Reconstructing Learning Culture in Contemporary Islamic Boarding Schools: Classical Text Literacy Practices among Early-Generation Students

Durroh Asyiqoh; Umar Manshur; Abdullah Abdullah; Badrul  Mudarris

doi:10.71039/istifham.v3i2.176

Authors

Durroh Asyiqoh Universitas Nurul Jadid
Umar Manshur Universitas Nurul Jadid
Abdullah Abdullah Universitas Nurul Jadid
Badrul Mudarris Universitas Nurul Jadid

DOI:

https://doi.org/10.71039/istifham.v3i2.176

Keywords:

learning culture reconstruction, classical Islamic texts, early-generation students, Islamic boarding schools

Abstract

This study aims to examine how learning culture is reconstructed through classical Islamic text literacy practices among early-generation students in modern Islamic boarding schools. It employs a qualitative case study design to gain an in-depth understanding of the phenomenon within its natural context. Data were collected through observations, in-depth interviews with teachers and students, and documentation, and were analyzed using data condensation, data display, and verification techniques. The findings reveal that the reconstruction of learning culture is achieved through the integration of traditional methods such as bandongan and sorogan with interactive and contextual learning approaches, supported by adaptive teacher roles and the use of learning media. These practices significantly improve students’ literacy skills, participation, and confidence in engaging with classical texts. The study implies that combining traditional Islamic scholarship with modern pedagogical strategies can enhance the relevance and effectiveness of pesantren education.

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