The Historical Development of Arabic Education in Indonesian Pesantren: Continuity, Reform, and Modernization
Keywords:
Arabic education, pesantren, Islamic education, historical development, continuityAbstract
This study examines the historical development of Arabic education in Indonesian pesantren by focusing on the processes of continuity, reform, and modernization. Arabic education has historically occupied a central position in pesantren as a means of accessing Islamic knowledge, particularly through the study of classical Islamic texts. This study employs a qualitative historical approach using documentary analysis of relevant scholarly literature, historical studies, and publications concerning pesantren, Islamic education, and Arabic language education in Indonesia. The data were analyzed through historical analysis, source criticism, thematic analysis, and chronological-comparative interpretation. The findings reveal that the development of Arabic education in Indonesian pesantren has not followed a linear transition from traditional to modern practices. Instead, traditional practices such as the study of kitab kuning, nahwu, sharf, bandongan, and sorogan have continued alongside curricular reforms, formal educational structures, communicative language objectives, modern learning materials, and educational technologies. The study further demonstrates that modernization has expanded the objectives and methods of Arabic education without completely eliminating its traditional foundations. Consequently, the historical trajectory of Arabic education in pesantren can be characterized as a process of negotiation and hybridization between tradition and modernity. This development reflects the adaptive capacity of pesantren to preserve their Islamic intellectual heritage while responding to changing educational demands and contemporary developments in Arabic language pedagogy.
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