Pesantren and Liberating Education: A Case Study at Islamic Boarding School ISC Aswaja

This research aims to explain how the existence of Islamic Boarding School (pesantren) ISC Aswaja Lintang Songo Piyungan Yogyakarta in implementing education that liberates its students and how progressivism views a liberating education in this pesantren. This research is a naturalistic qualitative research and the strategy used is a case study. At the same time, this research objects are a pesantren leader (kiai) and several senior teachers. The data obtained through observations, interviews, and documentation. The data analysis technique uses the Miles and Huberman model analysis. This research indicates that independent education in this pesantren is the starting point for implementing liberating education. This pesantren has an education system which is different from other pesantren, in that kiai gives liberation for their students (santri) to choose activities inside and outside pesantren. Therefore, in the view of progressivism, there are at least five things seen from the education process in this pesantren, namely 1). Kiai does not use their leadership in an authoritarian manner, 2). Kiai never carries out an exclusive educational process, 3). Kiai gives flexibility to santri in understanding islamic education material, 4). Pesantren education has to Ahmad Shofiyuddin Ichsan, Samsudin, Nindya Rachman Pranajati DAYAH: Journal of Islamic Education Vol. 4, No. 1, 2021 | 113 continue to be open to social realities, and 5). The educational process carried out in pesantren is education of individual and social awareness.


A. Introduction
The presence of islamic boarding schools (pesantren) cannot be separated from the hopes and demands of the wider community. As part of educational institutions, pesantren always maintains harmony in the surrounding community. With this, the existence of pesantren is still one of the most important parts in maintaining the quality of education in society, especially religious education. It is natural for some scientists to say that pesantren was historically "indigenious" educational institutions in Indonesia. 1 traditional pesantren education system with modern education. This means that the education system in this pesantren refers not only to the traditional pesantren system, but also adopts the curriculum of the Ministry of Religion (Kemenag) and the Ministry of Education (Kemendikbud). Third, modern pesantren. This pesantren has a wellstructured and modern curriculum and education system, as well as management in educational institutions at pesantren. 2 The era of the all-digital Industry 4.0, due to modernization and globalization, are two sides of the coin that pesantren must understand. Exacerbated by the era of disruption where the direction and goals are increasingly unclear, it is a big test for pesantren to analyze and deal with. On the one hand, pesantren must continue to maintain the tradition of the pesantren education system. Pesantren cannot avoid all forms of modernization, globalization, and this era of disruption. An ambivalence brings goodness and brings harm if not dealt with wisely and professionally.
Adaptation in all conditions is a necessity that has to be done by pesantren. It means that by adapting to the times, pesantren does not have to leave the distinctive features of their education system, namely comprehensive religious education. It is hoped that this adaptation will have a combination of religious and general sciences.
There is a scientific integration of santri which is based on qauliyah and kauniyah verses, so that the integration of those two scientific concepts can provide good educational value for the life of santri in facing the challenges of the times. The integration of science will also provide a construction of awareness to become a complete human being, namely a free and wise human in exploring his potential.
'Free human beings' are inseparable from a liberating educational environment.
This education has to be understood and realized how important it is to implement educational institutions in the current era of disruption. The educational essence is not only a matter of teaching but more than it. Education is an integrated effort and power to liberate human beings, both from the external and inward aspects. 3 As stated by Romo YB. Mangunwijaya that human life is freeing oneself from the shackles of negative things and human problems that influence human relationships with other humans, humans with nature, and humans with the Creator. 4 Pesantren as an educational institution emphasizes the external aspects of education and the inner aspects that must have a role in implementing liberating education. Pesantren in history has played a strong role in fostering and building Indonesian society's educational civilization at large. One of pesantren which consistently develops the quality of human resources (both students and the surrounding community) is Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta. As an independent educational institution, this pesantren has an education system that is different from other pesantren. The difference could be seen in how kiai (pesantren leader) gives liberation for his santri to choose various pesantren activities, including choosing book recitation. Santri are given the liberty to focus on specific activities, for example, focusing on agriculture in pesantren, doing home industry through their life skills, studying their books, and focusing on their daily work outside pesantren. This liberation is given totally on the condition where they remain firmly in worship and active in congregational activities every week. 5 It is interesting to study comprehensively where pesantren is generally independent educational institutions which have many religious activities with tight schedules so that all santri have to run them in a disciplined and total manner. This does not apply to Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta. The implementation of liberating education can be seen from this pesantren. This pesantren, it seems, wants to get 'out of the box' in the culture and habits of pesantren in general. This point is interesting to analyze, to what extent education which liberates could be understood by the entire pesantren academic community and becomes an important part of the daily life landscape between kiai and his santri.
Many previous studies have discussed pesantren education system, as well as many studies that discuss liberating education. Related study of this theme is study from Guntur Cahaya Kesuma (2017)  Lintang Songo Piyungan Yogyakarta in implementing a liberating education for its students (santri). How does progressivism view the liberating education in this pesantren. Therefore, this research is expected to provide additional scientific references about liberating education in the education space and become an essential reference for pesantren in Indonesia.

B. Research Method
This research is a naturalistic qualitative research. Namely, the research object under study requires a separate study in a comprehensive descriptive context with the aim of understanding the meaning of events and the people around them. naturalistic meaning itself is research carried out naturally according to existing realities 11 . The strategy used in this research is a case study. 12 Intensively, this research focuses on a particular object as a case. The case study data were obtained from various related sources. The object of this research is the leader of Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta, namely KH. Heri Kuswanto, and several senior teachers at pesantren. Data was obtained through direct observation for two months, structured interviews with both caregivers and teachers at pesantren, and various information documentation. 13 This research used the Miles and Huberman model analysis, i.e., 1) for the data analysis technique. Data reduction. This technique simplifies data finding by taking the core of the data, so that the main theme is found and forms a clear picture, 2). Data display. This technique is carried out with a brief description, namely the existence of a chart and the relationship between categories, so that the whole or part of it can be mapped properly, and 3). Verification. After the data is presented, a conclusion can be drawn as a result of the research. 14 C. Result and Discussion

Overview of Islamic Boarding School ISC Aswaja Lintang Songo
As the son of an older kiai who is respected by the people of Piyungan, kiai Heri  Indonesia. Not only focus on the quality of their islamic education, but santri are given maximum self-reliance education, so that when they are not in pesantren, they will have a lot of educational experience. This is one of the keys to providing benefits for many people 19 .
This independence education is said to be the starting point for implementing liberating education for the academic community of this pesantren. How could it not be, during the Covid-19 pandemic, santri were given the liberation to carry out their activities, namely in the morning some santri joined kiai Heri to farm on plantations, some worked outside pesantren, and some studied in their rooms. With egalitarian language, "Monggo, sinten selo mawon nderek kulo teng sawah. Asyik njih.." (Please, any santri who has free time, follow me to the field! Have a fun.), santri who have spare time are not forced by kiai and they are only welcome to join the garden together.
This communication between kiai and santri makes the family atmosphere more comfortable at pesantren, without any pressure 20 . At this point, a good leader towards students is a leader who makes himself like a father figure towards his children as a protector 21 .
With this egalitarian language and "unique" communication between kiai and santri, it seems that kiai realizes that this is the attitude he has to do. Kiai understands that the life backgrounds of santri in this pesantren are quite different. From the results of observation, this difference is very pronounced because santri in this pesantren are not only ordinary students, but many of them have the life background of former thugs, bookies, ex-drug addicts, broken home families, poor families, elderly people, orphans, crazy, and autistic. Based on the differences in their life backgrounds, this kiai's egalitarian language and 'unique' communication have become the right educational approach to construct and interpret a liberating education in his pesantren 22

Pesantren and Liberating Education: A View of Progressivism
The progressivism view is always associated with the liberal road to culture, open, tolerant, and always wants to know and investigate in the context of developing experience 23 . This view really appreciates a person's ability to solve his own problems through existing experiences. Progressivism requires solving problems in the educational process. This view always thinks in the future, how past education should be used as a useful note for the improvement of the present and future. This view assumes that humans are seen as dynamic and creative creatures. 24 Humans are also considered as beings who have liberation for the needs of human progress. 25 This means that humans are seen as beings who have self-potential, so that this potential should be better optimized based on the best liberation of choice they live.
Progressivism has the view that every human being has to think with intelligence. The intelligence possessed by a person is not only one, but each of them has a different intelligence from one another 26 . Therefore, thinking with intelligence is the main key in education that has to be carried out. If this intelligence is understood in multiple intelligence contexts, it is more meaningful and broader because it contains multidisciplinary intelligence. There are nine aspects of intelligence in multiple intelligence in students that can be understood more specifically, namely 1). Verbal intelligence, 2). Logical intelligence, 3). Visual Intelligence, 4). Musical intelligence, 5). Kinesthetic intelligence, 6). Interpersonal intelligence, 7). Intra personal intelligence, and 8). Naturalist intelligence, and 9). Existential intelligence. 27 Understanding a person's emotional intelligence above provides an opportunity to implement liberating education in the education space, one of which is in pesantren.
The educational environment and the set therein are not static and have nothing in common with each other. Education continues to change from day to day. This is a necessity that has to be realized together. Likewise, with pesantren, many pesantren from time to time have had many changes from various aspects. Today's pesantren have provided many spaces for expression to their santri to actualize themselves in all positive activities. The self-actualization of these santris is carried out well through the pesantren curriculum and temporary activities according to the santri needs. 28 Progressivism views that students in educational institutions, including in pesantren, are given liberation and experimenting 29 . With the knowledge they have learned and previously owned, students could seek, discover, and explore knowledge as a solution to the problems they face, both present and future. Pesantren (which from the start has a family atmosphere between one another) will provide good opportunities for santri to seek, discover, and explore knowledge (both religious and other sciences) as a provision for their life force.

Liberating Education at Islamic Boarding School ISC Aswaja Lintang Songo
Santri are not only seen as beings who are united spiritually and physically, they also need to be recognized as a manifestation of all actions of all their experiences.
Santri in pesantren are not only beings who only receive knowledge, especially Islamic education, but they also produce knowledge from within themselves through their experiences. Here, santri have intelligence that needs to be used actively in understanding the events around them. Likewise, what happened at Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta is that santri are given the freedom to explore their potential. Kiai Heri as a leader of pesantren has provided open space without any separation of the santri's interactions with the community.
Liberating interaction as a reality that has to be carried out in everyday life is expected that pesantren will become a miniature education which liberates both students and society. On the one hand, the community feels the impact of the santri existence in helping their problems, and on the other hand, santri could fully realize life through a complex and educational learning process. This means that in everyday life, santri always study religious studies at pesantren at night, and they could study in the community during the day. Because liberating education is educational learning in the classroom and outside the classroom 30 . 28  If we understand progressivism, this view requires flexibility in order to improve the quality of education. For that purpose, according to John Dewey, education has to be democratic 31 . Here, kiai Heri sees all his santri as a group of people who have unique characteristics which differ from one another, so he tries to direct his santri to explore their individual abilities and intelligence. This is according to the statement of kiai Heri: "Santri here are unique, different from santri in other pesantren. I give freedom in activities. There are santri who work during the day and some at night. Some santri go to school and go to college. There are santri who do the gardening to help us. There are also santri who do not do anything, only reciting religious books and the Qur'an.
The important thing is they like it and are not depressed in this pesantren." 32 From the interview above, it can be understood that kiai Heri, since pesantren's establishment, realized that his santri come from different life backgrounds and need to be guided with different guidance. One of the results of his guidance is democratic education for all santri. Democracy here is an education that provides equal opportunities for santri to self-actualize freely, but is limited by pesantren's religious norms and regulations. In this context, authentic leadership will grow from collective action in solving problems. The leader always respects opinions and provides opportunities for others to develop their initiatives and creatives 33 .
Referring to the statement of Ornstein and Levinne (1985)  Any mistakes made by santri, kiai Heri and the pesantren boards do not act against them with violence, but with the humanist approaches. Namely, a personal heart-to-heart approach to santri why they do this things. If santri begin to realize their mistakes, then no other punishment will be given to them. This is according to FS statement as follows: "In this pesantren, there is no physical punishment. The punishment is to be summoned to be clarified about the mistakes committed by the santri. If it is true, santri will be made aware not to do that mistake again. All based on shared awareness." 40 Therefore, the implementation of liberating education at Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta can be understood that santri are given the liberation to actualize their potential, both in islamic education and in life skills education. Kiai provides a democratic educational atmosphere, so that santri can learn to express themselves independently and experiment directly in the surrounding community. Therefore, through education that liberates him, kiai makes the position himself as a good facilitator for all his santri for a better life in the future.

D. Conclusion
Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta is a pesantren which consistently develops the quality of human resources (both for santri and the community). This pesantren has a different education system from other pesantren, namely kiai Heri as pesantren leader gives liberation for his santri to choose 38 Researchers' observations from July-August 2020 at Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta. 39 Interview with KH. Heri Kuswanto, leader of Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta, on July 17, 2020, at 18.20 WIB. 40 Interview with FS, a teacher at Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta, on August 2, 2020, at 15.30 WIB. various activities inside and outside pesantren. Kiai Heri deliberately uses language and communication in an egalitarian manner to his santri. Kiai Heri is very aware of this attitude, because of the significant differences between his santri.
To understand the liberating education in this pesantren, progressivism is one of the right tools to analyze this case. Based on the progressivism view, there are five things which are understood from the educational process in this pesantren, namely 1).
Kiai's leadership is not authoritarian, 2). The educational process led by kiai is not exclusive, 3). Kiai gives santri liberation in understanding religious material, 4). This pesantren education is always open to social realities, and 5). The educational process in this pesantren is education of individual and social awareness.