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This paper aims to study the Pesantren’s role in alleviating the poverty in rural region, and the discussion is connected to the theory of local economic development and Maqāṣid al-Sharī‘ah.

This paper engages a case study and an interview to get insight into the subject matters.

This study finds that the roles of an entrepreneur and a stimulator are evident from the sampled Pesantren in empowering the local economy and the underprivileged community. Further, inasmuch as the fundamental concept of local economic development is in line with Maqāṣid al-Sharī‘ah, the evidence from the sampled Pesantren is also representative of its role in actualising it. This study is relevant for academics, local government in Indonesia and other related stakeholders.

This paper credits both theoretical and practical implications for academics and the government. Firstly, by discussing the concept of prosperity from the Western and Islamic perspective, this paper creates a notion that these theories are harmonisable. Secondly, by sampling a Pesantren to draw how these two concepts are applied to advance a rural economy, this paper comes out with the hands-on advice for Indonesian government to legally engage with the existing Pesantrens to perform its rural development programmes.

While a Pesantren’s role in empowering a disadvantaged community is comprehensively investigated, an accurate evidence is documented which can best challenge its radicalism and terrorism issues.

This is the first study to harmonise the theory of local economic development and Maqāṣid al-Sharī‘ah and presents the practical evidence from a Pesantren.

This study aims to discuss the model of community-based cooperation between pesantren businesses, using case study approach toward an Indonesian pesantren community.

The data in this research are gathered through through in-depth interviews with Hebitren managements and forum group discussion with the stakeholders of the Hebitren, which includes Hebitren managements themselves, Bank Indonesia and several related ministries.

The results show that pesantren business cooperations in Indonesia is related in Sustainable Development Goals (SDGs). This cooperation model is expected to be able to contribute in the effort to accomplish SDGs, which include: no poverty (SDGs 1), quality education (SDGs 4) and partnership for the goals (SDGs 17).

The models of pesantren business cooperation are not comprehensive because of the various characteristics of pesantren and its model business. Moreover, Hebitren is one of national forum for business pesantren. So, that the results are possibly applicable.

This research highlights the importance of pesantren’s business unit cooperation management by improving the quality of human resources and business’s infrastructures. This study is a new research model that comprehensively discusses the pesantren community as a form of economic and business development.

To the best of the authors’ knowledge, this paper is the first model of inter-pesantren business unit network in a pesantren business community comprehensively.

The purpose of this paper is to describe how a unique Islamic education system, named Pondok Pesantren, implemented and contributed substantially to the character education of its students.

In total, 12 teachers and 24 students of Pondok Pesantren Darunnajah, Indonesia were interviewed, participated in focus groups discussions, and were observed.

Findings suggest that Pondok Pesantren Darunnajah adopts the comprehensive approach of character education which is laid on Islamic values as its ultimate philosophy. The majority of teachers and students reported that the Pondok Pesantren Darunnajah educates and develops students' character by infusing knowledge, providing supportive conditions or environment, then giving chances to practice and form.

The paper proposes a model of character education at Pondok Pesantren, as well as other Islamic education systems which have similar characteristics on the implementation of character education. Recommendations for future researches and practice are also presented.

The influence of entrepreneurial orientation and knowledge management on innovation, the influence of knowledge management on the implementation of strategies and the influence of entrepreneurial orientation, knowledge management, innovation, implementation of strategies to organizational performance, where the organization referred to is an Islamic boarding school.

This research applied quantitative causal design and was an explanatory research. It was conducted at an Islamic boarding school in Malang in the period of April to December 2017. The population of this study included the managers of the pesantren, teachers and employee representatives making strategic decisions. The unit of analysis in this study consisted of Pondok Pesantren Ar Rohmah Putra, Pondok Pesantren Ar Rohmah Putri, Pondok Pesantren Al Izzah, Tazkiyah IIBS, Pondok Pesantren Darul Maghfirroh, Pondok Pesantren An Nur Putra, Pondok Pesantren An Nur Putri, PSBB MAN 3 Malang, Pondok Pesantren Ar Rifa’i Putra and Pondok Pesantren Ar Rifa’i Putri.

First, entrepreneurial orientation and knowledge management have a significant and positive impact on the improvement of innovation. This means that the higher the entrepreneurial orientation and knowledge management by Islamic boarding schools, the better the innovation in business competitiveness. Second, knowledge management positively affects the strategy implementation. This means the better the knowledge management, the better the strategy implementation of within the framework of business competitiveness of Islamic boarding schools. Third, entrepreneurial orientation, knowledge management and strategy implementation have a significant effect on the improvement of performance of Islamic boarding schools. The higher the entrepreneurial orientation, knowledge management and strategy implementation, the better will be the performance of Islamic boarding schools.

This study is one of the few studies that examine the influence of entrepreneurial orientation, knowledge management on innovation, implementation of strategies and the impact on organizational performance.

The purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.

This qualitative case study took place in Semarang, Indonesia. Data were collected via semi-structured interviews with school leaders along with school site observations. To frame the study, we drew from both Indonesian and international scholarship to understand extant perspectives on the context and on the ways that principals influence socio-religious thinking and practices in schools.

Findings suggested that principals' personal experiences and beliefs are central to the ways that socio-religious thinking and practices are manifest in their school. Principals practice more progressive or conservative leadership by influencing the degree to which the school is (a) an open or closed system, (b) inclusive or exclusive in their practices and (c) plural or unitary in their teaching. In making decisions along each of these continua, principals in Islamic schools “curate” a socio-religious educational environment.

This paper contributes to the literature on principals and socio-religious dynamics in schools by discovering specific continua of practice that collectively suggest a more conservative or progressive interpretation of Islam. As this area is understudied in educational leadership, the study makes a foundational empirical contribution, suggests theoretical constructs heretofore unexplored, and advances the notion of principal as curator of educational practice.

The purpose of this paper is to study the criteria of qualified ustadz and how the salaf boarding school leader (kyai) manages the ustadz in order for them to become qualified ustadz.

This study uses a qualitative research approach. Data were collected by in-depth interview techniques with kyai and mentor as primary source of data, while participants and alumni as secondary ones. The correctness of data from kyai and mentor then were cross-checked against data from participants and alumni.

This paper gives the following findings: the qualified ustadz is ustadz who has competencies of personal religious, professional religious, social religious, and life skills; while efforts undertaken by kyai are planning, organizing, implementation and evaluation.

The paper contributes to the Islamic educational institution in development management model for ustadz that has some stages, namely: need analysis, planning design, implementation and development evaluation. The proposed model can be used as a reference for leader of traditional Islamic education around the world in order to improve the quality of ustadz.

The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government.

This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach.

The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia.

Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.

This chapter examines World Bank publications, including publicized reports and widely disseminated policy statements like the World Development Reports, as well as the plans and appraisals of two specific operations in Indonesia. Based on this examination, the author suggests that characterizations which emphasize the Bank's intransigence or celebrate its responsiveness fail to provide a satisfactory description of country-level education policy evolution. The chapter begins with two of the major theoretical frameworks that have been used to study the Bank's work in education. This is followed by a summary of the evolution of the Bank's involvement in education at the international level. The third part of this chapter analyzes two educational reforms that the World Bank has promoted in Indonesia in the last 10 years – programs advancing vocational education and decentralization – and examines how these priorities have been affected by local context and demands and shifts in the global discourse on education. The author concludes that the World Bank's role in the diffusion of education reform is best understood from a world culture perspective but that its interests – and the interests of its primary shareholders – are advanced in particularly opportune moments like democratic transitions.

This study aims to investigate the dynamics of legitimacy and accountability relationships in an Indonesian boarding school. It examines how the key actors improve and use accountability mechanisms in the school and how these practices contribute to the organisation’s legitimacy.

This paper uses a qualitative case study approach in an Indonesian boarding school and draws on Black’s (2008) notion of legitimacy and accountability relationships. The qualitative data were collected through face-to-face interviews, observations and documentary analysis.

Accountability mechanisms at Pondok Pesantren Wali Songo (an Islamic boarding school) were developed to alter the habit of conducting organisational affairs based merely on trust between the organisation members without any particular accountability mechanism, a common practice in Indonesian boarding schools. The mechanisms were believed to improve the public trust and bring convenience to the management of the school on the legitimacy (halal) of their doings, which in turn maintain their legitimacy as a provider of Islamic education services.

This study highlights the importance of accountability mechanisms in faith-based institutions context to maintain their legitimacy. It provides evidence of the mutual nature of accountability and legitimacy, which is often seen as contrasting concepts by previous studies, by drawing on Black’s (2008) legitimacy and accountability relationships.