Revisiting Classical Arabic Pedagogies in Indonesia: Bandongan, Sorogan, and Halaqah

Abstract

This study explores the methods of teaching Arabic in the early Islamic schools of Indonesia, focusing on pesantren and proto-madrasah traditions. Historically, these institutions have employed three core methods—bandongan, sorogan, and halaqah—which together shaped Arabic literacy, intellectual formation, and moral character. Using a qualitative historical-literature approach, the research examines manuscripts, classical texts, and scholarly studies to analyze how these methods operated, evolved, and were integrated into structured madrasah curricula. The findings reveal that bandongan provided breadth of exposure through collective text reading, sorogan offered depth of mastery through individualized correction, and halaqah cultivated dialogic reasoning through collaborative discussion. Each method demonstrated specific pedagogical strengths while complementing one another to form a holistic instructional system. Moreover, their integration into early madrasah illustrates a hybridization of traditional pedagogy with modern schooling, ensuring continuity rather than rupture. In contemporary times, these methods have been adapted to digital platforms—online bandongan, app-based sorogan, and hybrid halaqah—extending their relevance in the era of e-learning. Comparative analysis further shows strong alignment between these traditional practices and modern pedagogical frameworks such as scaffolding, cooperative learning, and Bloom’s taxonomy. The study concludes that pesantren pedagogy constitutes a living system of Arabic instruction that negotiates between heritage and innovation, offering valuable insights for contemporary Islamic education and global discussions on language pedagogy.