Universitas Muhammadiyah Jakarta, Indonesia

intelligent human beings to strive hard to obtain happiness in life in this world and in

the afterlife, by the instructions of God's revelation. Education aims to develop people

who have skilled knowledge and attitudes. A good education will be obtained from

good management of educational institutions (Abdurrahim, 1999).

David Mc Clelland explains the importance of education for humans, the need for

humans to be intelligent is a necessity, he divides three needs, including the need for

power (Need of power), the need for society (need of affiliation) and the need for

intelligence (need of achievement) (Abdullah, 2004). Humans will continue to pursue

these needs so that they are fulfilled because they are part of life itself, so a person's need

to be intelligent is a necessity in life, which can be achieved through education

(McClelland, 1961).

Intelligence is obtained through education, according to Jean Piaget's theory that

learning is a process of adapting students to their environment, by going through the

stages of assimilation, accommodation, and balance. The experiences and observations

they make will be balanced with logic (Hargraves, 2019). So a person's intelligence can

be influenced by stimuli in their environment, intelligence is obtained through teaching

can give rise to customs, habits, and morality (Giyats Asyraf, 1997). An educational

environment is very important so that the formation of a person's character is in

accordance with human nature, both nature is created (mukhallaqah) and nature is

inherited (munazalah).

The United Nations through the UNESCO (United Nations, Educational, Scientific

and Cultural Organization) which operates in education, knowledge and culture, has

launched four (4) pillars of education, namely: First, Learning to Know, students are

encouraged to seek and obtain extensive knowledge, through experiences in life. This

will trigger the emergence of a critical attitude and students' learning motivation will

increase. Second, learning to do, learning to apply the knowledge gained to be applied

to be developed at school. With the abilities possessed by students, as a result of the

learning and education process, they can be used as provisions to be able to play a role

and work in life together, so fair education is needed (Sigit, 2016).

According to Paulo Freire, the education system must be fair, because if education

is unfair, it must be oppressive, because only through oppression can the powerful

group perpetuate its unfair system. Paulo Freire classically explained that education

must involve three elements at once in a dialectical relationship, (1) Teachers, (2)

Students or students (3). World reality. teachers and students are conscious subjects,

while the third (world reality) is an object that is realized or realized (Freire, 2021). This

kind of dialectical relationship has not existed in any educational system so far. Paulo

(pedagogy) and educating (andragogics), through a process of learning and thinking

together (sharing of knowledge) in a balanced and fair manner (Zaini, 2014).

The most important educational pattern is a methodology for developing

creativity and nature, this needs to be developed if punishment occurs to students, it

educated creatures, humans basically need education, this happens because humans are

rational creatures. John Dewey said that reason is a characteristic possessed by humans,

and with this reason, humans can carry out renewal in life. John Dewey called it: "Mind

as purely individual." Individual mind as the great of reorganization” (Rachman, 2011).

As educational beings, humans need good educational development and

management, educational institutions must carry out a massive development concept in

line with current developments. Implementation of the development of educational

institutions in development operations is based on the Law of the Republic of Indonesia

Number 20 of 2003, concerning the National Education System in Chapter IV article 6

paragraph 2. Namely: "Every citizen is responsible for the continuity of the provision of

Islamic boarding school management must be in accordance with the function of the

Islamic boarding school, so that the importance of developing and managing

management is eligible. The Islamic boarding school law explains that the development

of Islamic boarding school management must develop values, as stated in Article 8

paragraph 1:

"That the implementation of Islamic boarding schools is obliged to develop Islamic

values rahmatal lil 'alamin and be based on Pancasila, the 1945 Constitution of the

Republic of Indonesia, the unitary State of the Republic of Indonesia, and Bhinneka

Tunggal Ika."

The history of Islamic boarding schools in Indonesia has been around for a long

current developments, is a place for education and teaching in the pursuit of general and

religious knowledge with the application of technology in its implementation. In

recapitulation of the number of modern Islamic boarding schools as follows: the number

of Islamic boarding schools in Indonesia is 26,975, the number of Salaf Islamic boarding

schools is 41.5%, the remaining number of modern Islamic boarding schools in Banten

is 4,579 (Indonesian Data. Id, 2022).

The data above is important for conducting research on the management of

TMI (Tarbiyah Mu'allimin Al-Islamiyah), with levels 6 years of study, as well as

extracurricular activities supporting the boarding school which adheres to the five souls,

the five terms of the boarding school, and active Arabic and English as its main

characteristics.

These data show that the reality in the development and management of modern

Islamic boarding schools is generally good, however, some modern Islamic boarding

schools in their implementation are still not in accordance with scientific theoretical

concepts. The management carried out is still complicated, especially the human

resources aspect, this happens because the main concept of values which is the basic

foundation of Islamic boarding schools has not been established. As in the data above,

is a pattern of views and thoughts that differ from the level of practice. Someone who

masters good hadharah an-nashi, but is weak in hadharah al-ilmi and vice versa, then a

split personality like this must be changed into a complete personality, which can bind

together hadharah an-nashi, hadharah al-ilmi, hadharah falsafiyah, so that it can

harmoniously combine human relationships with Allah (hablu min Allah), relationships

with fellow humans (hablu min an-nas) and relationships with nature (hablu min 'alam)

(Mujamil, 2013).

The concept of good education will not ignore split personality, because it will

create instability of thought, in Surah Al-Baqarah verse 208. Muhammad Rashid Rida

explains that the meaning of Islam (As-Silmi) is an Islam that lives in peace and saves,

so that they are not separate and make human resource competencies in educational

institutions holistic.

It is important that reconstruction be carried out so that these components are

integrated, complement each other, and go hand in hand with development as a basis

theory that will be applied in management, especially human resources. And if this is

not done, then each entity will run independently, this will result in organizational

systems, prone to overlap, hampered by a lack of management competence, there will

be inequality between sections, and problems of lack of vision and split personality. This

lack of vision can occur because the vision based on the boarding school's values is not

in line with the existing human resource competencies.

Interconnected Entities Theory is a problem solution (problem-solving), when

there is an overlap in the policies of each section, especially human resources aspects of

management competency, what happens is that performance is not optimal. The

development of modern Islamic boarding school management from an Interconnected

Nata, current Islamic educational institutions, even though their names have Islamic

labels, in practice their management is not fully Islamic. Because its implementation has

not been imbued with Islamic values and in its development it has not implemented

Islam comprehensively, so in practice, its management has not departed from theories

and concepts (Abuddin, 2013). Prayitno in Fathor stated that Islamic educational

institutions including Islamic boarding schools have been running without design (Not

by Design), but many are managed based on pre-existing habits and traditions (just by

accident and tradition). In other words, the implementation of Islamic boarding schools

is carried out without expert theory (Fathor, 2021).

Libyan education expert Omar Mohammad As-Syaibani explained that good

management to achieve quality institutional targets. However, sometimes

administrators of Islamic education institutions ignore the dimensions of teacher

competence so that the resulting outcomes become problematic.

Data on weaknesses in teacher competency in Islamic boarding schools has been

conveyed by Waryono Abdul Ghafur (Director of Diniyah Education and Islamic

Boarding Schools at the Ministry of Religion of the Republic of Indonesia), that the

weakness of Islamic boarding schools is planning in management, the competency of

forum for the formation of good management of educational institutions so that in the

end the main target will be achieved through full-skill outcomes.

The number of teacher competency test passes is as follows: Ministry of Religion

14,143, and Ministry of Education and Culture 30,838 (Kemenag, 2023). This data shows

that the comparison between teachers who graduated in professional teacher education

between the Ministry of Religion and the Ministry of National Education in 2023, for

madrasah and Islamic boarding school teachers who graduated is around 45% compared

to school teachers. This shows that the competency of madrasa and Islamic boarding

school teachers must continue to be improved, through expert theory in human resource

(HR) development. Teacher competency is a paradigmatic ijtihad as a way to develop

improving the culture of reading literacy, which is part of the scientific competence of

teachers and students. This data shows that out of the top five, there is not a single

Islamic boarding school library, this is an indication that the Islamic boarding school

environment still lacks reading literacy, which is the core of the process of increasing the

competence of teachers and students. There is a need to develop reading literacy in

Islamic boarding schools through management patterns that must be developed using

expert theory. Scientific entities are an important part of developing Islamic boarding

schools so that educational goals can be achieved optimally.

This imbalance in teacher competence can result in problems in the transfer of

knowledge and values, whereas what is needed in education is the transformation of

In response to this, the development and management of modern Islamic boarding

schools management is a necessity, in Azyumardi Azra's view maintaining traditional

Islamic educational institutions will only prolong the misery of the Muslims'

helplessness in facing the progress of the modern world (Azyumardi, 2014). This

in-depth research with the title: Management of modern Islamic boarding schools from

an Interconnected Entities Theory perspective, so that it can be a solution (Problem-

Solving) in the development and management of the management competency aspects

of administrators in Islamic boarding school educational institutions today.

Amin Abdullah's thoughts on interconnected entity theory began with studying

the thoughts of Muhammad Arkoun from the Sorbonne, in his book Tarikhiyyah al-fikr

al-'Araby Al-Islamy, and Muhammad Abid Al-Jabiri on the theory of reason. According

to Amin, their thinking opened up the possibility of direct contact and meeting between

traditions of scientific thought in Islamic Studies, or what Imam Ghazali called 'ulum

ad-din in the 10th-11th centuries. Then integration will emerge, after that

interconnection, and Amin came up with the first way with the term scientific

various situations, events, or certain problems (Carol S, 2006).

This first path will produce Interconnected Entities Theory, while the second path

is the Multidisciplinary, interdisciplinary, and transdisciplinary (MIT) model consisting

of 'ulumuddin, Fikruddin, Dirosah Islamiyah. According to Amin Abdullah, the first

path and the second path will result in sustainable development (Amin Abdullah, 2007).

In response to this, the development and management of modern Islamic boarding

schools management is a necessity, in Azyumardi Azra's view maintaining traditional

Islamic educational institutions will only prolong the misery of the Muslims'

helplessness in facing the progress of the modern world (Azyumardi, 2014). This

research was carried out with the aim of comprehensively examining the concept of

an Interconnected Entities Theory perspective, so that it can be a solution (Problem-

Solving) in the development and management of the management competency aspects

of administrators in Islamic boarding school educational institutions today.

The final analysis at the conclusion stage of the research after it was carried out,

was that the final analysis formulated by Miles and Huberman found findings from the

research, in this research the management of modern Islamic boarding schools from an

Interconnected Entities Theory perspective, namely the aspect of human resource (HR)

competency.

Stages of human resources (HR) from the Interconnected Entities Theory

perspective.