<![CDATA[The rapid expansion of digital education has transformed traditional modes of Islamic learning, prompting pesantren-based institutions to explore new pedagogical models for teaching classical texts. This study emerges from the growing need to bridge the epistemic gap between conventional kitab kuning instruction—rooted in oral transmission, close reading, and teacher-centered guidance—and contemporary learners who increasingly rely on interactive, multimedia-rich environments. The research aims to analyze how interactive digital media can be adapted to support the cognitive, linguistic, and hermeneutical demands of classical Islamic texts within a “Cyber-Pesantren” framework. Using a qualitative design supported by descriptive content analysis, the study examines a prototype cyber-pesantren platform incorporating annotated text readers, multimodal explanations, adaptive questioning, and collaborative discussion tools. Data were collected through expert reviews, user testing with students from Islamic higher education, and thematic coding of learner interaction logs. The results indicate that interactive media enhance text comprehension, strengthen vocabulary acquisition, and facilitate contextual interpretation of complex passages. Students also reported improved motivation and autonomy, although challenges remain regarding digital distraction, content authenticity, and maintaining the depth of traditional scholarly practices. The study concludes that a Cyber-Pesantren model is pedagogically viable when grounded in classical methodologies while leveraging digital interactivity to support structured reading, guided interpretation, and peer engagement. These findings highlight the potential for hybrid models that preserve tradition while responding to contemporary digital learning needs.]]>
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