PENDIDIKAN POLA ASRAMA DALAM UPAYA MENINGKATKAN MUTU LULUSAN PENDIDIKAN AGAMA ISLAM DI PONDOK MODERN DARUSSALAM GONTOR PUTRI KAMPUS 4 PROVINSI SULAWESI TENGGARA

Muhammad Mujahiddin Amrullah 15040202010, M (2022) PENDIDIKAN POLA ASRAMA DALAM UPAYA MENINGKATKAN MUTU LULUSAN PENDIDIKAN AGAMA ISLAM DI PONDOK MODERN DARUSSALAM GONTOR PUTRI KAMPUS 4 PROVINSI SULAWESI TENGGARA. Masters thesis, PASCASARJANA IAIN KENDARI.

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Abstract

PENDIDIKAN POLA ASRAMA DALAM UPAYA MENINGKATKAN MUTU LULUSAN PENDIDIKAN AGAMA ISLAM DI PONDOK MODERN DARUSSALAM GONTOR PUTRI KAMPUS 4 PROVINSI SULAWESI TENGGARA ISLAMIC BOARDING SCHOOL SYSTEM IN EDUCATION, AN EFFORT TO INCREASE THE QUALITY OF ISLAMIC EDUCATION GRADUATES IN MODERN DARUSSALAM PONDOK GONTOR PUTRI CAMPUS 4 SOUTH SULAWESI ABSTRACT Education is a major factor in developing the quality of human resources, as the demands of today’s world. Boarding school system is a learning process that takes place in an educational institution, uses boarding facilities as a residence for students, educators, and those all who directly involved in the education process. This thesis was conducted as an effort to improve the quality of Islamic education graduates in Pondok Modern Darussalam Gontor Putri Campus 4 Southeast Sulawesi. It is found that there are some challenging in realizing its function, thus it requires a suitable strategy to improve it. In terms of cognitive aspects, affective, and psychomotor, they have shown a fair progress, but we need to improve it by studying the boarding education strategy, supporting factors, the problem faced, and the results (output). This research is a descriptive qualitative field study that illustrates the implementation of boarding school education as an effort to improve the quality of Islamic Education at Pondok Modern Darussalam Gontor Putri Campus 4, Southeast Sulawesi Province. The research data was divided into primary data and secondary data. The research approach is theological normative, pedagogical, psychological, sociological and managerial. The instrument used was the researcher himself as the key instrument while the supporting instrument were through interviews, observation, and documentation. The analysis used data reduction, data presentation, and conclusions. For data validity testing, it used data triangulation such as data sources, techniques, and time. The results showed that there has been a good implementation of boarding strategy education at Pondok Modern Darussalam Gontor Putri Campus 4 Southeast Sulawesi. It was reflected from the boarding school management, systems, and teaching style. Moreover, the researcher also found the factors associated with management functions and the learning process. Those factors took role in improving the quality of graduates of Islamic Religious Education at Pondok Modern Darussalam Gontor Putri Campus 4 Southeast Sulawesi. There were also outputs which was categorized into the cognitive, affective, and psychomotor aspects of implementing boarding school education as an effort to improve the quality of graduates of Education Islamic Religion in Modern Darussalam Gontor Putri Campus 4 Southeast Sulawesi. The Boarding school education system developed at Pondok Modern Darussalam Gontor Putri Campus 4 Southeast Sulawesi, will continue to enlighten education in Indonesia. It will even raise the deep trust in educational institutions that implement the boarding school system. It is predicted in the future, that the graduates should have not only intelligence quotient but also emotionally and spiritual intelligence. The conclusion of this study is the key factors of the success of an Islamic school educational institution is that to put quality first. It is true that there are some aspects need to be adressed as an effort to improve the quality of graduates in Islamic school. There should be a consistency and commitment to implement a good management system to improve the quality of the student. In addition, it is suggested that every educational institution, especially Islamic boarding school, should develop administration education standards that contain aspects to improve the quality of education and Islamic education. By doing so, it will bring good image and trust of society. Furthermore, it is necessary to establish professional and good quality management system and to understand the psychological aspects of students and local culture. ﳕﻂ ا ﳌﺴ ﺎ ﻛﻦ ﰲ ﺗ ﺮ ﻗ ﻴ ﺔ ﺟﻮ د ة ﺧ ﺮ ﳚﻲ ا ﻟ ﱰ ﺑ ﻴ ﺔ ا ﻹﺳﻼ ﻣ ﻴ ﺔ ﲟ ﻌ ﻬ ﺪ د ا ر ا ﻟ ﺴﻼم ﻛ ﻮ ﻧ ﺘ ﻮ ر ا ﳊﺮ م ا ﻟ ﺮ ا ﺑ ﻊ ﻟ ﻠ ﺒ ﻨ ﺎت ﻟ ﻠ ﱰ ﺑ ﻴ ﺔ اﻹﺳﻼﻣ ﻴ ﺔ اﳊﺪﻳ ﺜ ﺔ ﺑﺴﻼو ﻳﺴﻲ اﳉﻨﻮ ﺑ ﻴ ﺔ ا ﻟﺸﺮ ﻗ ﻴ ﺔ اﻟﱰﺑﻴﺔ ﻋﻠﻰ ا ﻟ ﺒﺤﺚ ﻣﻠﺨﺺ وﺗ ﻨﻔﻴﺬ اﻟﱰﺑﻴﺔ ﰲ اﳌﺆﺳ ـ ـ ـ ـ ـ ـ ـ ﺘﺪ ﻣ ﻨ ﻪ ا ﻟ ﻨﻤﺎء، ـ ـ ـ ـ ـ ـ ـ ﺪ ﻣﻄﺎ ﻟﺐ ا ﻟ ﺰ ﻣ ﺎن ﺣﻴﺚ اﺷ ـ ـ ـ ـ ـ ـ ـﻲ ﰲ ﺗ ﻨﻤﻴ ﺔ ﺟﻮدة ﻣﻮ ا رد ا ﻟ ﻨ ﺎس، ﻟ ﻘﺪرWﺎ ﻋﻠﻰ ﺳ ـ ـ ـ ـ ـ ـ ـ ﺎﺳ إن ا ﻟﱰﺑ ﻴ ﺔ ﻋﺎ ﻣﻞ أﺳ ﻨﻂ اﳌﺴ اﻟﱰﺑﻮﻳﺔ واﻋﺘﱪت ﻛﺎﻟﱰﺑﻴﺔ ﺑ اﻟﻌﻤﻠﻴﺔ ـ ـ ـ ـﺘﻐﻞ ﰲ اﻟﺘﻼﻣﻴﺬ واﳌﺮﰊ وﻛﻞ ﻣﻦ اﺷ ـ ـ ـ ـﻜﻨﻮن ﻓﻴﻬﺎ ـ ـ ـ ـﺎﻛﻦ ﻳﺴ ـ ـ ـ ـﺘﻴﻔﺎد اﳌﺴ اﻟﱰﺑﻮﻳﺔ hﺳ ـ ـ ـ ـﺔ ـ ـ ـ ـﺴ ـ ـ ـ ـ ـ ﺎﻛﻦ ﺣﻴﺚ ﻓﻴﻪ اﶈﺎوﻟﺔ ﻋﻠﻰ ﺗﺮﻗﻴﺔ ﺟﻮدة ﺧﺮ اﳌﺴ ـ ـ ـ ـ ـﻤﻰ hﳌﻌﻬﺪ. ﻓﻬﺬا ا ﻟﺒﺤﺚ ا ﻟﻌﻠﻤﻲ ﳐﻄﻂ ﻷداء ا ﻟﺒﺤﺚ ﳓﻮ ا ﻟﱰﺑﻴﺔ ﺑﻨﻤﻂ ـ ـ ـ ـ ـ ﺎﻛﻦ أو ﻳﺴ ـ ـ ـ ـ ـ ـ ﺮ ﻗ ﻴ ﺔ و ﻗ ﺪ أﺷ ـ ـ ـ ـ ـ ـ ﻲ ا ﳉ ﻨ ﻮ ﺑ ﻴ ﺔ ا ﻟ ﺸ ـ ـ ـ ـ ـ ـ ﻼو ﻳ ﺴ ـ ـ ـ ـ ـ ـ ﻼ ﻣ ﻴ ﺔ ا ﳊﺪ ﻳ ﺜ ﺔ ﺑ ﺴ ـ ـ ـ ـ ـ ـ ﻼ م ﻛ ﻮ ﻧ ﺘ ﻮ ر ا ﳊ ﺮ م ا ﻟ ﺮ ا ﺑ ﻊ ﻟ ﻠ ﺒ ﻨ ﺎت ﻟ ﻠ ﱰ ﺑ ﻴ ﺔ ا ﻹﺳ ـ ـ ـ ـ ـ ـ ﻼ ﻣ ﻴ ﺔ ﲟ ﻌ ﻬ ﺪ د ا ر ا ﻟ ﺴ ﳚﻲ ا ﻟ ﱰ ﺑ ﻴ ﺔ ا ﻹﺳ ﻣﻬﻤﺎ ﻣﻦ ﺟﺎ ﻧﺐ اﻹدر ا ﻛﻲ أ و ا ﻟ ﻌ ﺎﻃﻔﻲ أواﳊﺮﻛﻲ ﻓﻜﻠﻬ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ﺎ� ﰲ ا ﻧ ﺘ ﻔ ﺎع ﻓ ﺎ ﺋﺪWﺎ ﺣﱴ ﰲ ﺣﺎﺟﺔ إﱃ د ﻗ ﺔ ا ﳌﻼﺣﻈﺔ و ﺗﻄﺒ ﻴﻖ ﺧﺎص ا ﻟ ﻘﻀ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ﺎ رت إﱃ ﺑ ﻌﺾ ـ ﺎ وﻣﺸﻜﻠ ﺘﻬﺎ ﻣﻊ ﻣﻌﺮ ﻓﺔ ا ﻟ ﻨ ﺘ ﻴﺠﺔ ﻣ ﻨﻬﺎ . ـ ﺎ و� ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ﺎ ﻛﻦ و ﻣ ﻌ ﻰ ﳕﻂ ا ﳌﺴ ـ ﺎ ﺗ ﺮ ﺗ ﺒﻂ h ﻟ ﱰ ﺑ ﻴ ـ ﺔ ﻋ ﻠ ـ ﺎ أ ﻛﺜ ﺮ ﻋﻤ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ﺘ ﻬ ـﺚ إﱃ در ا ﺳ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ﺎ ر ة ﺟﻴ ـ ﺪة ﺣﱴ اﺣﺘ ـ ﺎج ا ﻟ ﺒ ـ ﺎﺣ ﻰ إﺷ ـ ﺎ ﺗ ـﺪل ﻋﻠ ـ ـ ـ ـ ـﻼﻣ ﻴ ﺔ ﲟﻌﻬﺪ دار ا ﻟﺴ ـ ـ ـ ـ ـ ﺎﻛﻦ ﰲ ﺗ ﺮ ﻗ ﻴ ﺔ ﺟﻮدة ا ﻟﱰﺑ ﻴ ﺔ اﻷﺳ ـ ـ ـ ـ ـ ﻔﻲ ﺣﻴﺚ ﻳ ﺒﲔ ﻋﻦ ﺗ ﻨ ﻔ ﻴﺬ ا ﻟﱰﺑ ﻴ ﺔ ﻋﻠﻰ ﳕﻂ ا ﳌﺴ وﻫﺬا ا ﻟ ﺒﺤﺚ ﲝﺚ ﻣ ﻴﺪاﱐ وﺻ ـ ـ ـ ـ ـ ـ ـ ﺮﻗﻴﺔ. وﲢﺘﻮي ا ﻟﻮ�ﺋﻖ ﻋﻠﻰ ا ﻟﻮ�ﺋﻖ اﻷوﻟ ﻴﺔ واﻟﻮ�ﺋﻖ اﻟﺜﺎﻧﻮﻳﺔ. وﻛﺎﻧ ـ ـ ـ ـ ـ ـ ـﻲ اﳉﻨﻮﺑ ﻴﺔ ا ﻟﺸ ـ ـ ـ ـ ـ ـ ـﻼوﻳﺴ ـ ـ ـ ـ ـ ـ ـﻼﻣﻴﺔ اﳊﺪﻳ ﺜﺔ ﺑﺴ ـ ـ ـ ـ ـ ـ ـﻼم ﻛﻮﻧ ﺘﻮر اﳊﺮم ا ﻟﺮ ا ﺑﻊ ﻟ ﻠﺒ ﻨﺎت ﻟ ﻠﱰﺑ ﻴﺔ اﻹﺳ ﺐ ﰲ ﻫ ﺬ ا ا ﻟ ﺒ ﺤ ﺖ ا ﳉ ﻮ ا ﻧ ﺚ ﻫ ﻲ ﻻ ﻫ ﻮ ﰐ ﻣ ﻌ ﻴ ﺎ ر ي و ﺑ ﻴ ﺪ ا ﻏ ﻮ ﺟﻲ و ﻋ ﻠ ﻢ ا ﻟ ﻨ ﻔﺲ و ﻋ ﻠ ﻢ ا ﻻﺟ ﺘ ﻤ ﺎ ع و ا ﻟ ﺘ ﻨ ﻈ ﻴ ﻢ . و ا ﻷ د و ا ت ا ﻟ ﱴ ﺗـ ـﺪﻋﻢ ﻫ ﻴـ ـﺎ¢ت واﺳﺘﻨﺒﺎﻃﻬﺎ. وﰲ ﲢﻘﻴﻖ ﺻﺤﺔ اﻟﺒﻴﺎ¢ت اﺳﺘﺨﺪم ا ﻴـ ـﺎ¢ت وﺗﻄﺒﻴﻖ اﻟﺒ اﻟﺒ ـ ـﺚ ﻫﻲ ﲣﻔﻴﺾ ﺒـ ـﺎﺣ ـ ـﺎدﻩ اﻟ ـﺘﻔ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـﺬي اﺳ ﻴـ ـﻞ اﻟ ـ ـﺎن اﻟﺘﺤﻠ ـ ـﺔ واﻟﻮ�ﺋﻖ. وﻛ ـ ـﺔ واﳌﻼﺣﻈ ـ ـﺎﺑﻠ ـ ـﺚ ﻫﻲ اﳌﻘ ـ ـﺬا اﻟﺒﺤ ﻟﺒﻴﺎ¢ت و اﻟﻄﺮق واﻟﺰﻣﺎن. ﻟﺒﻴﺎ¢ت ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﻣﺼﺪر ا ﻟﺒﺎﺣﺚ ﺗﺜﻠﻴﺚ ا ـ ـﻼم ﻛﻮﻧ ﺘﻮر اﳊﺮم ا ﻟﺮ ا ﺑﻊ ﻟ ﻠ ﺒ ﻨ ﺎت ﻟ ﻠﱰﺑ ﻴﺔ اﻹﺳ ـ ـ ﺎﻛﻦ ﲟﻌﻬﺪ دار ا ﻟﺴ وﻛﺎ ﻧﺖ ﻧ ﺘ ﻴﺠﺔ ا ﻟ ﺒﺤﺚ ﺗ ﺒﲔ ﻋﻠﻰ وﺟﻮد ﺗ ﻨﻔﻴﺬ ا ﻟﱰﺑ ﻴﺔ ﻋﻠﻰ ﳕﻂ ا ﳌﺴ اﻹد ا ر ة و ا ﻟ ﻨﻈﺎ م و أ ﳕ ﺎ ـ ـ ﺮ ﻗ ﻴ ﺔ وﻛﻠﻬﺎ ¥ﳚﺎ د ـ ـﻲ اﳉﻨﻮ ﺑ ﻴ ﺔ ا ﻟﺸ ـ ـﻼو ﻳﺴ ـ ـﻼﻣ ﻴ ﺔ اﳊﺪﻳ ﺜ ﺔ ﺑﺴ ط ا ﻟ ﱰ ﺑ ﻴ ﺔ ا ﻟ ﱵ ﻳ ﻄ ﺒ ﻘ ﻬ ﺎ ا ﳌ ﻌ ﻬﺪ ، و ﻓ ﻴ ﻬ ﺎ ا ﻟ ﻌ ﻮ ا ﻣﻞ ا ﳌ ﺮ ﺗ ﺒ ﻄﺔ ﻣ ﻊ وﻇ ﻴ ﻔ ﺔ ا ﻹد ا ر ة وﻋﻤ ﻠ ﻴ ﺔ ا ﻹﺷ ـ ـ ـ ـ ـ ﻼم ﻛﻮﻧ ﺘ ﻮ ر ا ﳊﺮ م ا ﻟ ﺮ ا ﺑ ﻊ ﻟ ﻠ ﺒ ﻨ ﺎت ﻟ ﻠ ﱰ ﺑ ﻴ ﺔ ا ﻹﺳ ـ ـ ـ ـ ـ ﻼﻣ ﻴ ﺔ ﲟ ﻌﻬﺪ د ا ر ا ﻟﺴ ـ ـ ـ ـ ـ ﺎ ﻛﻦ ﰲ ﺗ ﺮ ﻗ ﻴ ﺔ ﻧ ﻮﻋ ﻴ ﺔ ﺧﺮﳚﻲ ا ﻟﱰ ﺑ ﻴ ﺔ ا ﻹﺳ ﺣﻴﺚ ﺗ ﺘ ﺄ ﺛ ﺮ ﰲ ا ﻟﱰ ﺑ ﻴ ﺔ ﻋ ﻠﻰ ﳕﻂ ا ﳌﺴ ـ ـ ـ ـ ـ ﺮ اف ـ ـ ـ ـ ـ ـ ـ ﻮﻓﺔ hﳉﺎ ﻧﺐ اﻹدر اﻛﻲ و ا ﻟ ﻌ ﺎﻃﻔﻲ و اﳊﺮ ﻛﻲ ﻣﻦ ﺗ ﻨ ﻔ ﻴﺬ ا ﻟﱰﺑ ﻴ ﺔ ﻋﻠﻰ ﳕﻂ ا ﳌﺴ ـ ـ ـ ـ ـ ـ ـ ﺎ اﻋﺘﻤﺎد ا ﻋﻠﻰ ا ﻟ ﻨ ﺘ ﺎ ﺋﺞ ا ﳌﻮﺻ ﺔ، و أ ﻳﻀ ـ ـ ـ ـ ـ ـ ـ ﺮ ﻗ ﻴ ـ ـ ـ ـ ـ ـ ـ ﻲ ا ﳉ ﻨ ﻮ ﺑ ﻴ ﺔ ا ﻟ ﺸ ـ ـ ـ ـ ـ ـ ـ ﻼو ﻳ ﺴ ـ ـ ـ ـ ـ ـ ـ ﻼﻣ ﻴ ﺔ ا ﳊﺪ ﻳ ﺜ ﺔ ﺑ ﺴ ـ ـﻼم ﻛﻮ ﻧ ﺘﻮر اﳊﺮ ـ ـﻼﻣ ﻴ ﺔ ﲟﻌﻬﺪ د ا ر ا ﻟﺴ اﻹﺳ ـ ـ ﺎﻛﻦ ﰲ ﺗ ﺮ ﻗ ﻴ ﺔ ﺟﻮدة ﺧﺮﳚﻲ ا ﻟﱰﺑ ﻴ ﺔ م اﻟﺮاﺑﻊ ﻟﻠﺒﻨﺎت ﻟﻠﱰﺑﻴﺔ اﻹﺳ ـ ـﺪر ﻣﻨﻬﺎ اﻟﺜﻘﺔ ﳓﻮ ﻣﺆﺳ ـ ـ ﺎ إﱃ أن ﺗﺼ ﺔ ¥ﻧﺪوﻧ ﻴﺴ ﺗﺰ ﻳﻦ ا ﻟﱰﺑ ﻴ ـ ـ ﻮف ﺔ ﺳ اﻟﱰﺑﻴ ـ ـﺮﻗﻴﺔ وأﳕﺎط ﻫﺬﻩ اﻟﺸ ـ ـﻲ اﳉﻨﻮﺑﻴﺔ ـ ـﻼوﻳﺴ ـ ـﻼﻣﻴﺔ اﳊﺪﻳﺜﺔ ﺑﺴ ـ ـﺐ، ﺑﻞ ﰲ اﻟﻌﺎﻃﻔﻲ و اﻟﺪﻧﻴﺎ ﳎﺮد اﳌﺜﻘﻔﲔ ﰲ اﻷﻛﺎدﳝﻴﺔ ﻓﺤﺴ ـ ـﺎءت ـ ـﺘﻘﺒﻞ، ﻣﺎ ﺷ اﻟﻨﻈﻢ اﳌﻌﻬﺪﻳﺔ. وﰲ اﳌﺴ اﻟﱵ ﺗﻨﻔﺬ ﻫﺬﻩ اﻟﱰﺑﻴﺔ ـ ـﺎت ـ ـﺴ اﻟﺮوﺣﻲ. ـ ـ ﻲء آﺧﺮ ﻣﻬﻤﺎ ﻓ ﻴ ﻬ ﺎ ا ﻟ ﻨ ﻘ ﺎ ﺋﺺ ـ ـ ﺒ ﺔ إﱃ ﺷ ﻌﻬﺪ ا ﻟﱵ ﺗ ﻘﺪم ا ﻟ ﻨ ﻮﻋ ﻴ ﺔ h ﻟ ﻨﺴ ـ ـﺔ اﻟﱰﺑﻴﺔ ﰲ اﳌ ـ ـﺴ ـ ـﺮ ﻣﻦ ﳒﺎح ﻣﺆﺳ واﳌﺆﺷ ـ ـ ﺘﻨﺒﺎط ـ ـ ﺘﻨﺘﺎج ﻫﺬا اﻟﺒﺤﺚ ﻣﻦ اﻻﺳ واﺳ اﻹد ا ر ة و أ ﳕ ﺎط ـ ـ ـ ـ ـ ـ ـ ـ ﻤﻦ ﻋﻠﻰ ا ﻟ ﺘ ﺰ ا م ﺗ ﻨ ﻔ ﻴﺬ وﻇﺎ ﺋﻒ ـ ـ ـ ـ ـ ـ ـ ـﻼﻣ ﻴ ﺔ ا ﻟﱵ ﺗﻀ ـ ـ ـ ـ ـ ـ ـ ـﻼﺣﺎت ﳏﺎ و ﻟ ﺔ ﻋﻠﻰ ﺗ ﺮ ر ﻗ ﻴ ﺔ ﺟﻮدة ﺟﺮﳚﻲ ا ﻟﱰﺑ ﻴ ﺔ اﻹﺳ ﲢﺘﺎج إﱃ اﻻﺻ ـ ـ ـ ـ ﺒ ﻂ ا ﻟ ﻨ ﻔﺲ ﰲ اﻟﺒﻴﺌﺔ اﳌﻌﻬﺪﻳﺔ . وﻏﲑ ذﻟﻚ، ﻟﺘﻜﻮن ﻛﻞ ﻣﺆﺳ ـ ـ ـ ـ ﻦ ا ﻟ ﺘ ﺪ ر ﻳ ﺒ ﺎ ت ﻟ ﻀ ﺣﺴ ﺣﻴﺚ ﻳ ﺘﻮﺟﻪ إﱃ ﺗ ﺮ ﻗ ﻴ ﺔ اﳉﻮدة ﳌﻦ ﻗ ﺎ م hﻟﱰﺑ ﻴ ﺔ ﰲ ا ﳌﻌﻬﺪ ﻟ ﻴﻜﻮن ا ﻟ ﺘﻼﻣ ﻴﺬ ﰲ ـ ـ ـ ـ ﺮ اف اﻹﺷ ـ ـﻤﻦ ﻋﻠﻰ ﻛـﻞ ﻧﻮﻋﻴ ـ ﺔ ﰲ ﺗﺮﻗﻴ ـ ﺔ ﺧﺮﳚﻲ ا ﻟﱰﺑ ﻴ ـ ﺔ وا ﻟﱰﺑ ﻴ ـ ﺔ اﻹﺳ اﻟﱵ ﺗﺘﻀ اﻟﱰﺑﻴﺔ ـ ـﺘﻮ�ت ﰲ ﺗﻨﻔﻴﺬ ـ ـﺔ ﻗﺎدرة ﻋﻠﻰ ﲣﻄﻴﻂ اﳌﺴ اﻟﱰﺑﻴﺔ واﳌﻌﻬﺪ ﺧﺎﺻ ـ ـﺔ ـ ـﺴ وh ﻟ ﺘ ـ ﺎﱄ، ﻓﻼ ﺑ ـ ﺪ اﻟﺘﻘﺮﻳﺮ ﰲ ﺗﻄﺒﻴﻖ ـ ﻪ ذو ﻫﻴ ﺒ ـ ﺔ وﺛﻘﻴ ـ ﺔ ﰲ أﻋﲔ ا¶ﺘﻤﻊ. ـﺪ ﻣﻊ ﳕﻄ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ﺒﺢ اﳌﻌﻬ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـ ـﻼﻣﻴ ـ ﺔ، ﺣﱴ أﺻ اﻟﻔﻬﻢ ﳓﻮ ﻧﻔﻮس اﻟﺘﻼﻣﻴﺬ و ﻟﺪﻳﻬﺎ اﳉﻮدة و اﻟﱵ ﺗﻘﺪم ﻧﻈﺎم اﻹدارة hﻻﺣﱰاف اﻟﱰﺑﻴﺔ ـ ـ ـ ـﺔ ـ ـ ـ ـﺴ ـ ـ ـ ـﺄة ﻣﺆﺳ ـ ـ ـ ـﺎﻛﻦ ﰲ ﻧﺸ اﻟﱰﺑﻴﺔ ﻋﻠﻰ ﳕﻂ اﳌﺴ اﻟﺜﻘﺎﻓﺎت ﺣﻮﳍﺎ.

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