MANAJEMEN LIFE SKILL DALAM MENINGKATKAN PROFESIONAL SANTRIWATI DI PONDOK PESANTREN ARAFAH DESA HAJIMENA KECAMATAN NATAR KABUPATEN LAMPUNG SELATAN

DEA, AMANDA SAPUTRI (2026) MANAJEMEN LIFE SKILL DALAM MENINGKATKAN PROFESIONAL SANTRIWATI DI PONDOK PESANTREN ARAFAH DESA HAJIMENA KECAMATAN NATAR KABUPATEN LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pondok Pesantren sebagai lembaga pendidikan Islam tradisional di Indonesia menghadapi tantangan era modernisasi, di mana nilai moral menurun dan pranata sosial melemah. Pesantren Arafah Desa Hajimena, Kecamatan Natar, Kabupaten Lampung Selatan, perlu mengintegrasikan life skill dengan pendidikan keagamaan untuk membekali santriwati dengan keterampilan praktis seperti bertani, beternak, muhadhoroh, dan hadroh. Meskipun pesantren berperan strategis dalam pembangunan SDM, lulusan seringkali kurang kompetitif karena minimnya keterampilan vokasional, sosial, dan profesional dibandingkan lulusan sekolah non-pesantren. Hal ini menyebabkan tingginya pengangguran terdidik dan ketidaksiapan santriwati menghadapi dunia kerja, kewirausahaan, serta tuntutan globalisasi. Penelitian ini mendesak karena pesantren Arafah, dengan visi mencetak insan rabbani yang unggul, mandiri, dan rahmatan lil alamin, memerlukan optimalisasi manajemen life skill untuk meningkatkan profesionalisme santriwati. Di tengah kompetisi ketat, kurikulum pesantren sering terfokus pada aspek spiritual tanpa integrasi keterampilan praktis, sehingga alumni kurang adaptif. Kajian ini relevan untuk memberikan masukan teoritis bagi manajemen pendidikan pesantren dan praktis bagi pengelola Arafah dalam mengembangkan kemandirian ekonomi serta soft skill, sekaligus menjadi model bagi pesantren lain di Lampung Selatan guna menjawab isu pengangguran dan pemberdayaan perempuan Islami.Penelitian bersifat kualitatif deskriptif dengan pendekatan field research di Pondok Pesantren Arafah. Teknik pengumpulan data meliputi wawancara mendalam dengan pimpinan, pengajar (seperti Ustadzah Ummu, Ana, Cindy), dan santriwati observasi partisipatif terhadap kegiatan life skill serta dokumentasi arsip profil pesantren, jadwal, dan portofolio.Sumber data primer dari informan kunci (purposive da sampling), sekunder dari literatur terkait. Analisis data induktif melalui reduksi, penyajian, dan verifikasi dengan triangulasi untuk validitas.Data primer diperoleh langsung melalui wawancara semi-struktural dengan pedoman pertanyaan terbuka kepada 40 santriwati dan pengurus, observasi langsung kegiatan harian (misalnya, bertani pasca-Subuh, muhadhoroh Kamis malam), serta dokumentasi seperti struktur organisasi, jadwal rotasi tugas kelompok kecil (4-7 orang), dan catatan produksi pertanian/peternakan. Dataiii sekunder dari dokumen pesantren (visi-misi, program unggulan) dan literatur pendukung. Pengumpulan dilakukan bertahap di lapangan untuk menangkap dinamika alamiah, dengan penekanan pada triangulasi untuk keakuratan. Manajemen life skill di Pesantren Arafah efektif melalui fungsi G.R. Terry: perencanaan (peta konsep musiman, musyawarah); pengorganisasian (kelompok rotasi, lahan 700 m²) actuating (praktik bertani kangkung/cabai, beternak sapi/ayam/bebek, muhadhoroh, hadroh); dan controlling (absensi bulanan, portofolio, evaluasi formatif). Bentuk life skill vokasional (pertanian/peternakan untuk kemandirian ekonomi), sosial (muhadhoroh/hadroh untuk public speaking/kolaborasi), selaras dengan teori Brolin dan Hasibuan. Hasil dari penelitian ini dengan manajemen life skill pondok pesantren Arafah mampu meningkatkan profesionalisme santriwati via etos kerja, kepercayaan diri dakwah, ketelitian pencatatan, dan penjualan hasil panen menjadikan Arafah model sukses pemberdayaan berkelanjutan. ABSTRACT Islamic boarding schools, as traditional Islamic educational institutions in Indonesia, face the challenges of the modern era, where moral values are declining and social structures are weakening. The Arafah Islamic Boarding School in Hajimena Village, Natar Subdistrict, South Lampung Regency, needs to integrate life skills with religious education to equip female students with practical skills such as farming, animal husbandry, public speaking, and hadroh. Although Islamic boarding schools play a strategic role in human resource development, graduates are often less competitive due to a lack of vocational, social, and professional skills compared to graduates of non-boarding schools. This leads to high rates of educated unemployment and the students’ unpreparedness to face the workforce, entrepreneurship, and the demands of globalization. This research is urgent because the Arafah Islamic boarding school, with its vision of producing outstanding, independent, and compassionate individuals, requires the optimization of life skills management to enhance the professionalism of female students. Amid fierce competition, boarding school curricula often focus on spiritual aspects without integrating practical skills, resulting in graduates who lack adaptability. This study is relevant for providing theoretical input for pesantren educational management and practical guidance for Arafah’s administrators in developing economic independence and soft skills, while also serving as a model for other pesantrens in South Lampung to address issues of unemployment and Islamic women’s empowerment. The research is descriptive qualitative in nature, employing a field research approach at Pondok Pesantren Arafah. Data collection techniques included in-depth interviews with the leadership, teachers (such as Ustadzah Ummu, Ana, and Cindy), and female students; participatory observation of life skills activities; and documentation of the boarding school’s profile, schedule, and portfolio. Primary data sources were key informants (purposive and snowball sampling), while secondary sources were relevant literature. Inductive data analysis through reduction, presentation, and verification using triangulation for validity. Primary data was obtained directly through semi-structured interviews with open-ended questions for 40 female students and administrators, direct observation of daily activities (e.g., farming after dawn prayer, Thursday night lectures), and documentation such as organizationalv structure, schedules for small group task rotations (4–7 people), and records of agricultural/livestock production. Secondary data was drawn from pesantren documents (vision-mission statements, flagship programs) and supporting literature. Data collection was conducted in phases in the field to capture natural dynamics, with an emphasis on triangulation to ensure accuracy. Life skills management at Pesantren Arafah is effective through G.R. Terry’s functions: planning (seasonal concept maps, deliberations); organizing (rotation groups, 700 m² plots); actuating (practicing water spinach/chili farming, raising cattle/chickens/ducks, muhadhoroh, hadroh); and controlling (monthly attendance, portfolios, formative evaluations). These vocational life skills (agriculture/livestock for economic independence) and social skills (muhadhoroh/hadroh for public speaking/collaboration) align with the theories of Brolin and Hasibuan. The results of this study indicate that the life skills management at the Arafah Islamic boarding school has successfully enhanced the professionalism of female students through work ethic, confidence in da’wah, meticulous record-keeping, and the sale of harvest produce, making Arafah a successful model of sustainable empowerment.

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