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"An image of Islamic school as high-quality institution will be meaningless if it cannot be identified and the community cannot gain overall benefit. The irony is even the actors of education in Islamic school are unable to recognize and feel the benefit from such quality, hence the development of Islamic school either in the context of state intervention or community participation is not always directed toward a constructive way. Therefore, the further challenge faced by the education institution of Islamic school is how to make the image of Islamic school as a high-quality institution is recognized by the community. Furthermore, how the image be in line with the mandate of National Education System Law. This paper actually strives for reviewing the extent to which a strategic position in national education may be identified and interpreted into a good image design by the community. In addition, it is also prepared to find strategic which may be elaborated in the context of developing the image of Islamic school so as to be able to give a meaningful contribution to improve the life as nation."

"There needs to be good will among public education policy makers at national among and regional levels to the point of even inviting representatives from teachers at the local level to participate in the making of the curriculum, asking to be involved in the management of the educational process, soliciting their help in the plan at all levels, asking them to assist in the periodical assessments and following them up on it. These teachers should, in fact, be and actually are at the front line the effort to provide national policy for the system of education and should be actively involved in its Any educational system should aim at the eradication of poverty from society and, at the same time, out of justice, to provide education to everyone and for everyone. These principles really need to be followed considering the variety o the situations of people who are living in Indonesia."

"The education is well-administered in the event that Islamic school as education administration is able to provide a qualified teaching staff with the support of condition of the school environmental and community surrounding the school which in fact lives in order and stability. This condition would be complete if, one of other determining factors, parents' involvement which in this matter is represented by the Islamic School Committee is also able to perform properly its four main functions as advisory agency, supporting agency, antrolling agency, and mediator. This research attempts to measure the effectiveness of performance of Islamic committee by way of observing the extent to which the foregoing functions may be appropriately performed."

"Desentralisasi merupakan agenda reformasi bangsa Indonesia yang paling penting setelah pemilihan umum demokratis pada Nuji 1999. Desentralisasi menyentuh seluruh kehidupan bangsa termasuk program dan kegiatan pendidikan...."

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Paling sedikit ada tiga alasan mengapa saya memilih judul ini. Alasan pertama ada kaitannya dengan keperdulian Psikologi terhadap pengembangan sumber daya manusia di negara kita, mengingat pembangunan nasional tahap kedua nanti memang akan sangat mengandalkan warga masyarakat yang berkualitas. Psikologi sebagai suatu ilmu yang mempelajari perilaku manusia telah diakui sebagai suatu bidang studi yang memiliki metodologi yang tangguh dan objektif serta telah pula dianggap sebagai suatu teknologi maju dalam rekayasa pengembangan tingkah laku manusia (Mulyono Gandadiputra, 1982). Program studi Psikologi dapat memberi sumbangan dalam pengembangan pendidikan menuju pencapaian Tujuan Pendidikan Nasional seperti digariskan oleh Undang-Undang Nomor 2 Tahun 1989 tentang Sistem Pendidikan Nasional. Alasan kedua adalah pertimbangan bahwa pendidikan nasional di negara kita perlu dibina dan dikembangkan sebaik-baiknya agar merata dan menjangkau seluruh lapisan masyarakat. Tugas ini adalah amat berat, maka tidak mungkin dipikul sendiri oleh Departemen Pendidikan dan Kebudayaan. Para ahli diharapkan dapat memberi sumbangan saran, pemikiran dan dukungan keahliannya untuk dapat memelihara, menumbuhkan, meningkatkan dan mengembangkan pendidikan nasional (Menteri Pendidikan dan Kebudayaan, pada acara dialog para ahli pendidikan negara Selatan-Selatan dan Utara-Selatan di Bandung, 17 Mei 1993). Alasan ketiga adaalah untuk ikut urun rembug mencarikan "seutas benang merah", yang dapat memperkecil kontroversi yang timbul dalam masyarakat dewasa ini; tentang siap atau tidak siap pakainya sumber daya manusia setelah mereka mengikuti pendidikan formal.

Beberapa tahun yang 1a1u, UNESCO telah menugaskan Torsten Husen, seorang pendidik kenamaan berkebangsaan Swedia yang telah banyak menulis buku bermutu tentang pendidikan, untuk membuat prediksi tentang kecenderungan pendidikan di dunia sebagai akibat proses globalisasi (Torsten Husen, 1990).

Torsten Husen meramalkan, bahwa banyak negara di dunia akan berkembang menjadi negara industri bahkan akan mencapai tahap pasca industri. Selanjutnya menurut Torsten Husen: "These societies have some interrelated characteristics which constitute a pervasive syndrome of the science-dominated, high technology information society" (him. 46).

Menurut Torsten Husen, dalam era globalisasi, perlu diperhatikan beberapa karakteristik masyarakat yang dianggap terkait dengan perkembangan pendidikan dan akan mempengaruhi kebijakan dan pengambilan keputusan pendidikan.

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"The results of this research indicate that Islamic schools' preparedness in attaining the minimum education service standards (educators and education personnel according to Education National Standards) is categorized as fair. However, the Islamic schools' preparedness has not either reached ideal condition or maximum level as there are still weaknesses found in several components in terms of educators/teachers, Islamic school principals or supervisors. Teacher competence (at Islamic Elementary School and Islamic Junior High School) is categorized as fair with an average score of 3.9; school principal competence (at Islamic Elementary School and Islamic Junior High School) is categorized as fair with an average score of 3.8; meanwhile, supervisor competence is categorized as fair with an average score of 3.6."

"National education serves to develop skills and character every individual in the context of the intellectual life of the nation, aimed at developing indivual potentials in order to be a human who is faithful and devoted to almighty god, civilized, healthy, educated, skilful, creative, independent, and become citizens of a democratic and responsible. Based on the function and purpose of education, every citizen has the right to education, including children with special needs. But, how the real conditions of education for children with special needs in Indonesia today? this article was written using literature study method and give analyze based on the data gathered from the literature logically in some tables followed by descriptive explanation.The analyze of the study showed that the government and public attention to national education now is getting better, but it still leaves some problem especially in an enrollment for special-needs children. Besides special education for children with special needs, inclusive education has been an alternative to give multiculture education to understand, accept, respect any differences, like ethnicity, culture, norm, personality , physical and psychical differences. Government attention in improving the quality of inclusive education and special school are still not maximum, seen from government program such as Bantuan Operasional Sekolah (BOS) and program Kesejahteraan Sosial Anak (PSKA). This fact is supported by government data and target which are still low, especially the participation index of the children with special need, only 65 percent in 2014"

"Kyai dan sistem pendidikan pesantren berpengaruh dalam menentukan pandangan hidup seorang santri. Pengaruh kyai yang dominan tergantung pada ajaran kyai, kewibawaan kyai, moralitas kyai, ilmu sang kyai, relasi kyai dengan masyarakat sekitar. Sedangkan sistem pendidikan merupakan variabel yang berpengaruh, jika sistem itu tepat digunakan. Dalam sistem pendidikan yang mempengaruhi pendangan hidup santri tergantung pada kurikulum yang diberikan, metode pengajaran, hubungan antara kyai dan santri, dukungan peralatan dalam proses belajar dan mengajar.Dalam Pondok Pesantren Islam Al Mukmin Ngruki Surakarta, tidak ditemukan sosok kyai seperti yang dideskripsikan dalam pesantren pada umumnya. Namun sosok kyai dapat ditemukan dari fungsi ustad di pesantren ini. Ustad adalah guru yang mengajarkan ilmu di sekolah-sekolah formal dan non formal di pesantren ini. Tidak semua ustad membaur atau hidup bermukim dalam pesantren. Ustad senior hidup di rumah sendiri bersama kelurga yang jaraknya reatif jauh dari pesantren. Sementara Ustad junior hidup dan bermukim bersama para santri. Dalam kehidupan bersama ini terjadi transfer ilmu dan keyakinan dan pola periaku dari ustad junior kepada para santri.Dalam pesantren Ngruki ini tidak terdapat pola kepemimpian yang sentralistik Pengambilan keputusan dilakukan lewat musyawarah dalam suatu rapat yang dilaksanakan oleh Dewan Direktur. Hal ini wajar karena sistem kepemimpinan pesantren Ngruki tidak dikenal seorang kyai atau ustad senior, tetapi berada di tangan Dewan Direktur.Pondok Pesantren Ngruki ini tergolong pesantren modern, yang tampak dari sistem pendidikan yang digunakan. Dalam sistem pendidikan ini mengunakan sistem klasikal, yang terdiri dari tingkatan atau jenjang pendidikan. Bahasa pengantar yang digunakan adalah bahasa Indonesia, bahasa Inggris dan bahasa Arab. Di samping pendidikan formal yang berlangsung dalam kelas, juga terdapat pendidikan non formal seperti pramuka, pencinta alam, silat dan sebagainya.Berkaitan dengan ketahanan dan keamanan nasional, pesantren ini dapat mendukung ketahanan nasional mengingat sumber daya yang dimiliki. Dengan jumlah santri yang mencapai 2000 orang, maka alumni setiap tahunnya menyebar di masyarakat. Sumber daya alumni yang berkualitas yang dimiliki pesantren sangat membantu dalam pembangunan. Namun hal ini juga tergatung pada persepsi yang dibangun para alumninya pada waktu menjadi santri di pondok tersebut. Persepsi yang negatif seperti tidak mau menghormati bendera, akan berpengaruh dalam ketahanan nasional.

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Study on two variables such personality of Kyai and educational system of pesantren has an effect on determining a variable of perception of life for a santri. Meanwhile the dominant Kyai influence depends on his teaching, authority, morality, knowledge, and relationship with his society around. On the other hand, the education system represent a variable having an effect on, if the system is precisely proceed. In the system influencing perception of life of a santri depends on a given curriculum, instruction method, relation between santri and kyai, and tools for supporting the course of learning and teaching.

The study shows that in the Pesantren Islam Al Mukmin. Ngruki in Surakarta case, there is no such of figure of which is described as common sense in pesantren life. However, the figure could be found from ustad function in this pesantren. The ustad is a teacher, which is teaching knowledge in formal schools and non-formal in this pesantren. Furthermore, all ustad do not all mixed or life live in pesantren. Meanwhile, senior ustad prefers to live at home with his family, which is relatively far from pesantren, whereas junior ustad prefer to live together with santri. In this coexistence happened the transfer of beliefs and knowledge and behavioral patterns from junior ustad. There is no centralistic leadership pattern, thus the decision-making depends on discussion in Board Of Directors of Pesantren. It can be understandable since the leadership system and style of the Ngruki pesantren do not in recognizing a senior ustad or kyai, but residing in Board Of Directors hand.

The Pesantren Ngruki pertained modem pesantren, visible from education system, which is used. In the education system that classical system used, consist of education ladder or level. The medium of instruction is Indonesian, Arabic and English. There is also education of non formal such boy scout, natural adventure, martial art and etc, beside formal education which is taking place in class.

In conjunction with national security and resilience, the pesantren could support national resilience in term of possession of the resource. With amount of santri to 2000, hence its alumni in every year disseminate in society. The qualified alumnus is a valuable resource for development. However, it also depends on their perception of its alumni when becoming santri in the pesantren. A negative perception such as saluting respect national flag will have an effect on in national resilience."