HIGH SCHOOL BASED ON PESANTREN AS TOOL ONTO FORM JUVENILE CHARACTER AT URBAN AREA

Blended Curriculum of Vocational High School Based on Pesantren as Tool onto Form Juvenile Character at Urban Area Licensed Under a Creative Commons Attribution-ShareAlike

under the foundations of Pesantren is also a form of pesantren's efforts in adapting to the needs of the era while still prioritizing religious values. However, the lack of building religious-based character values can be a trigger for brawls (Boehari, 2021). The curriculum needs to be highlighted from pesantren education since that is where the roots of education begin. Moreover, ISIS in its propaganda in the world of education also leads to the curriculum (Arvisais & Guidère, 2020). Irwanto firmly said that the curriculum is one of the variables called components of an effective vocational.
The previous studies from Lailial Muhtifah about the pattern of pesantren curriculum development in West Kalimantan that is not blended with blended curriculm and focusing merely on pesantren curriculum (Prasetyo, 2018). Samsidi (Samsidi, 2014) in his thesis Implementation of Vocational High School Management at Pesantren in Salatiga City stated that on its implementation the principal is able to coordinate, direct all vice principals, and is able to be a role model, so it can create a religious and conducive environment for learning. Supervision of the work plan implementation is carried out directly by the principal, and indirectly by the caregivers in pesantren. The writing has not blended with vocational curriculum with the nuances of a pesantren, only focusing on management. Afterward Rahman (K. Rahman, 2018) explores the research on the scope of pesantren-based vocational innovation that conclude the effectiveness of vocational education innovation under pesantren is determined by the leadership and power relations of Kyai and pesantren. Based on the previous research related to curriculum pesantren-based vocational high school, this research is to enliven scientific studies related to this matter.
This study raises the question how blended curriculum in vocational high school base on pesantren and what are the characters formed as a result of curriculum. Therefore, the aim of this research are to describe curriculum of pesantren-based vocational high school in Indonesia, it will be clear that the combination vocational curriculum in general with the nuances of the Islamic boarding school will be seen. Vocational curriculum that focuses on soft skills related to the world of direct work (Karim & Susilowati, 2021) that blended with pesantren curriculum focusing on religious teaching (Maier et al., 2004). In addition, to explain characters that appear as output of blended curriculum. Therefore, it is interesting to be researched as vocational schools with the nuances of pesantren are quite unique studies. Moreover, this research focuses on urban area because it has numerous alumni and numerous brawl cases.

B. Method
This research is in the form of qualitative research where the data is in verbal data and it is not analyzed by statistic technique (Sangadji & Sopiah, 2010). This research is field research. Field research is where the researcher directly conducts the observation on field or the respondents. Field research can also be considered with a broad approach, in this qualitative research the researcher immediately goes into the field to observe a phenomenon in a natural state. The research was conducted in Karawang city, Indonesia, in addition to having the largest Regional Minimum Wage (UMR) in Indonesia, this city is also recognized as an Industrial city which has a high demand for skillful workers from vocational graduates. In addition, like other cities in Indonesia, this city also has a lot of brawls between students (Vocational). Thus, the approach used in this research is participatory observation. Field research sometimes takes extensive notes and is analyzed in various ways (Moleong, 2018).
Informant determination technique used purposive sampling. Purposive sampling is a sampling technique for data sources with certain considerations, for 4 Akademika: Jurnal Pemikiran Islam Vol. 28, No. 01 January -June 2023 example, the person is considered to know best what we expect (Sugiyono, Prof, 2013). The informants in this study were Kyai leaders of Islamic boarding schools, principals, teachers and vocational students. Data collection techniques in this study using documentation techniques, interviews and observations, by using this technique the researchers will get the data. Interview utilized unstructured interview method. The data obtained is analyzed using Credibility testing by extending observations, increasing persistence and triangulation. Triangulation in this credibility test is defined as checking data from various sources in various ways, and at various times, namely source triangulation, technical triangulation and time triangulation (Sugiyono, 2017). Moreover, data validation method utilized triangulation by three of data resource and triangulation by three of data collecting technique. The data analysis steps in qualitative research generally start from data collection, data reduction, data presentation and drawing conclusions or verification (Sangadji & Sopiah, 2010).

C.
Findings and Discussion 1.

Findings Vocational High School Curriculum
Priandodno (Priandodno, 2018) stated that the curriculum is a number of subjects that will be accepted or delivered to students. The stages of the curriculum itself go through three processes the preparation, implementation and evaluation stages (Wicaksono et al., 2017) * Followed by students according to their respective religions ** Maximum 2 (two) learning hours per week or 72 (seventy two) leaerning hours per year *** The name of the subject is the name of the Expertise Concentration **** The name of the subject is the subject chosen by the student * Followed by students according to their respective religions ** Maximum 2 (two) learning hours per week or 72 (seventy-two) hours leaerning per year *** The name of the subject is the name of the Expertise Concentration **** Field work practice is carried out for at least 6 (six) months in class XII ***** The name of the subject is the subject chosen by the student

Pesantren Curicculum
In Indonesia, Pesantren is an institution for learning Islamic religion that santri live in pesantren (Imam, 2017). Pesantren usually is called Islamic Boarding School. The characteristics of this institution is led by Kyai, the existence of a mosque as a learning center, students, Kitab Kuning as the book to be studied. It commonly is yellow book. The material (books) are usually sequential, such as: The first is Nahwu that is usually studied namely Jurumiyah book, the second is Imriti or syarah, then you can go on to Alfiyah book. If the field of Fiqh like studying Safinah book, then Taqrib/Fathul Qarib, Fathul Mu'in, and so on (Fayumi, n.d.). According to Damanhuri (Damanhuri, 2017), the categories of Kitab Kuning in Indonesia are: Fiqih 23%, Doctrine (Akidah, Uṣūluddīn) 20%, Traditional Arabic Language Structure (nahwu, ṣharaf, balaghah) 15%, Hadith Collection 10%, Sufism and Tarekat 9%, Morals 8%, Collection of prayers, wirid, mujarrabāt 7%, Qiṣaṣ al-Anbiyā, maulid, manāqib, and etc 8%.
Blended Curriculum of Vocational High School 7 The learning method in Islamic boarding schools generally is the first Bandongan (Weton) method. In the weton system, the Kyai reads and explains, the participants listen and give meaning and the dialogue rarely occurs, the advantages of this system are that participants are not limited to number, age and ability (Supratno & Surabaya, 2022). Second, the sorogan method where sorogan comes from the Javanese sorog which means to thrust. Laili (Laili, 2018) explained that technically santri thrust their books in front of Kyai or substitute (assistant kyai). This sorogan system includes individual learning, where a student faces a teacher, and there is mutual interaction between them. This sorogan system has proven to be very effective as the first level for a student who desires to become a pious. The third, the Memorization Method Muhafadzah is a student learning activity by memorizing a certain memorization/text under the guidance of a kyai/ustadz. Fourth, Deliberation (bahtsul masail) is a learning method that is similar to a discussion or seminar method. Kyai gives an assignment and the students discuss it in groups and then present it (Laili, 2018).

Vocational High School Curriculum Base on Pesantren (Islamic Boarding School)
Curriculum of pesantren-based vocational high school consist of first, The purpose of the curriculum is to create students who are able to master General Science as well as Religious Science. (Kiyai, 2022) said that the establishment of Pesantrenbased vocational high school was caused by high school students who stopped to recite Qur"an (learning Islam). Therefore, pesantren-based school is a solution for society to send the children to school while learning about Islam and its teachings. In general, children when they pass the graduation phase from junior high school often stop reading the Qur'an (studying Islam) (Kiyai, 2022).
The goals are also embodied in the Vision and Mission of the school. The vision of pesantren-based vocational high school is the teaching and islamic education with Rahmatan lil 'Alamin and create the pious, noble, skilled and independent. Rahmatan lil 'alamin becomes a school guide in accordance with the mission of Islam, namely love which is taken from the most important nature of God rahman which means loving and rahim which means merciful, and the word skilled and independent itself has become a typical jargon of vocational high school institutions that focus on working world and business world. While the Mission consists of: a) Developing school culture to empower students to become human beings with noble attitude, character, creative and competitive. b) Improving the educators' competence quality and professional education. c) Building discipline, social sensitivity, the spirit of nationalism and patriotism to all school members. d) Improving the educational facilities to support optimal learning processes. e) Preparing students to compete in the global era and the industrial world 4.0 based on faith and piety, and faith and technology. f) Preparing the students to be able to apply the personality and character of entrepreneurs in everyday life so that they can be independent. Second, the content/subject material in pesantren-based vocational high schools is formed through a combination of vocational school materials and Islamic pesantren's materials. The subject matter consists of: a) General Subject Group. The subjects taught in the general category consist of subjects of Islam and character, Indonesian language, Pancasila education and citizenship, local content in the form of Regional languages, Cultural Arts, Third, the teaching method uses a blended method, for instance bandongan or lecture method, Sorogan, question and answer and practice. Bandhongan system, students cannot play an active role such as carrying out instructions or asking questions and only listen and write what Kyai says without any space for questions and discussions (Nihwan, 2019). Furthermore, sorogan method is a method where students face to Kyai one by one with their own books. In this condition, the students usually read the books or deposit their memorization while kyai corrects the reading of the students (Nihwan, 2019). While the question and answer method are usually done after the lecture method. Finally, the practical method is carried out so that students not only understood the theory but also knew how to apply the theory.
Fourth, the organizations that play a role are all schools and Pesantren stakeholders. These stakeholders consist of Kyai, Ustadz, School Principals, Teachers, School Employees and Pesantren Administrators. Fifth, the evaluation is carried out by several stakeholders, Kyai, ustadz, school principals and teachers. The meeting is held at school. One of the result is the different background among students in that it causes the students in obtaining the knowledge especially religious lesson as using Kitab Kuning. The different backgrounds make a gap among students who can write arabic pegon, and on the other side there are also students who can not read Qur'an fluently (Kiyai, 2022).

Character Forming
According analysis which is done by researcher, so that is found several characters which were be implication from blendeed curriculum, those are: a) Religious This value has been embedded to students since they become students of vocational high school. Students are taught a religious lesson through Islamic religious education; the book of safinatun najah and talimul muta'allim (Headmaster, 2022). Furthermore, it is likewise strengthened by reading Asmaul husna and hadith during morning parade every day. Students also sing yalal wathon song to reinforce its Islamic identity. As stated by the student that they have gained more understanding about religion and have experienced changes in worship because of reading Qur'An in the first hour everyday then morning parade, recite kitab kuning and pray Dzuhur in congregation.

b) Tolerance
Students are taught about tolerance from the teachers' figure of Vocational High School. The teaching of Ta'Limul Muta'Allim to respect either teachers or other people and among students are not only theoretical ways but also has been practiced and performed by teachers (Kiyai, 2022). The value of Indonesia is also put in the yel-yel of Senior high school on our archipelago stanza and aswaja our aqidah. Even though there are various kinds of differences from the background, teachers always respect each other and are tolerant of differences. Reciting the Qur'an in the morning certainly has several different student conditions, such as students who are not yet fluent in reciting the Qur'an, students who are having their periods. This is tolerated by the teacher by providing different options where students generally recite the Qur'an, those who are menstruating read al-Barzanji and for those who are not fluent in reading the Qur'an only read short letters (Headmaster, 2022). c) Discipline Headmaster (2022) stated that Vocational High School must implement semimilitary system to discipline the students. Students must do morning parade every morning with no exception. During the morning parade, students sing the nationalist song (2022). In addition to habit, the punctuality of a teacher coming to the class is also a role model for students, and in general the teachers at vocational high school are used to be on time. TG is one of student (2022) says that the rules in school run well, Punishment is given based on the size of student violations and rewards are presented to those who excel. Additionally, TG reveals that discipline is not only for students but also exampled by the teachers in the vocational high school. Therefore, students cannot avoid if discipline is properly applied. d) Creative Students of vocational high school are also educated through various vocational lessons, even the schools provide special room to enhance the students' creativity (Kiyai, 2022). this is often carried out in the vocational workshop building which collaborate with the Ministry of Manpower. e) Democratic All students democratically have same opportunities as the operator of morning parade and hadith reader (Kiyai, 2022). Student (2022) are given a freedom by teachers to choose the hadith to read during morning parade. class leaders election system, the chief of morning parade likewise run democratically. One of the Teacher (2022) said that students are not only taught democratically in citizenship education lessons but must be actualized in every activity at school in various ways such as student council election, selecting the hadith to read in the morning parade or class leaders election. f) National spirit and Love of homeland Pesantren-Based Vocational High School has supported the independent of the unitary state of the republic of Indonesia (NKRI) with Pancasila as the principle of the country therefore, the spirit of nationalism and love of the motherland can not be separated (Kiyai, 2022). It is actualized through Aswaja lesson containing of the spirit of hubbul wathon minal iman that has a meaning loving the motherland is a part of faith and civics lessons strengthen students' understanding of nationalism and love for the motherland. This character building is also strengthened through the obligation of students to shout vocational high school slogans below: Siapa kita! warga NU!, siapa kita! SMK Garda Nusantara!, Bisa! Hebat! Kuat!, NKRI! Harga Mati!, Pancasila! Jaya!, Nusantara! milik kita!, Aswaja! Aqidah Kita (Kiyai, 2022). This is conducted every day in the morning at morning parade and reinforced by the habit of singing Yalal Wathon song (Student, 2022). is very obvious from the side of nationalism and love for the country. g) Social Caring Social Caring. The value of social caring is taught in Kitab ta'limul muta'allim, aswaja, civic education and Islamic education (Teacher, 2022). Moreover, teachers frequently give food to students and ask the students to share equally. It is indicated that the teacher has performed the examples to share and be fair and equitable in distributing these gifts which show social concern (Kiyai, 2022). Furthermore, the tradition of eating together at Pesantren is quite good in cultivating the character of caring both among students and teachers. specifically in the book written by sheikh azzarnuji the character of social care itself is taught a lot in the section on glorifying (respecting and reverence) experts in knowledge. Az-Zarnuji said that among 10 Akademika: Jurnal Pemikiran Islam Vol. 28, No. 01 January -June 2023 glorifying knowledge is glorifying those who teach knowledge and how to glorify a teacher should not walk in front of him, does not sit in his seat, does not precede in speaking except with his permission and does not ask many questions so that the teacher gets bored. h) Friendly/communicative Friendly character is taught in several materials in the class like in Kitab taliml muta'allim Chapter IV glorifies Experts and Chapter III to choose friends (Kiyai, 2022). siswa di SMK berbasis pesantren cenderung dibiasakan untuk berkomunikasi dengan ramah, santun dan penuh dengan akhlakul karimah. hal ini juga dikarenakan siswa memiliki ttauladan yang nyata dari para gurunya.
In general, this research as an effort to response to the world needs of vocational employee through pesantren-based vocational high school. The first finding is to create the students who are able to master general knowledge and religious knowledge which is in line with previous research (Nihwan, 2019). The second finding, the content/material of the subject is the combination of vocational high school subject and Kitab Kuning which will cause conflict if it is applied in secular country like turkey (Mohd Nor & Ibrahim, 2020) or other theocentric countries as wanted by ISIS in Iraq and Syria (Arvisais & Guidère, 2020). On the other hand, Norway focuses on the dominance of academic subjects (Luimes & Karseth, 2019).
The third main finding is the teaching method using bandongan method, lecture, question and answer and practice. Blended methods between religious and general teaching methods can occur in Indonesia and are very risky in other countries, especially for those who focus all their activities on a religious basis as happened in Pakistan that ironically creates social polarization and normalization of militaristic and violent identities (Durrani & Dunne, 2010). The fourth main finding is the role of organizations are all stakeholders of schools and pesantren and this is not found in Netherlands, which focuses more on the relationship between vocational schools and work stakeholders (Bouw et al., 2021).
Fifth, evaluation is carried out in the teacher meeting forums, teacher personal evaluations and meetings between teachers and Kyai. Generally, evaluation is conducted to focus on evaluation process and evaluation product. The evaluation process itself has been carried out in many European countries (Hopmann, 2010). Additionally, evaluation product is rarely held in Europe and has only started to become a concern in the last two decades.
Sixth, there are several characters which is formed by blended curriculum, such as creative, religious, tolerance, discipline, National spirit and Love of homeland, tolerance, social caring and Friendly/communicative. Charcter formed by some methode such as teaching (Zamtinah et al., 2011), role model and habbituation (Karim & Susilowati, 2021).
The novelty of the research lies in the ability of pesantren to remix the curriculum in combining two quite different curriculum. In addition, pesantren is indeed an Islamic educational institution typical of the archipelago which is always able to adapt to the times. It is also an institution that has been highly trusted by the Indonesian people to school their children to study both traditional pesantren and modern pesantren, so the blended curriculum gets enough support from students' parents. The idea of secular western countries and the idea of theological countries will be able to be bridged by this curriculum because it contains both of them in one curriculum.