Fourthly, conducting periodic evaluations and improvements in learning outcomes is paramount. Learning outcomes signify the achievements of students following the teaching-learning process, encompassing cognitive, affective, and psychomotor aspects, including knowledge, skills, attitudes, and values.
Non-modern pesantren should conduct periodic evaluations and enhancements in learning outcomes using valid, reliable, and objective assessment tools such as tests, observations, portfolios, among others. Providing feedback, guidance, and remedial support to students with less satisfactory outcomes while acknowledging and nurturing those with excellent results is pivotal.
In conclusion, non-modern pesantren still exhibit competency gaps compared to mainstream schools. These gaps may adversely affect the quality of pesantren education and the competitiveness of their graduates. Hence, concerted efforts are necessary to bridge these gaps, including curriculum reform, infrastructure enhancement, human resource development, and regular evaluation and improvement of learning outcomes. By doing so, non-modern pesantren can elevate their educational quality, becoming competitive and distinguished institutions.
This article seeks to offer insights and suggestions regarding the competency gap between non-modern pesantren and prominent schools. It does not intend to belittle or disparage non-modern pesantren but rather aims to appreciate and acknowledge them as integral forms of Islamic education significantly shaping the young Muslim generation in Indonesia. The article also hopes for collaboration and synergy between non-modern pesantren and prominent schools, as well as among the government, society, and other educational stakeholders, to support and advance pesantren education in Indonesia.
May this article provide benefits and inspiration to its readers. The author acknowledges the limitations of this piece and welcomes constructive criticism and suggestions from readers.