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All Journal Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
Ichsan, Rozaq Shohibul
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The Implementation of Kitab Kuning Learning in Indonesian Islamic Boarding Schools: A Comparison between the Traditional Sorogan Method and Digital-Based Innovations Ichsan, Rozaq Shohibul; Khoiroh, Hani’atul; Makinuddin, Muhammad
Madani: Jurnal Ilmiah Multidisiplin Vol 4, No 1 (2026): February 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18522668

Abstract

The study of yellow books is a treasure trove of classical Islamic knowledge and has served as the hallmark and primary identity of Islamic boarding schools education in Indonesia for centuries. Amidst the rapid development of technology and the emergence of a "digital native" generation, Islamic boarding schools now face inherent challenges in maintaining the tradition of classical methodology while embracing educational innovation. In this case, the author uses a literature review method with the aim of analyzing and comparing the implementation of yellow books learning using the traditional sorogan method with digital-based innovation methods. By analyzing four primary documents (three theses and one indexed journal article from 2012 – 2024), this study found that the sorogan method implemented at the Al-Munawwaroh Kepahiang and Miftahul Ulum Malang Islamic Boarding Schools has significant advantages in fostering depth of understanding, a sense of responsibility, and direct interaction between students and kyai, although it is constrained by the need for high time and patience. In contrast, the digital approach developed by Islamic Boarding School students at IAIN Bone offers acfcessibility, flexibility, and collaboration across time, but still requires intensive digital literacy mentoring. Student oriented Islamic boarding schools like Ibnu Katsir 2 in Jember demonstrate a hybrid model that integrates both. This study concludes that neither approach is absolutely superior; sorogan remains the lifeblood of character formation and depth of interpretation, while digital technology provides an inclusive solution in the millennial era. The primary recommendation is the development of a blended learning model for the yellow book (kitab kuning) that combines the power of sorogan with an open digital platform.
The Social Construction of Knowledge in Learning: A Theoretical Review and Its Implications for Education Ichsan, Rozaq Shohibul; Rofiq, Mohammad
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 7 (2026): February 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18522523

Abstract

This article aims to analyze the social construction of knowledge in the context of learning through a theoretical review of three main frameworks: (1) social constructivist theory in education, (2) the theory of social construction by Peter L. Berger and Thomas Luckmann in the sociology of knowledge, and (3) the concept of framing in media and communication. The research method employed is a systematic literature review with a philosophical–analytical approach. The analysis shows that knowledge in education is not an objective entity that is simply transferred, but rather the result of active construction through social interaction, language, and the dialectic of externalization, objectivation, and internalization. The social constructivist approach to learning aligns with Berger and Luckmann’s theory of social construction, in which pedagogical reality is jointly constructed by teachers and students within a socio-cultural environment. The concept of framing provides a lens for understanding how educational discourse is constructed and influenced by particular interests. The implications for education include the need for a paradigm shift toward learning that is more collaborative, reflective, critical, and sensitive to socio-cultural contexts. This article concludes that integrating these three perspectives can enrich understanding and promote more transformative educational practices that are relevant to the dynamics of contemporary society.
Co-Authors Khoiroh, Hani’atul Makinuddin, Muhammad Rofiq, Mohammad