The Role of Leadership of Kyai as the Caretaker of Islamic Boarding Schools in Building Social Piety

Study at Miftahul Ulum Bettet Islamic Boarding School, Pamekasan, Madura

Abstract

This study examines in depth the role of Kiai leadership in shaping the social piety of students at the Miftahul Ulum Bettet Islamic Boarding School in Pamekasan, Madura. The background of this research is based on the importance of the position of Islamic boarding schools as Islamic educational institutions that focus not only on the transmission of religious knowledge but also on character formation and social piety. In the socio-cultural context of Madura, kiai are not only religious educators but also role models and cultural brokers who are able to bridge Islamic values ??with local traditions. However, modernization and globalization present new challenges, coupled with declining public trust due to cases involving certain clerics. This phenomenon demands further research on how kiai leadership remains relevant and contributes positively to society. This study uses a qualitative approach with a social definition paradigm, through in-depth interviews, observations, and documentation studies. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data presentation, and drawing conclusions. The research focused on the kiai leadership model, character education strategies, the kiai's role as a cultural intermediary, and the challenges and dynamics of Islamic boarding schools in responding to modern developments. The results showed that the kiai's leadership at the Miftahul Ulum Bettet Islamic Boarding School is centralistic and participatory. Centralism is evident in the kiai's full authority to maintain traditions, make strategic decisions, and serve as the primary moral reference. Meanwhile, participatory behavior is present through the involvement of students, ustadz, the Islamic boarding schooln family, and the community in educational and socio-religious activities. The kiai acts as a cultural broker who is able to bridge Islamic teachings with local Madurese culture, thus creating a moderate, tolerant, and inclusive social piety among the students. This social piety is reflected in the students' ability to live in harmony, respect each other, and contribute positively to society. However, the research also identified several obstacles faced by the Islamic boarding school. Excessive dependence on the kiai figure has the potential to create a leadership bottleneck that slows leadership regeneration. The hierarchical culture and seniority sometimes result in excessive disciplinary practices and even the potential for violence. Furthermore, the dominant learning methods of lectures and memorization limit the opportunities for students to actualize social values ??in real life. Other challenges include limited management and human resources within Islamic boarding schools, as well as the increasingly complex demands of modernization and globalization.