The mosque at UNIDA is seldom empty, even at night, as many students perform evening prayers and I'tikaf.
The mosque also hosts routine tahfidz al-Qur'an activities, attended by all students under the guidance of lecturers (Muriyatmoko et al.
, 2021.
Wijaya.
Halaqah or small study groups in the mosque foyer are also held regularly, covering various topics such as aqidah, fiqh, politics, psychology, education, language, and other scientific disciplines.
Daily dawn lectures provide inspiration and additional knowledge about Islam, usually held before or after dawn prayers.
Group dhikr and prayer activities are routinely conducted to strengthen spirituality and draw closer to Allah.
As the center for social and community activities, the mosque also serves the local community by providing religious learning through gatherings for Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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different groups.
Various social activities, such as teaching young children in Al-Quran Education Parks, distributing zakat, infaq, and alms, and organizing qurban, are often coordinated from the mosque.
It also acts as a coordination center for community service programs.
Through various activities at the mosque, students learn about leadership, responsibility, and service to others.
They are frequently involved in managing mosque activities, gaining experience in event organization and management (Kurniawan, 2.
In summary, the mosque at UNIDA Gontor plays a multifaceted role, integrating spiritual, educational, and community functions to create a comprehensive and nurturing environment for the development of its academic community.
The Kyai as the Central Figure at Darussalam Gontor University At UNIDA Gontor, the kyai plays a crucial and central role in the academic and spiritual life of the campus.
These religious scholars are respected figures and serve as role models for the entire academic community, from students to faculty and staff.
The significant role of the kyai, supported by activities rich in Islamic moral values, makes pesantren-based universities highly promising in realizing the goals of Islamic education, which is to form perfect human beings .
nsan kami.
(Badriyah, 2.
As charismatic figures, the kyai have a significant influence on the moral upbringing of students.
In addition to being central figures, the kyai, through their profound knowledge, also determine the educational system in the pesantren (Faris, 2.
A kyai's knowledge typically has a strong and preserved chain of transmission .
to its original source.
The tradition of intellectual transmission through sanad has been embedded in pesantren for generations, ensuring the authenticity and correctness of knowledge.
pesantren, sanad serves as a link between knowledge and the teacher-student relationship (Hakim, 2.
The leadership of the kyai at UNIDA emphasizes exemplary conduct and Exemplary conduct requires discipline, and vice versa (La Hadisi et , 2.
Discipline without exemplary conduct is meaningless.
The leadership of figures like KH.
Hasan Abdullah Sahal.
KH.
Amal Fathullah Zarkasyi, and KH.
Muhammad Akrim Mariyat is based on visionary life philosophies that transcend their times and sincere dedication solely for Allah.
This leadership profoundly impacts the minds and hearts of their students.
Their leadership not only touches intellectual capacities but also permeates the mental, spiritual, and emotional well-being of the students.
Their leadership model is continuously passed down to subsequent generations of students (Fatihah, 2.
Furthermore, the kyai at UNIDA Gontor are not only role models in religious and Islamic matters but also in all university activities, serving as the highest policy-makers after the Waqf Board.
This is due to the integral and holistic educational model adopted (Bahij & Khoir, 2.
As a result, all students receive the highest level of exemplary conduct, preparing them to become leaders and saviors of the ummah when they return to their respective regions (Silfiyasari, 2.
Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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The Dormitory as a Communal Living Space at Darussalam Gontor Universities The dormitory at UNIDA Gontor plays a vital role as a communal living space for students.
The dormitory functions not just as a place to live, but also as an environment that shapes character, develops social skills, and reinforces Islamic values.
There are at least four patterns that regulate the values in the First.
UNIDA Gontor implements daily, weekly, monthly, semesterly, and annual coaching programs.
Second, these programs focus on intellectual, spiritual, physical, and artistic exercises.
Third, the coaching follows the 'learning-by-doing' method.
Fourth, the coaching program is based on the values and philosophy of pesantren life (Fahmy Zarkasyi et al.
, 2.
Life in the dormitory is organized with a strict schedule of activities, including wake-up times, study times, and rest periods.
This helps students develop self-discipline (Ismail & Pamilu, 2.
Additionally, students in the dormitory are trained to be responsible for the cleanliness and orderliness of their living environment, including their rooms and common facilities (Royani.
Living in the dormitory teaches students the importance of cooperation, tolerance, and mutual respect.
They learn how to live in diversity, manage conflicts, and work together to achieve common goals.
Communal living in the dormitory also strengthens the bonds of brotherhood among students.
They build close relationships and support each other in various aspects of life.
The diversity of ethnicities can coexist harmoniously, fostering multicultural education and diversity (S.
Ghofur, 2.
The dormitory system has successfully mobilized social values and norms for students.
Through its social capital, such as social networking and trust, the pesantren can transform society from backwardness to a better social The social change movement initiated by the pesantren, which integrates religious values with various fields of life in the community, based on the spirit of brotherhood and supported by trust, empirically becomes a strong foundation for professional relationships (Dakir & Umiarso, 2.
At UNIDA Gontor, dormitory assignments are based on the students' study programs and faculties.
Each dormitory has a supervisor from the respective faculty.
Students are immersed in an educational environment 24 hours a day, and educators or caregivers can supervise, guide, and set examples for them comprehensively (Damanhuri et al.
, 2.
This greatly supports academic activities in the classroom, such as completing assignments from lecturers, inter-departmental discussions, research development.
PKM, and As an educational institution deeply rooted in the Indonesian Muslim community, the pesantren has successfully maintained its existence .
urvival syste.
and developed diverse educational models (Fajarudin & Ghulam.
The pesantren-based university has also succeeded in nurturing a generation that bases their actions on proper manners (Kusuma et al.
, 2.
and is skilled in various fields (Hayati, 2.
, thus playing a very important role in the future social development of Indonesia (Cahyadi, 2.
Academic Activities as a Component of Formal Education Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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Academic activities at UNIDA Gontor form the core of the formal education provided to students.
These activities aim not only to develop academic knowledge and skills but also to shape character and reinforce Islamic These activities are not limited to the written curriculum but also include the unwritten aspects, which provide education to students through what they see, hear, and experience, known as the hidden curriculum (Alhamuddin & Rosyadi Satria Hamdani, 2.
In teaching subjects.
UNIDA Gontor is a pioneer of the Islamization of Knowledge in Indonesia (Hanifah, 2.
All disciplines are reexamined through an Islamic worldview, enabling lecturers and students to confront intellectual challenges across various secularized fields (Anton Ismunanto.
In terms of the material taught, there is no dichotomy between religious and general sciences (Nur Aini & Lazuardy, 2.
This means that all religious sciences are taught as the holders of scientific values without neglecting the teaching of beneficial general sciences or technology (Kurniawati & Anshory.
The goal of this unity of knowledge is to produce intellectual scholars, not just intellectuals who know about religion (Rofiq, 2.
In their teaching methods, lecturers employ interactive techniques such as group discussions, debates, quizzes, field practice, and presentations to enhance students' understanding and critical thinking skills.
Students are also given academic assignments and research projects that help them develop creativity, analysis, and problem-solving skills.
For evaluation and assessment.
UNIDA has two measuring tools: the Cumulative Achievement Index (IPK) and the Cumulative Santri Achievement Index (IPKS).
While the IPK is assessed through written exams covering material taught during the semester, assignments, project reports, presentations, and performance in various academic activities, the IPKS is evaluated through a system that includes activities in intellectual, spiritual, physical, and emotional exercises.
To support these activities, students receive academic guidance from lecturers and academic staff to help them overcome learning difficulties and plan their study paths.
Additionally, they receive counseling for non-academic issues, as a positive outcome of living in the on-campus dormitory UNIDA also excels in academic activities by developing proficiency in Arabic and English (Fitrianto & Abdillah, 2.
Arabic is the main language in religious studies, and students are given intensive training in Arabic to facilitate understanding of the Quran and Islamic literature.
Furthermore.
English proficiency is emphasized as preparation for global communication and access to international scientific literature.
In terms of its academic activities.
UNIDA Gontor has established a system, concept, and objectives aimed at human quality, which have now been realized, even becoming a model.
The religious values are instilled and embedded in the alumni.
The provisions carried by the alumni are implemented and developed in their adult lives according to their respective Pondok Gontor emphasizes the quality of education, focusing on Proceeding 1st International Conference on Pesantren and Islamic Studies Vol.
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its substance rather than superficial aspects.
It teaches independence, resilience, and perseverance, not merely chasing diplomas or degrees, and Gontor has been thinking maturely since its inception (Nurhadi et al.
, 2.
CONCLUSION
The case study of Universitas Darussalam Gontor (UNIDA Gonto.
highlights the importance of the four central pillars of education "Catur Pusat Pendidikan" model in creating a holistic educational environment at a pesantren- based university.
The main findings of this study include the effectiveness of the Catur Pusat Pendidikan model, which comprises the mosque, kyai, dormitory, and academic activities.
This approach has proven effective in fostering a holistic educational environment.
The integration of Islamic values in every aspect of campus life establishes a solid moral, spiritual, and academic foundation, helping students become individuals of noble character and well-prepared to face the challenges of the modern world.
Living together in a unified environment for 24 hours also fosters a strong sense of For future research, it is recommended to conduct further studies on the long-term impact of the Catur Pusat Pendidikan model on academic achievement, student well-being, and the contributions of graduates to society.
Additionally, research comparing traditional educational models with modern educational models can provide valuable insights into the effectiveness and relevance of these models in the context of education in Indonesia.
REFERENCES