Transformation Strategies Towards Facilities And Innovation At Pondok Learning Institution In Kelantan

Abstract

Nowadays, as an Islamic Learning Institution is rapidly growing especially in Kelantan, Terengganu, Pulau Pinang, Perak and Kedah. Earlier, Islamic education in Malaysia started as an informal institution because of nature development during those times, where several places such madrasah, mosque, and became center for teaching and learning. Even so, especially in Kelantan the informal system are still lasted even until today in line with formal educational system. In this research, the goal is to identify the transformation strategies towards facilities and innovation atlearning institution in Kelantan. This research employed a qualitative approach by visual observation and in-depth interviews with Mudir, management staffs, religious teacher and students. The objectives are to identify current facilities, to propose new transformation strategies in terms of facilities, and innovation atinstitutions, and lastly to recommend the transformation ofas an Islamic Learning institutions into Community Centre. The findings of this research were find out what are the current situation atin Kelantan. This is because for generations, facilities ininstitutions has contributed to intellectual activities.generally well-received by many Malay Muslim either young, adults, pension people, or elderlies. Hence, the current trends shows that apart from being a place for seeking education,has been developed to be a place for community to seek continual education indirectly place for them to earn money as well as new settlement that suits their need within a sociable and supportive environment.

Keywords: Community centre, education, facilities, innovation, learning institution, pondok

Introduction

In the early 19th century until around 1945, it is recognized by education researchers that Islamic Education had started where public schools were recognized. These schools teaching Arabic and other Islamic education introduced by presenting subjects related to religion in their schools (Noor, 2005). In Kelantan, There are two types of Islamic Education system up until now and they can attracted many students to pursue studies on Islamic way. First, in traditional way where there are more independent and called in in informal system. The second one is Modern way where it is funded by state government or from federal. Thewords is originally from Arabic word (Al- Funduq) meaning ‘a residential house’. It is also means a residential arrangement in the form of small house fixed for 3 to 4 students. In the meantime, according to Kamus Dewan,means ‘Madrasah’ where it is a place for teaching and learning in religious studies. Religious studies situation at Kota Bharu became an attraction to students from Thailand, Cambodia, Vietnam, Sumatera, and other states from Malay Peninsular to come studied in Kelantan. Indirectly Kelantan became famous with the nickname that they called Mecca Verandah (Nor, 2012).

Other than that, known as they have new concept of accommodation where they provides in house religious education and become popular for certain groups of ages in Malaysia. This has been identifies as one of the method in Islamic Education that has linked to Islamic movement (Sufian, 2013).

Problem Statement

At the moment,institution were organized in everywhere and become a popular Islamic learning and teaching for education in Malaysia. Some ofstarted in a small Mosque and within five to six years they developed became a hugeinstitution. Individual, NGO, private company and Majlis Agama Islam plays a big role and influenced in the development of theinstitution. They need to provide support in term of zakat, sadaqah, and waqf. Based on Duani (n.d.) from Indonesia, smallinstitution was sponsored by the generous Malaysian Companies who willing to give fund from the collection of waqf and zakat. The same scenario happened in Malaysia that the Muslim started to give attention toeducation especially the Malaysian Private Companies and NGOs who actively contribute the waqf and zakat to contribute in development ofIn order to be well developed,institution needs to transform from the traditional system ofmanagement system into a new standard and guideline of management. That is compulsory in order to achieve effective result that will measure the sustainability and survivability ofinstitution in Kelantan. However, these institutions face many challenges in surviving in the world of modern education, even the immense value of their contributions to Islamic knowledge cannot be avoid. Support, commitment, and ideas in realizing these institutions are required to strengthening these institutions so that they are still relevant into current education (Sufian, 2013). Different plans have been implemented with the support of the government to ensure this traditional Islamic education institution continues to stand in contemporary Islamic education. Many factor where finance, social system, good facilities, infrastructure, management, and ideas have helpedinstitutions to impose developments and improvements that will ensure the institution meet the needs of current Islamic knowledge (Nor, 2012). Even so, systematic planning and innovation are important to ensure that these institutions remain as a center of Islamic education in Malaysia especially in Kelantan. This is because it is needed bypractitioners, religious teacher, students, family, communities, and society so that they continue to sustain in today's challenging era.

Research Questions

• What are the current facilities provided at Pondok institution in Kelantan?
• What are the new transformation strategies that should be taken in terms of facilities and innovation at Pondok Institution in Kelantan?
• What are the recommendations to transform Pondok Institution as an Islamic Learning Institution into Community Centre?

Purpose of the Study

The research onsupposed to give new knowledge of real privilege, especiallyfacilities system, strategies, vision and mission, social system, and to transform thepeople to be a precious and effective man towards community and Ummah. Hence, understanding of currentfacilities can enhance credibility and trust others citizen skills is important before overcome any problem including poverty issues. As we all know, Islam provided great impetus for human to chase the knowledge. Our prophet Nabi Muhammad (S.A.W) commanded that the knowledge upon all Muslims, and urged them to seek knowledge as far as they could reach and at all times. As per Ali Ibn Abu Talib, 4th Caliph (may Allah be pleased with him), once said, ‘I would like to be the salve of a person who teaches me a letter’ express how importance the knowledge. So, Muslim rules insisted that we need to acquire learning and give considerable support to institutions and learning in many ways (Hashim, 2011). Besides, this research also comes out with new strategies and innovation to help local people gain knowledge as much as possible through activities and programs involvingcommunities, and publics.

Research Methods

Findings

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Based on the interview that has been done, the majority of the respondents from the two case studieshave similar opinions on the current facilities, strategies and the innovation aboutmanagement and development. As a summary, the analyses of finding from the research methods that have been done are:

• Main facilities provided at the Pondok are hostel, office, surau, washroom, hall, classroom, staircase, parking, landscape, signage, security, staircase and mechanical/electrical.
• The facilities provided are inadequate to accommodate the total of the students. For example, classroom, hostel and dining hall. Currently, approximately one classroom 200sqft accommodates 40-50 students at one time.
• The schedule of the use and function of the hall is not properly arranged.
• The maintenance of the facilities did not have the schedule and there are so many abandoned and damaged things.
• The maintenance process is only following the necessity and not in the schedule.
• The management uses in-house staffs to do the maintenance to save the budget.
• The respondents strongly agree that Pondok management/students/society need to do new improvements to sustain the Pondok image and availability.
• Currently, these two selected Pondok are located within the local population area where it is an opportunity to do any community culture activities. For example selling local products including foods, painting batik, weaving, wood working, and many more. This can be highlight to the outside market indirectly introduce the communities and Pondok members activities.
• The respondents suggested doing a programs and activities that can generate income to the Pondok itself to overcome any financial problem in management and academic.
• The management of Pondok is suggesting that they can do an Islamic academic program especially to educate community and public whereby they can use their teacher and student skills to teach. For example, Tajwid, Tarannum, Fiqh and Tafaquh classes, then provide practical to students such as funeral courses and others.

Conclusion

In conclusion, previously we have also seen the history of the developmentinstitution system which initially received the response but further reduced its demand following the existence of secular schools and religious schools. The people in society also plays an important role where the as an Islamic studies institution, humanitarian institution, produce Muslim spiritual Malay and also contribute to the modern education system (Rawi, 2015).

Although the institution is experiencing tides, the teachers have never turned away from their hopes instead of continuing to work on the legacy of the Prophet S.A.W. this is. This is evident when theinstitution reached its glorious era in the 20th century. The color of the institution of excellence is beautifully beautiful and visible when it produces many well-known intellectuals in the region. Although the modern education system grows as mushrooms that grow after rain, this does not necessarily impede theinstitution as a whole. Although teachers and students largely do not mind living and studying in such conditions, there should be attempts to make them better (Ahmad, 2017).

In future,management should be open up and not only think of its inner circle and need to be out form current comfort zone. The institution itself must be well prepared to face and accept changes any positive developments as well as the effects. For example, developments in technology, and modern system management (Zakaria, 2010).

The government authority or Muslim organization must play their role to help to makeinstitution more lively and attractive. There should also be a monitoring body by the state or federal government to support enough funds and to ensure that the administrations at theor madrasah are well organized and coordinated. As most funds come from the public donation, auditing by firms is necessary to ensure that the money is well spent and managed. On top of that, it is not wrong ifInstitution as an Islamic Learning Institution can transform into Community Centre if it is approved by various parties (Yasid, 2012).

Acknowledgments

The authors would like to express appreciation to the Research Management Committee, Research Institute and Poverty Management (InsPeK), Universiti Malaysia Kelantan, who funded this project through Short Term Grant Scheme; SGJP InsPeK 2018 entitled “Transformation Strategies towards Facilities, Innovation & Social System atLearning Institution in Kelantan”. Code No R/SGJP/A1200/01675A/001/2019/00605. Thank you for their support and providing facilities that enable us to conduct this studies and getting it published.

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