PEMBELAJARAN KITAB KUNING DI PESANTREN (STUDI KOMPARATIF API PONDOK PESANTREN SALAF TEGALREJO MAGELANG DAN PONDOK PESANTREN AN-NAWAWI BERJAN PURWOREJO)

Ali Muhdi, S.Pd.I, M.S.I., NIM.: 1330016029 (2020) PEMBELAJARAN KITAB KUNING DI PESANTREN (STUDI KOMPARATIF API PONDOK PESANTREN SALAF TEGALREJO MAGELANG DAN PONDOK PESANTREN AN-NAWAWI BERJAN PURWOREJO). Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research was conducted at Pondok Pesantren Salaf API Tegalrejo Magelang and Pondok Pesantren An-Nawawi Berjan Purworejo. Both pesantren are known for their commitment and consistency in teaching Islamic religious knowledge based on the Al-Qur'an and Hadith, as well as the Yellow Book. Thus, both pesantren attract a large number of students despite the different education system provided. Pesantren API Tegalrejo represents traditional-salaf, while Pesantren An-Nawawi is a modern-salaf. This research aims to answer the following questions: first; why does Pesantren API Tegalrejo opt to maintain the traditional-salaf education system and Pesantren AnNawawi decide to adopt the modern-salaf education system? Second; how is the development of the education system in the two pesantren? Third; how is the development of the yellow book learning model in these pesantren? Fourth, what are the implications of the yellow book learning model for the religious thinking model of the santri? This research is descriptive-analysis-comparative in nature, since it includes field research using a qualitative-philosophical approach and is supported by a quantitative approach. Data were collected using participatory observation, in-depth interviews, documentation, and questionnaires. Then, the data were analyzed using qualitative analysis. The authors also used data triangulation to support the accuracy of the research results. The study reveals that Pondok Pesantren Salaf API Tegalrejo chooses the traditional-salaf education system for the following reasons; first, it is selected in order to maintain the purity and quality of religious science education. Second, it is chosen as way to maintain pesantren independence from the cooptation and intervention of institutions/parties outside the pesantren, including the government. Third, the pesantren does not provide formal education to maintain the focus on tafaqquh fi ad-din (deepening of religious knowledge) and its independence. In responding to the development of the modern national education system, this pesantren prefers to adopt a form of selective integration by preserving the whole character and system of salafiah, accompanied by the adoption of formal education system only in terms of its organization (management, classification, and class system). Meanwhile, Pondok Pesantren An-Nawawi Berjan chose the modern-salaf pesantren education system, with the following reasons: first, the pesantren aims to prepare students with religious knowledge and knowledge on general science, to shape their noble character to serve the religion, society and the state. Second, pesantren adheres to the principle/paradigm of “maintaining good old traditions and adopting the new, better traditions”, which requires pesantren to continue developing its educational systems in a more advanced direction. Third, as a community-based Islamic education institution, the pesantren aims to accommodate the wishes of the santri guardians and the community to ensure that pesantren can keep up with the developments and demands of the times (science and technology), including the establishment of formal school/madrasah/tertiary education institutions. In responding to the development of the modern national education system, this pesantren prefers the form of full integration by fully incorporating the salafiyah system into the formal education system. In its development, the education system of Pondok Pesantren Salaf API Tegalrejo indicates the selective integration by preserving its traditional salaf system. All components in the education system such as; institutions, curricula, and learning systems (objectives, materials, learning resource media, methods, and evaluations) are well conserved, except for the adoption of the formal education system in the organizational system (grading, class system) and learning methods. Meanwhile, having a fully integrated model for its education system, Pondok Pesantren An-Nawawi, initially had a pure salafiyyah education system, then it integrated the salafiyyah education system with an entirely formal education system. In the transformation of this integration model, Pondok Pesantren An-Nawawi apart from implementing a salafiyyah education system in the pesantren, also implements the formal education system through the establishment of MTs, MA, and STAI An-Nawawi. Initially, the learning model of Pesantren API Tegalrejo and Pesantren AnNawawi Berjan was characterized by the teacher-centered Bandongan method followed by the Lecturing, Explaining and Sorogan learning models which were student-centered. Then, they started to develop the Musyawarah (Deliberative) Method, which applies the Problem Based Learning model. Along with the shift of the learning system to class system, a new learning model developed. In addition to the Lecturing and Explaining Demonstrating Model, there are Questioning and Discussing, and Expository Learning for all subjects studied in intracurricular-classical activities, plus a Direct Instruction in the form of practice for the study of religious books and writing Arabic letters (Khat), as well as practices through field visits in the study of Falak science at Pesantren AnNawawi (contextual learning). In both pesantren, the Caring Model is used in the sorogan method of the Fiqh book and the method of memorizing the Nahwu book. The Problem Based Learning Model is applied for book study through the Nahwu and Fiqh Musyawarah method, and the Inquiry learning model is applied for book study through the Bahsul Masail method. Based on this description, the learning approach of API Tegalrejo is more dominated by teacher-centered with a lesser percentage of studentcentered approach, while Pesantren An-Nawawi is better able to combine the two learning approaches. The yellow book learning at the two pesantren was basically based on traditionalnormative approach. The learning models include the Lecturing-Explaining Learning, Questioning and Discussing, and Expository Learning models, the Direct Instruction Model, the Caring Model, Problem-based learning, and the inquiry learning model. Santri were required to conduct a lot of repetition studies of the opinions of classical scholars in the Yellow book. Most of the santri applied the qauli method in drawing the conclusion (istinbat) of the law, some others applied the ilhaqi (qiyas), and a few attained the manhaji method. Likewise, the application of the Yellow Book learning in class system system is still engaged in normative studies that are preaching-oriented and the spirit of displaying the glory and truth of Islamic teachings with theological doctrinal arguments. This is also understandable given the ethical stages in applying the law in the pesantren world emphasizing the use of ittiba' (following) the opinion of mazhab scholars as the first stage. The second stage namely through qiya>s, is only applied when the first stage does not reveal the answer to the problem. If no legal answer is found, they will formulate their own ijtihad with the manhaji method based on the rules of qiya>s and qawa>id al-fiqh. In general, the application of the qauli and ilhaqi method insinuates that most of the students‟ reasoning or their mindset in religious matters is inclined to the textual and normative approach. Somehow, it is necessary to appreciate that some others under certain conditions (after not being able to find answers through the qauli and ilhaq methods) have been able to formulate a legal exploration through the manhaji method.

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