Dhana Islamiyah, M. Alaika Nasrullah

Language Acquisition Through Kitab Mabadi Fiqh in Pesantren Learning Across Traditional and Modern Eras

Introduction

Language acquisition through kitab mabadi fiqh in pesantren learning across traditional and modern eras. Analyze Arabic language acquisition at pesantren through Kitab Mabadi Fiqh. This study examines learning methods across traditional and modern eras to boost student interest in Arabic.

Abstract

Arabic is an important element in pesantren education. In the context of pesantren, Arabic is the core language of learning. The yellow book such as Mabadi Fiqh is one example of a learning element that requires Arabic to understand its content. However, from time to time the learning system began to evolve with the times. This also has an impact on interest in learning Arabic which is considered an outdated language. This study aims to analyze the use of the Mabadi Fiqh book as a medium of learning Arabic at the Diniyyah Al-Amiriyah Madrasah School of Darussalam Islamic Boarding School to increase students' interest in learning Arabic and its development from the traditional and modern era. The method used in this research is a qualitative method with data collection techniques using observation, interviews, and document analysis at the madrasah diniyyah school of the Darussalam Islamic boarding school. The results showed that in the traditional era of Arabic language learning using the mabadi fiqih book in the Darussalam Islamic boarding school based on the sorogan and bandongan methods was considered effective in increasing students' understanding of Arabic but lacked student interest in deepening it. therefore the Darussalam Islamic boarding school made innovations that were adapted to the modern era in this Arabic language learning method while still maintaining the mabadi fiqih book as a learning medium. This change in learning methods has made students have a higher interest in deepening Arabic than in using traditional methods

Review

The paper "Language Acquisition Through Kitab Mabadi Fiqh in Pesantren Learning Across Traditional and Modern Eras" presents a timely and relevant investigation into the dynamics of Arabic language instruction within *pesantren* education. Focusing on the *Kitab Mabadi Fiqh* as a primary learning medium, the study aims to analyze its pedagogical evolution at Diniyyah Al-Amiriyah Madrasah School, Darussalam Islamic Boarding School, and its impact on student interest across traditional and modern eras. The chosen qualitative methodology, incorporating observation, interviews, and document analysis, is appropriate for exploring such an in-depth, localized educational phenomenon. A significant strength of this research lies in its specific case study approach and the comparative analysis of educational methodologies. By examining the transition from traditional methods like *sorogan* and *bandongan* to more modern adaptations, the paper sheds light on *pesantren*'s efforts to remain relevant while preserving their core curriculum. The finding that traditional methods, while effective for understanding, struggled with student interest, whereas modern innovations successfully increased engagement, is a crucial contribution. This highlights a universal challenge in language pedagogy – balancing foundational comprehension with sustained motivation – and demonstrates how a specific Islamic educational institution has navigated this delicate balance. To further enhance the study, the full paper would benefit from elaborating on several key aspects. A more detailed exposition of the "innovations" implemented in the modern era is essential; specifying the pedagogical strategies, materials, or classroom activities that constitute these changes would provide valuable practical insights. Furthermore, while "language acquisition" and "interest" are central, a more explicit engagement with relevant theoretical frameworks from second language acquisition or educational psychology would strengthen the analytical depth. Finally, exploring the specific underlying reasons *why* traditional methods led to lower interest and *how* the modern adaptations specifically address those shortcomings would offer a more nuanced and impactful understanding of the observed shifts in student engagement.

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