Evaluating the Implementation of Formal Early Childhood Education in Pesantren in South Sulawesi

This article discusses the implementation of the Program Diniyah Formal (PDF) organized by four Islamic boarding schools in South Sulawesi, namely PDF Al-Junaidiyah in Bone Regency, PDF Asadiyah in Sengkang Regency, PDF Mangkoso in Barru Regency, and PDF Nahdatul Ulum in Maros Regency. This research is evaluative research using a discrepancy model. The purpose of this study is to examine whether there is a gap between the standards/criteria for implementing PDF and its actual implementation. The indicators used in this study are derived from the criteria for high school education set by the National Secondary School Accreditation Body (BAN-SM), which is divided into four aspects: graduate quality, learning process, teacher quality, and madrasah management. The instruments used include questionnaires, interview guidelines, and documentation guidelines. Based on the results, the evaluation of the quality of PDF graduates at Islamic boarding schools in South Sulawesi is classified as good. Meanwhile, the evaluation of the PDF learning process at Islamic boarding schools in South Sulawesi is classified as fair. Additionally, the evaluation of the quality of PDF teachers at Islamic boarding schools in South Sulawesi is classified as fair, while the evaluation of PDF madrasah management at these schools is also classified as fair.


INTRODUCTION
Formal early education, abbreviated as PDF, is an Islamic religious educational institution organized within an Islamic Boarding School in a structured and tiered manner along the formal education path.It is described based on PMA No. 13 of 2014 as an Islamic religious educational institution organized by the community of Islamic Boarding School education units in an integrated manner, holding other types of education with elements of Islamic Boarding School, consisting of (1) Kiai or other similar designations, ( 2) santri (student is Pesantren), (3) Islamic boarding school or Pesantren, (4) mosque or musala, and ( 5) recitation and study of the kitab kuning (classic books) or dirasah Islamiyah with the pattern of mu'allimin education. 1Additionally, Islamic Boarding Schools that can host PDFs must meet administrative, technical, and feasibility requirements.Based on data from the Diktis Kemenag.go.id page, there are four Islamic Boarding Schools in South Sulawesi that have officially established and organized PDFs, namely PDF Ulya and Wustha Al-Junaidiyah in Bone Regency, PDF Ulya As'adiyah in Sengkang Regency, PDF Ulya and Wustha Mangkoso in Soppeng Regency, and PDF Ulya Nahdatul Ulum Maros. 2 The increase in PDF units in various regions in Indonesia illustrates how the Ministry of Religious Affairs and the Islamic Boarding School community continue to synergize to build the Tafaqquh Fiddin civilization while producing Ulema cadres who are currently scarce. 3This reality indicates the need for an in-depth study of learning and evaluation in Islamic boarding schools in general and PDFs in particular.
Many studies have been conducted in line with learning and evaluation in Islamic boarding schools in general and PDF in particular.Indriyati Adawiyah et.al 4 in their research proposed the study case of educational evaluation that focused on management function that consists of planning, organizing, actuating, and controlling their research proposed four instruments characteristics in evaluating Islamic Boarding Schools by IBSQ namely having a good format, meeting the substances of an evaluation model, having a reliable level of construct validity, and having a high level of reliability. 5Meanwhile, Nurhamsah et.al. in their research proposed the urgency of learning evaluation that is directed at the application of learning using the mangaji tudang system and the sorogan or bandongan system.The applied evaluation is flexible in line with the needs of the learning carried out. 6This study still adopts the management function, the instrument characteristics, and mangaji tudang system in conducting evaluation but provides a more specific practical framework, especially through evaluation of the quality of graduates, the learning process, the quality of educators, and evaluating madrasah management.Hence, the specific practical framework can be a novelty of the research.
Although the PDF unit has received recognition from the government as part of the national education system in Indonesia, the reality is that the implementation of PDF implementation faces many obstacles.According to Ida Rachmawati, these challenges come from various sectors such as culture, politics, science and technology, social change, and shifting values in society. 7In addition, based on the results of research conducted on the PDF of Islamic Boarding School Darussalam Ciamis, it was found that the readiness of implementation in Islamic Boarding School was not optimal.This can be seen from ( 1) input, the PDF curriculum still overlaps with the Ma'had Aly curriculum, Ustaz academic qualification standards are considered to still not meet the standards, facilities and infrastructure and financing are still inadequate; (2) Process, learning management is still relatively conventional and less systematic in evaluating learning. 8ased on the identified gaps mentioned earlier, a comprehensive study and thorough evaluation of the PDF implementation program as a system become crucial in endeavors to enhance the quality of this relatively new government initiative.Evaluative research concerning the PDF program's implementation remains minimal and is primarily confined to the input and process evaluation components.Moreover, this evaluation has been conducted on only one PDF unit, underscoring the necessity for a more expansive and systemic evaluative research initiative.South Sulawesi Province (South Sulawesi) is one of the regions mandated to host six PDF units.These units are distributed across four Islamic Boarding Schools in South Sulawesi: PDF Ulya and Wustha Al-Junaidiyah in Bone Regency, PDF Ulya As'adiyah in Sengkang Regency, PDF Ulya, and Wustha Mangkoso in Soppeng Regency, and PDF Ulya Nahdatul Ulum Maros.As of now, these four Islamic Boarding Schools that accommodate PDF units have produced alumni.Therefore, it is imperative to undertake a comprehensive evaluative analysis, examining the PDF implementation in Islamic boarding schools in South Sulawesi by assessing the quality of graduates, the learning process, the competence of educators, and the management of the madrasah.
This study aims to address study the gap in the previous researches on learning and evaluation in Islamic boarding schools in general and PDF in particular by presenting the phenomenon that exists in Islamic boarding schools in South Sulawesi with all its uniqueness.This study answers four questions, 1) how is the quality of PDF graduates at Islamic Boarding Schools in South Sulawesi?2) how is the PDF learning process at Islamic Boarding Schools in South Sulawesi, 3) how is the quality of PDF educator in Islamic Boarding Schools in South Sulawesi?4) and how is madrasah management of PDF at Islamic Boarding Schools in South Sulawesi?These questions, finally, led to a systemic evaluation of various PDF implementation policies at Islamic boarding schools in South Sulawesi.

METHOD
This research is evaluative research using the discrepancy model.Evaluative research is applied research which is a systematic way to find out the effectiveness of a program, action or policy, or other object under study compared to pre-established goals or standards.(Sugiyono: 2013: 741).The PDF implementation standards specifically refer to PMA No. 13 of 2014 concerning Islamic Religious Education, and the Decree of the Director General of Pendis Number 5839 of 2014 concerning PDF Establishment Guidelines.Including referring to the National Education Standards.The focus of this research is on the implementation of PDF organized by 4 Islamic Boarding Schools in South Sulawesi, namely PDF Al-Junaidiyah Kab.Bone, PDF Asadiyah Kab.Sengkang, PDF Mangkoso Kab.Sengkang and PDF Nahdatul Ulum Kab.Maros.
The approach used is a quantitative approach supported by a qualitative approach.A quantitative approach is used to obtain in-depth and comprehensive evaluation results.This approach is used to handle quantitative data.With this approach, it is hoped that a more thorough understanding and interpretation of the PDF implementation program can be obtained at the PDF-organizing Islamic boarding school in South Sulawesi.A qualitative approach is used with the consideration that this research is a process of reviewing the behavior or activities of the actors involved in the implementation of the PDF.The evaluation model used in this study is the discrepancy evaluation model.This model is used because it is per the variable to be evaluated, namely the implementation of PDF in Islamic boarding schools in South Sulawesi.Is there a gap between the standards/criteria for implementing PDF and its implementation?The indicators that will be used in this study are indicators of the implementation of education in SMA/MA made by the National Accreditation Board for High Schools (BAN-SM) which is divided into 4 aspects, namely, the quality of graduates, the learning process, the quality of teachers and madrasah management.This research was carried out at 4 Islamic Boarding Schools organizing PDF in South Sulawesi, namely, PDF Al-Junaidiyah Kab.Bone, PDF Asadiyah Kab.Sengkang, PDF Mangkoso Kab.Sengkang and PDF Nahdatul Ulum Kab.Maros.The sources of information in this study are santri (student), ustadz (teachers), organizers, and heads of PDF.The head of PDF in this case is used as an informant, the organizer is represented by two elements of the organizer (foundation), while the teachers side is also represented by several people as well as by students represented by several people from each class.
Data extracted from students, namely: (1) characteristics of learning facilities and infrastructure; (2) student activities; (3) skills acquired by students.Data obtained from the ustadz/ustadzah regarding: (1) characteristics of the ustadz/ustadzah; (2) activities of ustadz/ustadzah; (3) the learning process; (4) assessment of learning outcomes.From the head of the PDF data collected regarding (1) the level of community needs; (2) environmental support; and (3) how PDF benefits them; 4. PDF head's efforts for future PDF improvements.Based on the source of the data and the type of data collected, the data collection techniques used are questionnaires, interviews, and documentation.The tools used are questionnaires, interview guidelines, and documentation guidelines.This research is descriptive, quantitative, and qualitative which aims to provide an overview of the reality of the implementation of PDF in Islamic boarding schools organized in South Sulawesi to print double-standard human resources who are religious experts and experts in the field of general science.The evaluation data is analyzed with the help of the R Statistics application.The quantitative assessment criteria are based on normal curves (Glass and  Hopkins, 1984: 67)  Table 1.Assessment Criteria for Each Aspect The interview results were analyzed qualitatively to support quantitative descriptive analysis.The qualitative data analysis technique uses an interactive data analysis model developed by Miles and Huberman.This technique consists of three components, namely data reduction, and data presentation (data display).drawing and testing conclusions, and verification (drawing and verifying conclusions). 9The validity of qualitative data is carried out by triangulation of sources, namely comparing the results of interviews by one subject with the results of interviews by other subjects, so that their credibility can be accounted for. 10The instruments used in data collection are observation sheets and IASP SMA/MA interview guidelines.Each instrument has assessment criteria, observation instruments use a range of 1 to 4. After the data is collected, the value is processed first and the average is determined.The average is then grouped as a value on each aspect.In general, the success criteria used in this evaluation research use reference to value interpretation.The results of the quality evaluation of PDF graduates at Islamic boarding schools in South Sulawesi are categorized as Good.The most prominent graduate competencies based on the evaluation results are the field of attitude, namely religious attitudes, and the field of general skills, namely the ability to express themselves and create.The quality aspects of graduates related to 21st-century skills, namely communication, critical and creative thinking skills as well as innovation in the PDF program are still very low.Not Good X ≤ 5,25

PDF Learning Process at Islamic Boarding School in South Sulawesi
The PDF learning process at Islamic boarding schools in South Sulawesi went quite well.Santri actively participates in learning and there is a pleasant learning atmosphere.To support the learning process, teachers create a learning atmosphere that pays attention to safety, comfort, and cleanliness and makes it easier for students to learn.Ustaz/ah shows an encouragement to students to habituate reading and writing literacy.Also, make improvements by systematically assessing learning processes and outcomes.The facilities and infrastructure available in PDF can also be utilized optimally in the learning process.Unfortunately, the learning methods used by educators are limited, and not diverse so learning is considered less effective.The most dominant method used is the classical /class method because it is considered the most following book-based material.Many learning methods can be maximized by educators, including the use of variations of learning methods, so that it will have an impact on managing the learning process more effectively.

Interval Achievement Category
Very Good X > 13 9,167 Fairly Good Good 11 < X ≤ 13 Fairly Good 9 < X ≤ 11 Not Good Enough 7 < X ≤ 9 Not Good X ≤ 7 In general, the quality of teachers in PDF in Islamic boarding schools in South Sulawesi is categorized as quite good.The teachers' PDF shows the effort in developing learning using varied and unique (unusual) learning strategies.This encourages students to be actively and constructively involved even without the use of information and communication technology media.The evaluation of madrasah management PDF in Islamic boarding schools in South Sulawesi is categorized quite well.PDF is considered successful in creating a conducive school environment because it is safe, orderly, clean, and comfortable.This makes communication and interaction between PDF's internal citizens, parents, and the community firmly established.

DISCUSSION
The demand to integrate the pattern or regulation of formal education set by the Ministry of Religious Affairs into Islamic Boarding Schools in PDF has proven not to shift the traditional values and the quality of students in mastering the yellow book or character building. 11ven the competence of attitudes, knowledge, and skills of graduates is well measured.In general, five excellent characteristics are awakened and patterned in Islamic Boarding Schools, deeply rooted and challenging to experience shifts in the lives of students, namely: 12 First, the mondok system allows educators to control and supervise students directly.Second, the familiarity between Kiai and santri makes aspects of knowledge more contextual or meaningful.Third, Islamic Boarding Schools can produce graduates who are independent in employment.Fourth, a simple lifestyle but full of fun and joy is directly demonstrated by Kiai.Fifth, the cost of organizing Islamic Boarding School education is much cheaper, and some are even free.
The traditional values are purportedly the root cause of students' low skills in the field of information and communication technology.PDF is mandated to adapt and compete with modern religious educational institutions, prompting Islamic boarding schools to engage in competitive efforts for improvement. 13This is exemplified by the digital publication of the yellow book at one Islamic boarding school, facilitating learning or studying the yellow book at any time and place (Formal Early Education Book).However, the utilization of this technology is not apparent in Islamic boarding schools organizing PDFs in South Sulawesi.
These findings align with research published by Mahyudin Ritonga, where it was concluded that the freedom to leverage information technology is severely restricted in Indonesian Islamic boarding schools. 14In fact, according to Azyumardi Azra, the capability of Islamic Boarding Schools to advance in science and technology, and align with government education policies transcends mere survival. 15Islamic Boarding Schools should position themselves strategically, even holding significant roles in the broader Indonesian national education system. 16he classical method in PDF in South Sulawesi is implemented with the mangaji tudang system known as the halaqah system.A classical learning model with the position of seated students making a semicircle facing the ustadz (educator).The system is considered the most suitable to be used to deliver book material and for rote memorization subjects whose process uses a deposit system (advanced students one by one facing the ustadz).The same thing happened to PDF in East Java. 17The process of PDF learning has a uniqueness that is different from formal schools in general.The encouragement learning model that prioritizes face-to-face learning between students and ustadz shifts to classics that are arranged in class patterns and grade levels. 18ven though the learning system contains values that are not only the substance of the book there is a bond between students and teachers that is closer because of individual dialogue.
Making teaching and learning fun when learning with the book is very difficult, but the teacher's PDF answers the challenge well.According to Taruna, this can happen because the closeness between students and teachers is not only established in the classroom, but outside it.The supervisory function also continues to run because most of the teachers are in the Islamic Boarding School so the knowledge and exemplary attitudes of teachers obtained by students are more meaningful. 19The academic qualifications of teachers are also the reason for the quality of educators in PDF to be quite good.teachers PDF has an S1 degree and most of them have masters/S2 and many even have doctoral degrees/S3.This shows that the educational qualifications of educators in PDF in Islamic boarding schools in South Sulawesi have exceeded the PDF academic qualification standards.However, at a practical level, not all teachers teach or hold subjects under their diplomas or competencies.All PDFs in South Sulawesi are experiencing this issue.For example, there are graduates of tafsir/hadith teaching mathematics subjects.Educators in PDF have been able to compile lesson plans that facilitate active learning and explain the stages of preparing lesson plans based on applicable provisions but making learning creative and innovative by optimizing the environment is very difficult to implement.In addition, there is no use of ICT in learning.
Learning evaluations that should be carried out by educators have not been carried out optimally.There are educators on the PDF who are unable to perform or still need assistance in carrying out self-evaluation. 20Most others do so simply by keeping reflective journals and notes.Though learning evaluation is the most important and inseparable part of a learning system.Mahmud Yunus emphatically said that mastery of learning methodology is more important than providing material.The lack of evaluation of learning also means that teacher professionalism is still low. 21he quality of educators in terms of professionalism is still low, this is indeed an internal problem experienced by almost all Islamic educational institutions in the educational environment labeled Madrasah. 22In general, educators in madrassas cannot be said to be professional because of the background of educators and educators' motivations which are more based on religious motivations.Most educators have educational backgrounds from noneducational institutions.The recruitment system is not based on needs analysis so it is far from academic considerations and professional competencies. 23This also happens to PDF Institutions, the demand for the integration of religious science and general science is a special challenge, so educators who teach have not been able to carry out learning professionally as a complete system starting from design, and implementation to evaluation of learning. 24ccording to Taruna, the relationship between Islamic Boarding School and the community since the beginning of the establishment of Islamic Boarding School is indeed very strong, even the establishment of this PDF program is the result of a study of the needs of the community in general and parents' anxiety about the future of students to continue to Islamic Universities that require formal diplomas. 25So public relations with Islamic Boarding School in general and PDF, in particular, are becoming stronger.The strong relationship between PDF and the community is also shown by strong synergy and collaboration to encourage student achievement.All PDFs in South Sulawesi organize extracurricular activities that involve students in various competitions and get support from Islamic Boarding Schools, parents, and the community who produce various achievements.Although madrasah management is going quite well, the PDF curriculum in South Sulawesi has never been reviewed let alone developed.The teaching and learning process is carried out only based on the national PDF curriculum.However, for the national exam, a PDF is needed.
Since the establishment of PDF in 2014, PDF has never conducted a curriculum review.Even though this review is needed to answer problems related to the learning process, for example, isti'dadiyah activities taken PDF for 1 year as a preparatory class to encourage students to have standard abilities to follow learning in class.Tactical activities are born out of the unpreparedness of the input aspect of PDF.If the curriculum has been reviewed and considered in semester 1, the teaching is very high and far from the standard of student input (outside Islamic Boarding School), then PDF can be revised and included into a special subject.Taruna agrees.According to him, improvements must be needed, especially in structure as a standard curriculum content.Content standards for general subjects follow existing provisions and can run according to plan

CONCLUSION
Based on the data findings and the results of the evaluation of PDF implementation in Islamic boarding schools in South Sulawesi, the following conclusions were obtained, 1) the results of the evaluation of the quality of PDF graduates at Islamic boarding schools in South Sulawesi are classified as good, 2) the results of the evaluation of the PDF learning process at Islamic boarding schools in South Sulawesi are quite good, 3) the results of the evaluation of the quality of PDF teachers in Islamic boarding schools in South Sulawesi are quite good, 4) the results of the evaluation of PDF madrasah management at Islamic boarding schools in South Sulawesi are quite good.It indicates that the evaluation of PDF implementation in Islamic boarding schools in South Sulawesi provides a dynamic indicator for evaluation.This research makes a major contribution related to how the evaluation of education delivery is carried out with various underlying indicators.The existence of varied indicators in understanding how the evaluation of education implementation is carried out will be able to provide the development of an evaluation system that is more comprehensive and holistic in the future.
This research, finally, shows some lack of education in its evaluation.Hence, there are several recommendations as a result of the implementation of the evaluation namely, 1) the government needs to facilitate curriculum redesign and training in making PDF curriculum documents that are under the peculiarities of organizing Islamic boarding schools, 2) the government should conduct supervision activities for educators who are followed up by assisting to implement learning that integrates religious knowledge with general knowledge, 3) Islamic boarding schools should start utilizing technology to support learning, 4) and it is necessary to carry out a comprehensive evaluation by the government in the form of system evaluation by accrediting as in education units in general, which begins with the preparation of a special Accreditation Instrument for Formal Early Education that can accommodate the specificities possessed by PDF.

Figure 1 .
Figure 1.Results of Graduate Quality Evaluation at Islamic Boarding Schools in South Sulawesi

Figure 2 .Figure 3 .
Figure 2. Results of Graduate Quality Evaluation with SD Mean

Figure 4 .Figure 5 .
Figure 4. Results of PDF Learning Process Evaluation at Islamic Boarding Schools in South Sulawesi

Figure 6 .Figure 7 .Figure 8 . 4 .
Figure 6.Results of Teacher Quality Evaluation PDF at Islamic Boarding Schools in South Sulawesi

Figure 9 .
Figure 9. Results of Madrasah Management Evaluation PDF on Islamic Boarding Schools in South Sulawesi.

Figure 10 .Figure 11 .
Figure 10.Results of Madrasah Management Evaluation PDF on Islamic Boarding Schools in South Sulawesi

Table 2 .
Description of Graduate Quality Evaluation Results

Table 3 .
Description of Learning Process Evaluation

Table . 5
. Description of Madrasah Management Evaluation Results