The Life Skills Education Policy Model in Pesantren-Based Schools

Abstract

This study aims to reconstruct the formulation model of life skills education policy in Pesantren-Based School in Indonesia which is viewed from three units of analysis including (1) the basis for policy considerations and (2) the process of policy formulation to policy implementation. This study uses a qualitative approach with a multi-case study design on three Pesantren-Based School in Indonesia. Data were collected through in-depth interviews, participant observation, and documentary studies through an interactive model adopted from Miles, Huberman, and Saldana. Data analysis at the condensation stage was assisted by domain, taxonomy, componential, and cultural theme analysis techniques from Spradley. The findings were reconstructed by testing four criteria: credibility, dependability, confirmability, and transferability. The results showed that the model of life skills education policy formulation in Pesantren-Based Schools was developed based on the intersection between the legal aspects of government policies, internal characteristics of the organization, and external-global challenges. The formulation model involves 11 steps: (1) Formation of the academic review drafting team on the policy formula, (2) Multi-stakeholder coordination (internal & external), (3) Internal and external environmental analysis, (4) The process of writing an academic study, (5) Policy drafting process, (6) Policy test, (7) Policy revision, (8) 2nd stage policy test, (9) Policy setting, (10), Policy socialization, and (11) Policy implementation. The model found and reconstructed through this research shows that Pesantren-Based Schools in Indonesia in fact have an open view to prepare students who are not only religious but also skillful to face external challenges as part of a global society.