CURRICULUM TRANSFORMATION FOR SANTRI IN RESPONSE TO INFORMATION AND COMMUNICATION TECHNOLOGY (ICT): LEADERS’ PERSPECTIVES

: This study aims at examining Curriculum transformation for santri of pesantren institutions at Mifthul Ulum and Al-Bukhori Gondanglegi Malang in response to Information and Communication Technology (ICT). Based on qualitative method employed it is discovered that these pesantren have conducted an adaptation process with ICT in the form of an administrative system such as payment of student fees, student data and lessons, procurement of training and workshops and the establishment of a separate ICT development unit, although there are still obstacles, especially in human resources. Meanwhile, what needs to be maintained is yellow as a medium with sorogan, bandongan, and deliberation as Islamic methods and values


INTRODUCTION
The 21st century is marked by technological progress in almost all areas of life known as the industrial revolution 4.0 1 . Industrial Revolution 4.0 has changed various aspects of human life including in education system 2 . The education system meant here might refer to curriculum -i.e. it is pre-planning 3 . Planning a curriculum change should be commended to in learning areas areunderstood while connecting students in the application of ICT 14 . ICTs might enhance the quality of education in various ways, through increasing learner motivation and engagement, facilitating the acquisition of basic skills, and improving teacher training.
ICTs are also transformational tools whereby, when used properly, can promote the shift to a student centered atmosphere 15 . ICT assists in simplifying the communication and collaboration for groups of students. It helps to streamline theprocess of analysis and record keeping as well as facilitating the sharing ideas with others 16 .
Integration of ICT specifically in Indonesia has been implemented not only by students of public schools but also the ones in pesantren. Inspite of the obstacles confronted, management of pesantren has led the pupils to have ICT integration in their learning process as in evidenced by Hapsari 17 ,Abidin 18 and Mustas 19 in their studies.
Hapsari investigated digital skills of female santri in Modern pesantren of Assalaam Surakarta 20 . In order to discover her investigation she employed descriptive qualitative as the method along with indepth interview, observation, and triangulation as the instrument. Based on The results of observations it was found that not all female santri can use the ICT facilities. The pesantren management provided the facilities in accordance with the policies such as (1) one computer is for each class and two computers in the student room. (2) Computers can only be used during school breaks and during evening study hours. (3) The use of computers in student rooms must be with permission and supervision. (4) Management of the pesantren also provided four computers in the laboratory that students can use for certain subjects, but the number of computers provided is not proportional to the number of students in one class so students have to take turns using the computers. (5) wifi connection was available in the cottage area but was accompanied by a password so that it was not easy for the students to directly connect to the internet.
Moreover, Abidin examined digitalization of education system at pesantren institution of Darussalam Gontor 12 Tanjung Jabung Timur 21 . He employed the method of descriptive qualitative and instruments of observation, interview, documentation, and literature relevant to this study.
By using the method and the instruments it was discovered that all teachers or ustadz use the transfer of technology, communication, and information material from the hand-to-hand method (yadan-biyadin). This means that the process of transferring material with e-learning through intensive guidance, a teacher or ustadz must select several students who have the potential to quickly understand the material carefully. Then students who have the potential to be educated by teachers or ustadz, then students must deliver goods to other students continuously. Therefore, the management of Islamic boarding schools in the digital 4.0 era at Modern Darussalam Gontor Islamic Boarding School 12 Tanjung Jabung Timur is more advanced in faceto-face (conventional or traditional) Islamic religious education learning, while the e-learning method is only a complement in educating students to improve their skills. field study, it was proved that the santri had adapted to the process of digitalization through employing information technology to access information in virtual space. The process of implementation was supported by the policy made by chairperson of this institution which was based on the principles of "Al-muhafadhotu 'ala qodimis sholih wal akhdzu bil jadidil ashlah", and a curriculum which supported santri in adapting to the advancements in the disruptive era. The support was in the form of preparing software and hardware facilities. On the other hand, several obstacles in the application of the digitalization were factors from within oneself, factors from other people, and factors from the environment.
By the supports, pesantren administrators could encourage the transformation of information behavior of santri (transformation of form, nature, and function of information, attitude toward information gained, and information processing), which was marked by the realization of information seeking behavior, information searching attitudes, and information utilization behavior by creating a dialogical and harmonious network with stakeholders and education doers at pesantren. The aforementioned researchers have presented studies about santri and ICT. They proved that many pesantren institutions try to adjust to industrial revolution 4.0. through leading santri to have skills in ICT embedded in their learning though the efforts are not maximum yet due to some factors such as the availability of skillful teachers and sufficient facilities. Moreover, their investigation emphasizes more the systems which had already made and run instead of having direct investigation to the brain behind the creation of the system. Accordingly this current study tries to provide new insight for filling the gap through formulating the objective of this present study in the form of investigating how curriculum transformation for santri as preparation for adjusting to ICT by having deep interview to the leader of pesantren -which is commonly referred to as a kyai or a representative. Meanwhile, the selected pesantren institutions are

A. Results
In order to uncover perspectives of pesantren leaders on Curriculum transformation for santri in Gondanglegi Malang in response to industrial revolution 4.0, result of the interview toward the pesantren leaders are provided in five main aspects i.e. 1) their perspectives about the fact that the curriculum must be able to adapt to 4.0 (ICT). so that learning must be based on IoT, 2) How their pesantren conduct curriculum transformation (design/learning system) so that they can adapt to 4.0 (ICT), 3) boundaries so that the identity of the pesantren is maintained purely while still being able to contribute to the development of NKRI, 4) their suggestion to the government / minister of education and the Ministry of Religion in particular and also for other sectors related to education and 4.0 (ICT).
1) Their perspectives about the fact that the curriculum must be able to adapt to 4.0 (ICT) Regarding the first aspect namely the perspectives of pesantren leaders about the fact that the curriculum must be able to adapt to 4.0.
(ICT) so that learning must be based on IoT, they have similar arguments. According to them, pesantren must adapt to 4.0 (ICT). Like it or not, the Institution has to adapt because it will not automatically lose out in competition. Because so far the impression of pesantren is rather indifferent. Very few among the pesantren emerged from the adjoining group. The adjoining group referred to here is the Wahhabi community, where there are a lot of recitations that appear compared to those from the pesantren. For example, if you want to find a particular fiqh study, you can find out which ones on Google or YouTube are correct according to the school of thought, so reference literacy is ultimately needed here.
2) How do their pesantren conduct curriculum transformation (design/learning system) so that they can adapt to 4.0 (ICT)?
The process of adaptation to ICT in selected Islamic boarding schools has begun, although there are still obstacles, especially in human resources.
Due to the development of 4.0. so fast that it doesn't crash. As is the case for infrastructure facilities, including the learning process, teaching methods, and other regulations already exist, but the people behind it are not optimal. Therefore, the pesantren has started to hold trainings and workshops but still not optimal.
Meanwhile, there have been attempts made in the digital system, namely in the administrative system in terms of payment of student fees, student data and lessons. -In addition, there are also selected Islamic boarding schools that have their own unit related to ICT development called "al immah". If in school units such as OSIS or BEM and UKM if on campus. Institutionally, they move to invite skills such as journalism, blogging, graphic design, photography, how to create content. Therefore, it is wrong to know that the hope of the selected pesantren is to build a kind of lab -in the past it was a computer lab -specifically for the development of ICT literacy for students, such as how to edit videos, how to become a blogger. The point is all the skills that are not taught in madrasah diniyah.
Apart from that, there are also discussion forums such as Bahsul Matsail which have started to involve technology even though they only use groups  don't want this to happen, don't change the subject matter of the Islamic boarding school. Furthermore, there are also respondents who think that the problem is not a matter of maintaining it so that it seems as if technology will shift everything. So technology is no more than the medium so it's not about optional issues between A and B. For example, the yellow book is the medium with sorogan, bandongan, and deliberation as methods. In addition, the Islamic identity that needs to be maintained is its values. In other words, what ICT needs to be honed is skills in its use while values such as stealing are still not justified.

Ministry of Religion in particular and also for other sectors related to education and 4.0 (ICT).
The government as regulator and facilitator must be concerned with the world of Islamic boarding schools and changes in 4.0. (ICT). Because so far the government has not paid too much attention to pesantren. So the pesantren seems to live alone. There are efforts to help and equalize from the government but not yet significant. Because so far maybe only data collection. So the point of advice for the government is to be more optimal in caring for Islamic boarding schools. However, on the other hand, there are respondents who have a different opinion, namely that it is not the government's problem but that we, the people, have not maximized the use of funds from the government. In this case, he stated that there is such a thing as a structural system, in this case the government and a social system which is none other than the community (the people), the students and the students. He also gave an example if there are students who are technologically illiterate, there is no need to blame the government but the social system, namely our factors that need to be corrected. So if the government has been committed to developing ICT literacy, for example computers and so on have been provided, but the community doesn't participate/match, the food won't be optimal.

B. Discussion
Based on the findings described above, four major points can be drawn, namely: 1) Like it or not, institutions must adapt to ICT because students are also world citizens. So the materials are still traditional but the techniques are more up-to-date, that is, they have started to touch ICT. 2) the process of adaptation to ICT in selected Islamic boarding schools has started in the form of an administrative system such as payment of student fees, data on students and because students are the same community. their contribution is required in the eyes of the world, in line with the study conducted by Mustas 24 . In his findings it was stated that the Abdullah Faqih Islamic Institute (INKAFA) continues to organize a salaf education system and also adopts a modern education system which in its implementation also uses a digitalization system. Unfortunately, this study did not mention in detail why it is also necessary to adopt a digitalization system in learning in Islamic boarding schools. It's just that in Mustas's research 25 it is alluded to that adopting a modern learning system is important because of the principles of Al-muhafadhotu 'ala qodimis sholih wal akhdzu bil Jadidil ashlah" (preserving good old traditions while adopting new, better traditions).
Apart from the findings of Mustas 26 , two previous studies, namely studies belonging to Abidin 27 and Hapsari 28 are in line with the first point -namely that Islamic boarding schools must also adapt to ICT. Abidin's reasoning is because the students of the modern Darussalam Gontor 12 Islamic Boarding School need to do learning in order to integrate religious harmony in society and national unity in the digital era. This is different from a study conducted by Hapsari 29 which did not mention the reasons why there is a need for an ICT-related Islamic boarding school education system.
Related to the second point, namely the process of adaptation to ICT in selected Islamic boarding schools has started in the form of administrative systems such as payment of student fees, data on students and lessons, procurement of trainings and workshops as well as the establishment of a separate ICT development unit, although there are still obstacles. especially in human resources, is somewhat different from the findings of previous  Abidin 31 , and Hapsari 32 . In Mustas' research (2021) it was found that there are many forms of implementing ICT in learning at INKAFA, namely; there are computer literacy programs, internet literacy, web 2.0 literacy, social media literacy, press management, advertising communication skills, broadcasting and students are required to preach through social media, communities and digital forums.
Meanwhile, related to the obstacle of finding from research is the lack of adequate human resources. This is different from the findings of Mustas 33 which is the obstacle at INKAFA (1) Whenever santri accesses information for assignments, there are still santri who are not skillful in English and Arabic nonetheless INKAFA has been able to speak Arabic and English in daily basis.
(2) ICT illiteracy becomes a barrier to information retrieval. (3) Santri lack of time to employ ICT due to their participation in pesantren activities. In addition, santri completed group assignments yet the results is unsatisfactory so they have to revise again. Additionally, the last factor is less internet network given by internet service provider, that often hampers access to information whenever santri has class assignments as well ass Learning resources which are so limited.
Meanwhile, when compared to the findings of Abidin 34 , this finding is also inadequate because in his study it was found that the Darussalam Gontor Modern Islamic Boarding School uses -e-learning, along with yadan-biyadin (information from hand to hand) as the method whereby It means the process to transfer items by e-learning by intensive guidance. More specifically the teacher must select some santri who has potency to understand items straightforwardly.
However, the drawback is that it is not explained how technically the use of e learning is like as well as the constraints. Meanwhile, when compared with the findings of Hapsari 35 , the findings of this study can be said that the digitization system applied to selected Islamic boarding schools is still more effective because in his study Hapsari 36 found that students at modern pesantren of Assalaam Surakarta sharpens digitalization skills but only on social media. As well as this institutions namely 1) Islamic boarding schools only facilitate one computer for each class and two computers in student room. (2)

Pesantren Instituion of Mifthul Ulum and Al-Bukhori Gondanglegi
Malang agree with the notion that students must adapt to ICT with the material still being traditional but the technique being more up to date. This Islamic boarding school has already carried out an adaptation process with ICT in the form of an administrative system such as payment of student fees, student data and lessons, procurement of training and workshops and the establishment of a separate ICT development unit, although there are still obstacles, especially in human resources. Meanwhile, what needs to be maintained is yellow as a medium with sorogan, bandongan, and deliberation as Islamic methods and values.