LEADERSHIP STRATEGY OF ISLAMIC BOARDING SCHOOL CARETAKER IN ARABIC LANGUAGE LEARNING
Keywords:
Leadership Strategy, Islamic Boarding School, Arabic Language Learning, Bi'ah LughawiyahAbstract
The leadership of an Islamic boarding school (pesantren) head plays a strategic role in shaping an effective Arabic language learning environment through setting an example, fostering habits, enforcing discipline, and strengthening a language-use culture among the students. This study aims to analyze the leadership strategy of the boarding school caretaker in Arabic language learning, the implementation process, and the supporting and inhibiting factors at Pondok Modern Darussalam Gontor Central Sulawesi. The research uses a qualitative approach with a phenomenological method. Data were collected through in-depth interviews, observation, and documentation. The results show: The leadership strategy rests on three pillars: Absolute Exemplary Strategy (Uswah Hasanah), Psychological Fortress Strengthening, and Collective Hierarchical Leadership. The caretaker positions Arabic as an ideological instrument of the boarding school (the Crown of the Boarding School). The implementation of Arabic learning uses the dormitory as a 24-hour total practice laboratory through the creation of a Language Environment (Bi'ah Lughawiyah), interactive daily programs (Ilqou-L-Mufrodat and Muhadatsah), mental training (Muhadharah), and disciplinary control through the surveillance system (Jasus) and Mahkamah Lughah. The main supporting factor is the strength of pesantren value culture and the collective militancy of discipline guards, supplemented by the peer tutoring system in dormitory rooms. The inhibiting factors come from external cultural interference, technology dependence, and disparities in students' initial language abilities, which are overcome through periodic spiritual motivation forums (Tajdidun Niyyah) and KMI intensive classes.
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