Challenges and Opportunities in Pesantren Education Policy Formulation: An Application of William N. Dunn’s Framework in West Bandung

Abstract

This study examines the implementation of William N. Dunn’s public policy theory in the development of educational policies for Islamic boarding schools (pesantren) in West Bandung Regency, Indonesia. The research employs a descriptive qualitative methodology to examine the phases of policy development namely problem identification, policy design, implementation, and evaluation aiming to elucidate the interaction between local governments and religious institutions in the formulation of effective and contextually relevant education policies. Data were collected using a purposive sampling method, which included key informants from local government agencies, the Regional People’s Representative Council (DPRD), the Ministry of Religious Affairs, and leaders of pesantren. The results show that the process of making policies has big problems, like not enough infrastructure, poor coordination between agencies, and not enough community involvement. However, strategic opportunities arise from curriculum integration tailored to local needs and collaboration among multiple stakeholders that promotes participatory governance. The study finds that Dunn's analytical framework is very useful for making policy processes in pesantren education that are rational, flexible, and open to everyone. It stresses that to make pesantren education fit with national education goals while keeping its own religious and cultural identity, it is important to improve facilities, strengthen institutional coordination, and make sure that monitoring and evaluation systems are open to everyone.