Adaptive Salaf Learning Management: Integrating Classical Islamic Learning Traditions and Contemporary Pedagogical Practices in Pesantren

Abstract

The teaching of kitab kuning (classical Islamic texts) is an important component of pesantren scholarship, yet its continuity also requires structured learning management that responds to students’ learning needs. This study examines the management of Al-Miftah Lil Ulum learning at Pondok Pesantren I’dadiyah Sidogiri Tholabuddin Kauman, Bondowoso, focusing on instructional planning, implementation, and evaluation. A qualitative case study design was employed. Data were collected through interviews, observations, and document analysis and examined using the Miles, Huberman, and Saldaña analytical model, comprising data condensation, data display, and conclusion drawing and verification. The findings indicate that learning management involves the planning of objectives and materials, the organization of learning levels, scheduling, and the assignment of teachers. Instruction integrates the traditional bandongan, sorogan, and murāja’ah practices with staged learning according to students’ levels of competence. Evaluation is conducted through memorization, oral questioning, kitab reading practice, and level-progression tests, followed by repetition and additional guidance for students who have not achieved the expected targets. Based on these findings, the study proposes Adaptive Salaf Learning Management (ASLM) as a context-sensitive conceptual framework for understanding the integration of pesantren pedagogical traditions, instructional organization, and assessment-informed adjustment. The framework represents an interpretation derived from a single case study and requires further examination across pesantren with diverse institutional and pedagogical characteristics.