Negotiating Tradition and Innovation in Classical Islamic Text Education: The Implementation of Peer Teaching in Islamic Boarding Schools
DOI:
https://doi.org/10.24256/jiis.v6i1.11080Keywords:
Peer Teaching, Kitab Kuning, Islamic Boarding School, Pedagogical Innovation, Knowledge RetentionAbstract
This study aims to analyze the negotiation process between pesantren learning tradi-tions and pedagogical innovation through the implementation of the peer teaching method in the study of the Kitab Kuning at the Nurul Hidayah Al-Mida Islamic Boarding School in Karawang. This study was motivated by the dominance of traditional learning methods such as sorogan and bandongan, which are teacher-centered, resulting in relatively limited student participation in the learning process. The study employs a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and documentation involving the pesantren leader-ship, ustadz, student tutors, and student learners. Data analysis was conducted using the interactive model by Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and drawing conclusions. The research findings indicate that the implementation of peer teaching does not replace the boarding school’s traditional learning practices but rather creates a “third space” that bridges traditional pedagogical values with contemporary learning needs. Through group discussions, peer tutors, and collaborative interactions, peer teaching fosters increased student participation, strengthens knowledge retention, and promotes self-directed learning without dimin-ishing the teachers’ scholarly authority. The research findings also produced the Pe-santren Pedagogical Hybridization Model (PPHM), which explains that peer teaching functions as a mechanism of pedagogical hybridization that bridges pesantren traditions and modern learning innovations. This study affirms that pedagogical transformation in pesantren can occur through a process of adaptation and integration with tradition, resulting in learning that is more participatory, contextual, and relevant to the needs of contemporary Islamic education.
References
Alqurashi, E. (2021). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40 (1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
Ardiansyah, W., & Ujihanti, M. (2017). Constructivism and Its Perspectives Related to Teaching and Learning Processes in the Classroom: A Conceptual Framework. Tarbawy: Journal of Islamic Education, 4 (1), 117–143. https://doi.org/10.32923/tarbawy.v4i1.815
Aris, A., & Syukron, S. (2020). A Comparison of the Bandongan and Sorogan Methods in Understanding the Safinatun Najah Textbook. TSAQAFATUNA: Journal of Islamic Education, 2 (1), 1–10. https://doi.org/10.54213/tsaqafatuna.v2i1.37
Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13 (4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
Bhandari, N. B. (2022). Homi K. Bhabha’s Third Space Theory and Cultural Identity Today: A Critical Review. Prithvi Academic Journal, 171–181. (Nepal). https://doi.org/10.3126/paj.v5i1.45049
Brouwer, J., de Matos Fernandes, C. A., Steglich, C. E. G., Jansen, E. P. W. A., Hofman, W. H. A., & Flache, A. (2022). The development of peer networks and academic performance in learning communities in higher education. Learning and Instruction, 80 , 101603. https://doi.org/10.1016/j.learninstruc.2022.101603
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2 (1), 14. https://doi.org/10.1186/s42466-020-00059-z
De Backer, L., Van Keer, H., & Valcke, M. (2021). Exploring evolutions in reciprocal peer tutoring groups’ socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38 , 63–78. https://doi.org/10.1016/j.learninstruc.2015.04.001
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Educational Psychology Review, 32 (2), 481–509. https://doi.org/10.1007/s10648-019-09510-3
Gal, A., & Fallik, O. (2021). Learn from Each Other: A Peer-Teaching Model. Interdisciplinary Journal of Environmental and Science Education, 17 (3), e2242. https://doi.org/10.21601/ijese/10896
Habibi, E., Rafiqie, M., Machfudi, M. I., Muhith, A., & Achak, A. H. (2026). The Dialectics of Tradition and Innovation: Hybridizing Peer Teaching within the Kitab Kuning Learning Ecosystem. MUMTAZ: Journal of Islamic Education, 5 (4), 1100–1116. https://doi.org/10.69552/mumtaz.v5i4.3590
Han, S. W. (2018). Who expects to become a teacher? The role of educational accountability policies in an international perspective. Teaching and Teacher Education, 75 , 141–152. https://doi.org/10.1016/j.tate.2018.06.012
Hernández-Sellés, N., Pablo-César Muñoz-Carril, & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support, and online collaborative tools. Computers & Education, 138 , 1–12. https://doi.org/10.1016/j.compedu.2019.04.012
Hertiavi, M. A., & Kesaulya, N. (2020). Peer Teaching as an Effort to Improve Learning Outcomes of Undergraduate Students in the Physics Education Program. PSEJ (Pancasakti Science Education Journal), 5 (1), 28–34. https://doi.org/10.24905/psej.v5i1.17
Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81 , 11–24. https://doi.org/10.1016/j.ijer.2016.10.006
Jabar, R. A. (2025). Albert Bandura’s Social Learning Theory and Lev Vygotsky’s Social Constructivism in Islamic Religious Education. Journal of Learning, Guidance, and Educational Management, 5 (12), 6–6. https://doi.org/10.17977/um065.v5.i12.2025.6
Jannah, D. F., Wati, F. A., & Mubin, N. (2025). KITAB KUNING: THE SOROGAN AND BANDONGAN METHODS IN ISLAMIC BOARDING SCHOOLS. An Najah (Journal of Islamic Education and Religious Social Studies), 4(4), 225–230.
Kimiloglu, H., Ozturan, M., & Kutlu, B. (2022). Perceptions about and attitude toward the usage of e-learning in corporate training. Computers in Human Behavior, 72 , 339–349. https://doi.org/10.1016/j.chb.2017.02.062
King, R. B., & Datu, J. A. D. (2022). Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 49 , 289–301. https://doi.org/10.1016/j.cedpsych.2017.03.003
Kwatera, A. B. (2025). The Third Space in Education: Theoretical and Applied Dimensions of Homi K. Bhabha’s Concept. Lubelski Rocznik Pedagogiczny, 44 (4), 7–22. https://doi.org/10.17951/lrp.2025.44.4.7-22
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48 (1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Lyons, K. M., Lobczowski, N. G., Greene, J. A., Whitley, J., & McLaughlin, J. E. (2021). Using a design-based research approach to develop and study a web-based tool to support collaborative learning. Computers & Education, 161 , 104064. https://doi.org/10.1016/j.compedu.2020.104064
Maghfiroh, W., & Muttaqin, A. I. (2025). The Relevance of Collaborative Learning in the Perspective of Lev Vygotsky’s Social Constructivism: A Literature Review. Journal of Islamic Education Research, 6 (4), 377–392. https://doi.org/10.35719/jier.v6i4.518
Miles, M. B., & Huberman, A. M. (2022). Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft. Educational Researcher, 13 (5), 20–30. https://doi.org/10.3102/0013189X013005020
Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2020). High school students’ feelings: Discoveries from a large national survey and an experience sampling study. Learning and Instruction, 66 , 101301. https://doi.org/10.1016/j.learninstruc.2019.101301
Pardjono, P. (2016). Active Learning: The Dewey, Piaget, Vygotsky, and Constructivist Theory Perspectives. Journal of Educational Science, 9 (3). https://doi.org/10.17977/jip.v9i3.487
Recha, A. N., & Hidayati, N. (2026). Implementation of the Zone of Proximal Development (ZPD) in Vygotsky’s Theory | INDONESIAN JOURNAL OF EDUCATIONAL TECHNOLOGY. https://journal.unm.ac.id/index.php/IJET/article/view/8708?utm_source=chatgpt.com
Saha, A. (2024). Return to innocence? Diaspora screen media and “New Ethnicities” in the moment of diversity. Journal of Postcolonial Writing, 60 (2), 135–149. https://doi.org/10.1080/17449855.2024.2312360
Suhendi, A., Purwarno, P., & Chairani, S. (2021). Constructivism-Based Teaching and Learning in Indonesian Education. KnE Social Sciences, 5 (4), 76–89. https://doi.org/10.18502/kss.v5i4.8668
Yang, M. M., Golden, B. P., Cameron, K. A., Gard, L., Bierman, J. A., Evans, D. B., & Henschen, B. L. (2022). Learning through Teaching: Peer Teaching and Mentoring Experiences among Third-Year Medical Students. Teaching and Learning in Medicine, 34 (4), 360–367. https://doi.org/10.1080/10401334.2021.1899930
Zaitunah, & Yanto, Y. (2023). The Social Constructivist Learning Paradigm of Zaid Sulaiman Al-Udwan in *Al-Naẓariyah Al-Bināiyah Al-Ijtimāiyah Wa Tathbiqātihā Fǐ Al-Tadrǐs*: *Al-Qalam: Journal of Islamic Studies and Education*, 15 (1), 86–100. https://doi.org/10.47435/al-qalam.v15i1.1764
Zhang, Z., Liu, T., & Lee, C. B. (2021). Language learners’ enjoyment and emotion regulation in online collaborative learning. System, 98, 102478. https://doi.org/10.1016/j.system.2021.102478
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Mohamad Fazar Ramadhan, Ferianto, Iqbal Amar Muzaki
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with the Journal of Indonesian Islamic Studies agree to the following terms:
- Authors have retained full articles copyright and grant the Journal of Indonesian Islamic Studies right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the Journal of Indonesian Islamic Studies published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see also deposit policy and archiving on page journal).
