Empowerment Boarding School Institution

Study Fenomenologis Enterpreneurship Role of Kyai in Pondok Pesantren in

Indonesia

Dedy Achmad Kurniady and Zaini Hafidh

Postgraduate, Universitas Pendidikan Indonesia, West Java, Indonesia

dedy_achmad@upi.edu, zaynihafidz.13@student.upi.edu

Keywords: Empowerment Pesantren, Enterpreneurship Roles of Kyai.

Abstract: This research is based on the role of teachers or in Islamic religious education institution (pesantren) that is

usually called “Kyai” as a leader who has full authority over the institution he leads. The figure of kyai or

teacher as the leader of pesantren with its role of enterpreneurship is adequate to make Pondok pesantren

known not only as a boarding islamic school that teaches religious scholarship but which is engaged in

business and economic development of the ummah. The purpose of this study is to analyze the related

empowerment of pesantren and the role of Kyai in boarding islamic school (Pesantren) with the independence

of Pesantren and ummah empowerment. This research used research method of phenomenologist study with

qualitative approach. The location that became the object of this research was in Pondok pesantren Ar Risalah

Cijantung IV, Ciamis, West Java. The results achieved from this research, Kyai is able to run the role of

enterpreneurship that seen from the business that is run, such as mining business, agriculture, plantation, farm,

and distributor to plastic processing. Pesantren is part of the economic development of the ummah, because

more than 4200 people are involved in the business as part of the process of empowering economy.

1 INTRODUCTION

Pesantren is the oldest system of education today

when compared with educational institutions that

have appeared in Indonesia and has long been

considered an indigenous Indonesian cultural

products (typical character). Pesantren is a typical

area whose characteristics are not owned by other

areas. Therefore it is not excessive if Abdurrahman

wahid mention as a sub-culture of its own. The

elements contained in the traditional pesantren

education system that makes it unique are Kiai,

Santri, Masjid, Pondok and the teaching of books

(Dhofier, 2011: 44-60).

The existence of Pondok pesantren in the society

has a very strategic role in education. The existence

of pesantren as a religious education institution that

from, by and for society raises the spirit of society to

achieve progress and a more prosperous life. At the

beginning pesantren only carry out religious and

missionary missions, and furthermore pesantren is

often also considered as the center of life that chooses

to ignore material needs of the world. Yet what they

actually do in pesantren is the process of building

simplicity in living the life of the world and preparing

as much as possible to live life in the hereafter.

Kyai is the central figure of every pondok

pesantren. Central figure kyai not only because of his

knowledge, but also because it is the founder, owner,

and owner of the waqf of the pesantren itself. The

struggle he does is not limited to science, energy,

time, but also land and other material is given for the

advancement of Shiva Islam (Suharto, 2011: 84).

Kyai is a charismatic figure who is believed to have

extensive religious knowledge as both leader and

owner (Muthohar, 2007, pp. 103).

Kyai is a non-formal leader as well as a spiritual

leader, and his position is very close to the lower-

level community groups in the villages. As a

community leader, kyai has a community

congregation and society that is bound by a very close

relationship of genie and paternalistic cultural bond

(Qomar, tt, p 29).

Pondok pesantren leadership of course has a

unique and distinctive characteristics. (Masyud 2003,

p. 24) that leadership in pesantren is identical with the

gestalt phenomenon, considering beyond the visible

from the outside there is another unseen uniqueness.

From a number of expert views, it appears that there

158

Kurniady, D. and Haﬁdh, Z.

Empowerment Boarding School Institution - Study Fenomenologis Enterpreneurship Role of Kyai in Pondok Pesantren in Indonesia.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 158-165

ISBN: 978-989-758-314-8

are many approaches to understanding leadership

depending on what perspectives are used. For

example, the use of authority (Dublin, 1968), the task

of directing (Fiedler, 1967), influences activity

(Stogdil, 1950) and makes meaningful activity

(Pondy, 1978).

Based on observational studies that he did

directly, the role of leaders in the organization is

divided into three, as Luthans (2006, p.39), First:

Interpersonal Functions (The Interpersonal Roles);

This function can be enhanced through the formal

position held by a leader and between leaders and

others. Interpersonal function is divided into 3

namely: as an organization symbol (Figurehead), as

leader, as liaison.

Second, the informational roles. Often leaders

have to spend a lot of time in the affairs of receiving

and disseminating information. This role focuses on

receiving and communicating information, which is

needed to make decisions. The informational roles is

divided into 3 namely: as supervisor (Monitor), as a

spreader (Disseminator) and as spokesperson. Third:

Decision Roles (Decision Roles) There are four

functions of leaders related to decisions: as an

entrepreneur, as a disturbance handler, as a resource

allocator, as negotiator and the organization that

succeeds in achieving its goals and is able to fulfill its

social responsibilities will depend on its managers

(leader).

With regard to the theory described by Luthans

(2006, p.39), the role and function of kyai in pondok

pesantren is not only focused on the transfer of

scientific knowledge to the Santri, kyai as non-formal

leader in society is also responsible for the socio-

cultural condition around it. Related object of kyai's

leadership in pondok pesantren, as described by

Muflih, Armanu, Jumahir, Solimun (2014, pp. 13):

Age Progress Transformation, Innovation Adaption,

Future Oriented Institutions, Creating Salaf Leader

With, Creating Salaf, Leadership Character, That

Superior and High Quality, Religious Leader ,

Empowerment with Nationality, Adopting DEPAG

Curriculum and Muadalah, Social Contribution.

To make pondok pesantren an ideal educational

institution, of course he must face and solve various

problems that are currently challenging or even

threatening him. It is realized or not that the onslaught

of modernization with all its impacts makes pesantren

somewhat distraught in facing the various problems it

faced (A'la, 2006, p. 20). As explained by Dhofier in

Umiarso and Zazin (2011. 28) that the progress and

decline of pondok pesantren really lies in the kyai's

power in organizing the implementation of education

in pondok pesantren, this is due to the magnitude of

the influence of a kyai and also not only in Pesantren,

but also to the community.

Most pondok pesantren apply a management

pattern oriented to the planting of the soul of

sincerity, sincerity, and volunteering commonly

known by the special term "Lillahi Ta'ala". The

concept of Lillahi Ta'ala animates almost all

activities in Pondok pesantren. It's just that the

concept in the past has many weaknesses, mainly

because it is not balanced with adequate ability and

professionalism, so that the management of pondok

pesantren has not been able to run effectively

(Rodliyah, 2014, pp. 302).

His role as an entrepreneur, kyai responds to this

change without damaging the existing social fabric,

but instead utilizes the social fabrics as an idealized

procedure and mechanism of social change. This

function is in accordance with the current

development of the era where there is a shift in

leadership patterns from religion-paternalistic-

charismatic to be persuasive-participatory. The

process of transformation and the number of

innovations that are shown by the pesantren world,

the community also put great hopes for the emergence

of a more rational leadership style in pesantren that is

why the style of charismatic leadership increasingly

diminished its influence (Soebahar, 2013, pp. 73).

While the implications for caregivers of

Pesantren related to leadership in pondok pesantren

can be learned from the understanding of pesantren

culture: the caregiver should be able to describe and

analyze the typical culture of pesantren, nurse

pesantren should be able to cooperate with other

party in pesantren community to formulate elements

relevant to pesantren culture, the pesantren caregiver

should be smart in viewing global trends, nurse

pesantren should apply various style of leadership,

including technical leadership, humanist and

educative, the pesantren caregiver should be in the

highest awareness that she is the model or role model

of Pesantren (Masyud, 2003, p.28).

In the context of management reform, although

kyai's role remains important, kyai is not placed in a

single policy-setting position. From here work begins

with the division of work units in the order set by the

leadership of the pesantren. This means that kyai's

power has been distributed to others who are

entrusted with the task. The working mechanism also

began to be directed in accordance with the vision and

mission of pesantren. Departing from this, it is

sometimes recognized that Pesantren planning is

generally relatively simple, often short, medium and

long term programs seem overlapping. As a result,

Empowerment Boarding School Institution - Study Fenomenologis Enterpreneurship Role of Kyai in Pondok Pesantren in Indonesia

159

such programs have difficulty measuring their level

of achievement (Nahrawi, 2008, p.23).

Pondok pesantren today is required to be more

independent in the process of development. pesantren

funding that usually comes from the ummah

sometimes experience a difficult phase, so pesantren

through kyai as a leader should be able to build an

independent business pesantren as a way to keep

pesantren from economic downturn that often

threatens pondok pesantren. If kyai can do that then it

is certain that pesantren is not only a place to deepen

the science of Islamic religion but become an

institution of economic empowerment of the ummah.

Kartasasmita (1996) expresses efforts to empower

people divided into three kinds of efforts namely:

First, Enabling. Namely the process of creating an

atmosphere or climate that allows the potential of

developing societies. In this process the starting point

is that every human being or ummah has potential that

can be developed. The existing potential seeks to be

built, driven and motivated and awakened to the

awareness of their potential. Second, Empowering.

Namely strengthening the potential or power that is

owned by the community. Reinforcement involves

concrete steps and involves providing input and

opening access to opportunities that will make people

more empowered. Third, Protecting. Namely to

prevent unfair competition and strong exploitation of

the weak.

Based on the background and some theories and

opinions of experts who have disclosed, then the

study or research related to the empowerment of

pondok pesantren and the role of kyai with economic

independence pondok pesantren and the

empowerment of the ummah needs to be done. It is

expected to obtain actual information related to the

role of kyai as an entrepreneur who can make pondok

pesantren not only as an educational institution that

teaches religious scholarship but who is able to

engage in business and economic development of the

ummah, with more visionary in facing challenges for

the progress of pesantren Along with the elements

that exist within the pesantren.

The discussion or content of this study attempts to

describe in general terms relating to: Existing

Condition of Pondok pesantren Ar-Risalah Cijantung

IV, which became the object of research, as well as

an example taken in this study. Existing condition of

existence of assets, business and financing in Pondok

pesantren Ar-Risalah Cijantung IV. Empowerment

Analysis and Independence of Pesantren Economy.

The purpose of this study is to analyze the related

empowerment of Pesantren and the role of kyai in

Pondok pesantren with economic independence

Pondok Pesatren and empowerment of the ummah.

2 RESEARCH METHODOLOGY

As a systematic step to discuss about "The Role of

Enterpreneurship Kyai at Pondok pesantren", the

researcher used research method of

phenomenological study, with qualitative approach.

This study was conducted in order to try to find the

meaning of the experience of a cycle of incident role

of Kyai as the leader of Islamic boarding school

(Pondok pesantren), thus finding the meaning of the

basic things. And it was desirable to obtain an

interpretation of the subject of the phenomenon which

appears in kyai's leadership as entrepreneur.

The type of data used in this study was qualitative

data, namely descriptive data in the form of written

words or the meaning of people and behavior that can

be observed, which relates to the natural setting and

the role of leadership kyai in Islamic Boarding School

of Ar-Risalah, Cijantung IV, at Jalan Raya Banjar

Km. 3,5. Desa Pamalayan, Kecamatan Cijeunjing,

Ciamis City. Relatively there were also quantitative

data’s related to research subject data and facilities as

complementary data. Besides the research location,

this data source also included Key Informant which

was expected to give information about the situation

and condition of Ar-Risalah Islamic Boarding School

accurately by interviewing the Leader of Pesantren as

Key Informant. Ustadz / Ustadzah, Santri, Alumnus,

and Society in Islamic boarding school environment,

or can be called as snow boll process.

3 RESULTS AND DISCUSSION

3.1 Existing Condition of Ar-Risalah

Islamic Boarding School

Ar-Risalah boarding school was established in 1997

AD by KH. Drs. Asep Saefulmilah with wife Hj. Dra.

Ai Siti Masitoh Saefulmillah and registered to the

notary in 1999 numbered 02. May 29, 1999. Ar-

Risalah was founded as the development of Pondok

pesantren Al-Qur'an Cijantung Ciamis that was

established by KH. Mohammad Siradj (1997 1997).

By designing on the basis of a constructive and

anticipatory local foundation for global social change,

Pondok pesantren developing and developed in the

direction of religious studies that can provide a

spiritual and spiritual enlightenment, and is enriched

ICES 2017 - 1st International Conference on Educational Sciences

160

with studies of science and humanities that can

provide a foundation for Santri to be educated as a

superior person and prepared to be the heirs of the

earth, with a balanced scientific ability between

religious knowledge and understanding of science.

Since it was first established, pondok pesantren

was other than as an Islamic educational institution

was also known as pondok pesantren of agribusiness.

The owner of this pondok pesantren built pesantren

agribusiness as an important part of the process of

developing pesantren and empowering the economy

of the ummah.

As a new boarding school established within 17

years, currently Ar-Risalah already has a

conferencing educational institutions ranging from

Auladi Elementary School Model, Integrated Ar-

Risalah Secondary School, Integrated Ar-Risalah

Senior High School and High School of Islamic

Economics Ar-Risalah. Establishment of a formal

educational institution under pesantren, as part of the

process of implementation of kyai's vision and

mission in Ar-Risalah boarding school in printing

Muslim intellectuals as earth heirs.

Location pondok pesantren more located in rural

area makes pondok pesantren has a strategic position

in agribusiness development efforts. Moreover,

pondok pesantren has a close relationship with the

society and supported by kyai figure who has an

important role in the surrounding society. This

relationship pattern is sustained by a charismatic

leadership. Very possible pondok pesantren role as

agent of development in its region. The huge

opportunity of Pondok pesantren to play as agent of

development in order to bridge and solve the socio-

economic problems of rural communities is

welcomed with seriousness by the leaders of pondok

pesantren, because pondok pesantren was expected

not only as an educational institution but further to

take part in The process of empowering the economy

of the ummah.

3.2 Condition Existing Assets,

Businesses and Financings at Ar-

Risalah Islamic Boarding School

Here is an overview of the condition of assets owned

by pondok pesantren which became the object of

research (see in Table 1).

Table 1: Assets Ar-Risalah Islamic Boarding School.

Asset

Volume/Large

(m2)

Price

(Million)

Mosque for

men

450

1.575

Million

Mosque for

woman

414

1.449

Million

Junior High

School

Building

1764

6.174

Million

Senior High

School

Buliding

1701

5.953

Million

College

Building

2455

8.593

Million

Dormitory for

Son

953

3.335

Million

Dormitory for

Women

1764

6.174

Million

Dormitory for

Teacher

210

735

Million

New

Dormitory

1554

6.500

Million

Kitchen

252

Million

Empty Land

56118

28.059

Million

Source: Profile of Ar-Risalah Islamic Boarding School,

Cijantung IV.

Since the first establishment of this pondok

pesantren, its development so rapidly. 17 years of its

founding, pesantren already has assets and facilities

in such a way, the development of assets and facilities

of this pesantren apart from Santri / Santriwati funds

is also a profit from business and entrepreneurship

spirit that run by kyai as leader of this pesantren.

The assets and facilities built and developed by

pesantren are aimed at improving the quality of

pondok pesantren and supporting the activities of

pesantren and school. All this is built apart from

derived from Santri / Santriwati, also derived from

independent businesses that was developed by

Islamic Boarding School of Ar-Risalah. Here is

described business data that has been done by Ar-

Risalah Islamic Boarding School (see in Table 2).

Table 2: Businesses Data of Pondok pesantren.

Business

pesantren

Descriptions

Fishery

 Cooperate with Fishery

Region Departement

 Cooperate with Ministry of

Marine Affairs

 Large of land fishery

approximately 1,5 Hectare

Empowerment Boarding School Institution - Study Fenomenologis Enterpreneurship Role of Kyai in Pondok Pesantren in Indonesia

161

 Selling fishery product to

Ciamis City, Central Java,

and Banten Province

 Employee in this bussines

are 30 persons.

 Profit approximately Rp.

425.000.000/year.

Mining

 Cooperate with Mining

Region Departement

 Cooperate with Contractor

and Project Development

 Employee in this bussines

are 60 persons

 Profit approximately Rp.

1,5.000.000.000/year

Agriculture

 Cooperate with Mining

Region Departement

 Cattle Fodder Suplyer PT.

Tanjungmulya

Tasikmalaya

 Large of agriculture in

Panumbangan (200

Hectar), Cisaga (2 Hectar),

Pamarican (1 Hectar)

 Workers keep reaching 50

Orang

 Employee in this bussines

are 60 persons

 Profit approximately Rp.

3,5.000.000.000/year

Farms

 Cooperate with farms

Region Departement and

Slaughtering animals

 Profit approximately Rp.

1.000.000.000,

million/year

Plastic

processing

 Trash from daily activity

student and civil society

around pesantren ar-

Risalah

 Profit approximately

Rp.125.000.000/year

Distributor

 Cooperate PT. KO, PT.

Coca Cola ADP, PT.

Smarts, PT AWS Food, PT.

URC Indonesia, PT. Viro

dan PT. Nusasari

 Served more than 2.500

outlet in ciamis, banjar dan

pangandaran

 Employee in this bussines

are 30 persons

 Profit approximately Rp.

2.000.000.000/ year

 achievement from PT KAO

as a best national distributor

in micro class category

Source: Profile of Ar-Risalah Islamic Boarding School /

Business Data of Ar-Risalah Islamic Boarding School and

Interview with Chairman of Agribusiness Development of

Ar-Risalah Islamic Boarding School.

All kyai’s businesses and businesses run by

Pesantren are all dedicated and oriented to

institutional development in various aspects, whether

in infrastructure or Human Resources. This pesantren

can also be a role model for the development of

independent pesantren, businesses or efforts

undertaken by this kyai can make pesantren can be

financially and managed independently. The role of

enterpreneurship, and thanks to this business, kyai can

develop his pesantren and then pesantren voluntarily

by kyai make it a waqf for the ummah, so that the

ummat can take part and participate in the

development of pondok pesantren although not from

the kyai family. Through pesantren business people

around pesantren also affected positively from the

economic point of view, the orientation of pesantren

is not only related to ukhrawi but also the center of

empowerment of the economy of the ummah.

The economy developed by pesantren would have

an impact for pesantren itself, because through this

economic independence, Pesantren will not be much

constrained in funding problems. And the positive

impact is also felt by the society who is involved and

get profit from this Pesantren business.

The spread of financing funds in pesantren is so

open and the funding flow coming from the pay of

Santri (the term is called Syahriyah) spreads very

clearly in accordance with the post and the need of the

Santri itself, the needs of the Santri not only move on

the needs of consumption but the funding need of

their education operations in pesantren, the fund

management is explained by BMT management staff

and also the financial part of Wakaf Ar-Risalah

Foundation (see in Table 3).

Table 3: Details of Funding of Santri / Santriwati Ar-

Risalah Islamic Boarding School.

Level of

Institutions

Cost

Detail

Junior High

School

Rp.

750.000

- Rp. 600.000 for

comsumtion and

pesantren

- Rp. 75.000 for

infrastructure

development

- Rp. 75.000 for

collague grant

Senior High

School

Rp.

775.000

- Rp. 600.000 for

comsumtion and

pesantren

- Rp. 75.000 for

infrastructure

development

- Rp.100.000 for

collague grant

ICES 2017 - 1st International Conference on Educational Sciences

162

Source: Wakaf Ar-Risalah Foundation Document and

interview with Finance Department of Waqaf Ar-Risalah

Foundation.

The funding of education funding in pesantren is

run very transparently. Fund from the Santri is

managed very well in accordance with their

allocation. The process of allocating education fund

in pondok pesantren is divided into the interest of

allocating fund in relation to education cost, such as

direct cost and indirect cost, as well as social cost and

private cost.

The most important thing of the management

process of pondok pesantren is the management of

pesantren financing. Financing at pondok pesantren

is easier and less complicated, because pesantren is

an independent educational institution in terms of

funding. However, transparency needs to be done so

that public confidence in the management of

pesantren fund is maintained.

Pesantren financing apart from the fund of the

ummah and Santri, also comes from the pesantren

business which run by the leader of pesantren. Profit

from business which run by pesantren is dedicated to

fund the development of pesantren and Santri /

Santriwati. Pesantren economic independence

becomes a positive value and should be imitated by

other pesantren, so that future pesantren can more

freely develop itself without fear of funding problems

on the way because of lack of funding from the

ummah. Most cases of closed pesantren even

disappear from circulation not only because of the

absence of kyai's regeneration figure but also

problems in financing, when pesantren is not

independent and only relies on the ummah fund,

moment when the pesantren is abandoned by ummah,

the pesantren will close and even disappear From

circulation.

The initiative and optimization of the business run

by pesantren and the role of kyai's enterpreneurship

are expected to encourage pesantren in financial

independence. Pesantren dependence on Ummah and

Santri donations makes pesantren a little difficult to

develop and could lose its funding source on the way.

3.3 Empowerment Analysis and

Independence of Pesantren

Economy

The independence of the Ar-Risalah boarding school

reached through a long process involving the role of

enterpreneursip kyai's does not make kyai stop

contributing to the ummah. Through this role, pondok

pesantren in all its business activities always involves

the ummah as an important part of the process of

business success which run. Through this process of

engagement, the resident around the positive impact

of business run pesantren and encourage people

around Pesantren at the point of prosperity in the

economy.

The existence of pondok pesantren is expected to

contribute in answering social and religious issues of

society. Caring and partaking of moral responsibility

born of his religious awareness and understanding.

The role of pondok pesantren as a social institution

makes pesantren should be sensitive and solutive to

the problems faced by the ummah.

In this role the institution of pondok pesantren is

obliged to play its function, as well as to guide the

community around pesantren in stepping the life

process towards a better life order. Achieving the

process of empowering pesantren is something

strategic to accelerate the economic recovery of

society. Empowerment activity for the ummah

outside pondok pesantren becomes an important

agenda that is done after the education process in

pondok pesantren is done.

Duties and obligations as agent of change and

development agent and empowerment ummat

realized by Ar-Risalah boarding school should begin

with the creation of independence for the pesantren

itself. Independence covers governance especially in

term of meeting the operational need of Pesantren.

Predicate of pondok pesantren is one of them can be

reflected from the fulfillment of financial needs for

the funding of pesantren education and formal

education institution under it as well as fund for the

development of pesantren education infrastructure.

The management of pesantren is also determined

to be independent in the economic aspect of

pesantren. They try not to depend on other people

(donors) or the government. But pesantren should be

independent and do not let their hands always in

down, other times their hands must be on top, giving

in addition to the life of pesantren itself also for the

welfare of others. Profit business run by Pesantren

through initiative role entrepreneurship leader, all

dedication for pesantren and ummah, so that in

process of developing pesantren. Pesantren can be

more independent without any dependence of funding

on one side.

Thanks to the independence achieved, under the

leadership of kyai who had been the Chairman of the

Forum of Pesantren Based on Agribusiness (FKPBA)

Indonesia and the Head of the Santri Environmental

Practices (SARALI) West Java, pesantren continues

to grow. Educational facilities and supporters are also

available. Starting from the construction of Jami

Mosque, dormitory Santri (male / female) school

building SMP and SMA, STEI to college student

dormitory.

Empowerment Boarding School Institution - Study Fenomenologis Enterpreneurship Role of Kyai in Pondok Pesantren in Indonesia

163

Kyai's openness, accommodative attitude and

adaptive make this pesantren is on the path of a

visionary pondok pesantren in developing itself and

the ummah by staying on the path of religion as the

main reference. The adaptive and accommodative

capabilities of kyai and pondok pesantren have a

positive impact, because with this attitude Pesantren

can show its superior role in society and ready to fight

the challenges of an increasingly complex era.

The step taken by the leadership of pondok

pesantren through businesses as well as optimization

of other pesantren, encourage pondok pesantren in an

economic independence. Through this independence

pesantren is expected to cover the shortage in

financing problems. Not infrequently, there are

students (Santri) who are not in time to pay the cost

of living in pondok pesantren. This has a significant

impact related to the operational costs of pondok

pesantren. At such a time, kyai as the leader of

Pesantren get around this condition through

businesses developed Pesantren which certainly

involve ummah as an important part of the process.

Business and Economic undertakings run by kyai,

in addition to positive impact for the economy of the

ummah, certainly has a positive impact also for

students who study at Ar-Risalah islamic boarding

school. Not all who study in Pesantren will become

kyai later. Through a process of providing skills for

students, later santri when finished studying at

Pondok pesantren can survive and independent when

plunged in the community.

In addition to the pesantren education process and

learning in formal institutions under the auspices of

pondok pesantren, on the sidelines of the educational

process every Santri is introduced and equipped with

special skills related to fish farming, farming and

waste management. So that Pesantren will not only

print the Muslim scholars, but also print the

businessmen and the superior Muslim entrepreneurs

which in the future can inherit the spirit of the leader

of Ar-Risalah Islamic Boarding School.

4 CONCLUSIONS

Pondok pesantren as an institution that is deeply

rooted and an important part of the community, has

an important responsibility and role in the creation of

a religious socio-cultural condition and also

responsible for directing its people to a better process

of life.

Kyai's role as leader, owner and manager plays an

important role in the process of realizing the central

role of pondok pesantren in the community. Through

his entepreneuship role, kyai is expected to bring

pesantren at a point of financial independence

through business and enterprise run by pesantren and

also become part of prosperity prosperity process of

ummah. Kyai’s open, adaptive and accommodative

attitude has a positive impact on kyai and Pesantren,

because with that attitude will show the role of

pesantren in the community.

Through businesses that run by pesantren such as

fisheries, plantations, mining and waste management,

this institution can realize independence in terms of

pesantren economy. Thus, Ar-Risalah Islamic

Boarding School can develop itself more freely,

because there are many sources of funds that support

in every process of the developer. This independence

aims to make pesantren not only rely on financial aid

from the government or ummah. A lot of pesantren

are closed and even disappear from circulation is not

just a matter of leadership cadre but furthermore is