<![CDATA[This study aims to analyze the negotiation process between pesantren learning tradi-tions and pedagogical innovation through the implementation of the peer teaching method in the study of the Kitab Kuning at the Nurul Hidayah Al-Mida Islamic Boarding School in Karawang. This study was motivated by the dominance of traditional learning methods such as sorogan and bandongan, which are teacher-centered, resulting in relatively limited student participation in the learning process. The study employs a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and documentation involving the pesantren leader-ship, ustadz, student tutors, and student learners. Data analysis was conducted using the interactive model by Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and drawing conclusions. The research findings indicate that the implementation of peer teaching does not replace the boarding school’s traditional learning practices but rather creates a “third space” that bridges traditional pedagogical values with contemporary learning needs. Through group discussions, peer tutors, and collaborative interactions, peer teaching fosters increased student participation, strengthens knowledge retention, and promotes self-directed learning without dimin-ishing the teachers’ scholarly authority. The research findings also produced the Pe-santren Pedagogical Hybridization Model (PPHM), which explains that peer teaching functions as a mechanism of pedagogical hybridization that bridges pesantren traditions and modern learning innovations. This study affirms that pedagogical transformation in pesantren can occur through a process of adaptation and integration with tradition, resulting in learning that is more participatory, contextual, and relevant to the needs of contemporary Islamic education.]]>
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