Hailing from Kano State, a historic state in northern Nigeria, I embarked on a journey inspired by my passion for cross-cultural experiences. This adventure led me to Indonesia, a land brimming with diverse traditions and rich cultures.
As an international student, I believe that studying abroad goes far beyond just acquiring good grades. It is a journey that opens our minds to new ways of life, challenges our assumptions and allows us to see the world through fresh perspectives.
Beyond the stunning landscapes and friendly smiles, Indonesia’s deep-rooted customs and diverse communities make it an ideal destination for those with a taste for adventure.
One summer in 2023 became an unforgettable adventure, marked by my visit to an intriguing pesantren, a traditional Islamic boarding school that teach both conventional and modern religious knowledge. My stay at this unique institution became a journey of self-reflection, offering a glimpse into the power of community and faith. For a foreigner, it also opens an opportunity to learn about Indonesia’s traditional education.
Tracing the Etymologies of “Pesantren” and “Santri”
Tracing the etymologies of “pesantren” and “santri” takes us to a fascinating journey through Indonesia’s cultural and religious landscapes.
While the exact origins remain open to debate, two main theories hold prominence. The first points to “santri”, as the root term, signifying those dedicated to pursuing deep Islamic knowledge. This theory is supported by the linguistic link to the Sanskrit term “shastri”, which indicates a historical emphasis on reading and knowledge in pesantren. Clifford Geertz, a renowned anthropologist, endorses this viewpoint by referring to the Hindu-Buddhist term “Shastri”, implying that pre-Islamic traditions may have had an impact on these educational institutions.
A contrasting theory posits that “pesantren” itself gave rise to the term “santri”, implying a place dedicated to cultivating seekers of Islamic knowledge. This interpretation aligns with the contemporary understanding of pesantren as sanctuaries for scholarly pursuits and spiritual growth.
Interestingly, the term “santri” also transcends the term “student”, encompassing “religiously oriented Muslims” in a broader social context. This distinction underlines the unique identity and social impact of pesantren graduates within the Indonesian society.
The Evolution of Pesantren: From Traditional to Modern
Historically, traditional pesantren in Java served as sanctuaries for the preservation and transmission of Islamic knowledge. The primacy of ulama or kyai (head of pesantren) was pivotal, as they molded the curriculum and guided students in a world centered on religious texts and practices.
These institutions played vital roles within the Muslim community, ensuring the transfer of religious knowledge, instilling a profound respect for Islamic traditions and laying the foundation for future generations of ulama.
Nevertheless, based on personal assessment, Indonesia’s evolving landscape and the changing needs of its Muslim population have led pesantren into a captivating era of adaptation. While the traditional core remains deeply embedded, modern elements are increasingly interwoven into these institutions. The moralistic authority of a kyai still holds influence, yet classrooms now resonate with discussions spanning science and technology alongside the wisdom found in kitab kuning texts. Innovative teaching methods have been embraced, allowing modern subjects to coexist with classical Islamic studies.
The root of pesantren in Indonesia runs deep, dating back to the 13th century or even earlier, playing a pivotal role in preserving and disseminating Islamic knowledge in the country.
However, contemporary literature on pesantren highlights a diversity, with various institutions offering distinct curricula, teaching methods and organizational structures. In present-day Indonesia, the terms “pondok pesantren” or “pondok pesantren modern” are commonly used in formal discourse to refer to these institutions. The former is used to describe traditional Islamic boarding schools, while the latter is used to describe modern Islamic boarding schools.
My Days at a Pondok Pesantren Modern
During my stay in Indonesia, I interacted with many individuals who either graduated from pesantrens or had close connections with them. Attending a renowned institution like Gontor is considered a mark of distinction and accomplishment. My curiosity led me to explore some reputable pondok pesantrens modern in West Java. I observe that for Indonesians, pesantrens are more than just schools – they are institutions that instill morality, patriotism, religiosity and a drive for self-improvement in students. These institutions lay the foundation for the betterment of Indonesian Muslim youth, shaping their culture and identity. Students are taught punctuality, respect and the values that shape them into responsible citizens of their nation.
In the lively town of Sumedang, I stayed at a Pondok Modern Al-Aqsha for three weeks. My aim for visiting Pondok Modern Al-Aqsha was to conduct a study on the pesantren culture. The town has a mix of modern and traditional vibes. The friendly staff and the smell of freshly cooked sate quickly made me feel comfortable.
During my visit, I immersed myself in the student community while offering them the opportunity to interact with an English speaker. The goal was to encourage practical learning and daily conversations to improve their confidence in both English and even Arabic. Even though many students possessed the essential grammar abilities for effective English conversation, there appeared to be a widespread reluctance to speak in a foreign language.
I observed that those that tried were sometimes stigmatized as “nerds”, becoming targets of mocking and ridicule among students.
Sitting down with the students for a simple and tasty meal of tahu Sumedang and other dishes which names I cannot recall, I started to understand the importance of kesederhanaan (simplicity/humility) in the Gontor philosophy, taught in most Islamic boarding schools in Indonesia.
My first day was filled with smiles and laughter, as my foreignness sparked curiosity and genuine enthusiasm. Soon, my name echoed through the corridors, not as a celebrity but as a guest embraced into their world. Witnessing their joy, I realized the role of pesantren in instilling religious values and creating a strong sense of community.
Language: A Medium for Unity
My sessions of teaching English provided a fascinating perspective to observe the intricate relationship between language, identity and unity within the pesantren. Witnessing the impressive fluency of some students revealed a complex interplay of social perceptions and personal aspirations.
Fluency in English serves as a potential marker of economic class, with some students looking down on or actively mocking it, while others passionately pursued it as a steppingstone to global citizenship. This pursuit was not merely about mastering grammar; it evolves into a journey of self-discovery, fostering confidence and bridging cultural divides.
For instance, one student, Aghnia, initially had trouble with pronunciation and her confident smile faded with each hesitant syllable. However, her unwavering determination to excel soon inspired others. As her accent softened and her vocabulary grew, the classroom echoed with cheers and supportive laughter. This shared journey, not only in mastering English but also in overcoming self-doubt and celebrating individual progress, went beyond social barriers, creating a strong sense of unity among the santris.
As an educator, I focused on preparing students for a TOEFL test. Their quick grasp of the subject and enthusiasm for learning were truly inspiring, reminding me of how young minds can be molded through exposure to new information and experiences.
This experience strengthened my understanding of the significant role one can play in shaping the potential of intelligent young individuals, providing them with the right support and opportunities to become global citizens. Teaching English and Arabic to the students at Pondok Modern Al-Aqsha was one of my most cherished activities. They impressed me with their diligence, dedication, and eagerness to learn. Together, we shared laughter and created meaningful connections.
Lessons Gained
Overall, the pesantren is more than just classrooms and prayer halls; it is a mix of routines that emphasized discipline and unity. The synchronized morning prayers, coordinated exercises, and focused study sessions were like a dance of cooperation and respect.
I was not just a spectator on the side; I joined in, playing with them on the futsal court, our laughter bridging cultural gaps. Later, over cups of tea, we explored the complexities of our worlds. Their English improved alongside my basic Indonesian, each shared word bringing more understanding.
Observing the students at the pesantren in their daily lives provided me with valuable insights. Their well-structured daily routines, encompassing study, prayer, exercise, social interactions, and rest reflected an organized and balanced lifestyle. They treated me as one of their own, displaying mutual respect and support. They also introduced me to the finest local attractions, including eateries, hot springs and futsal courts.
Beyond academics, the pesantren nurture a spirit of social responsibility, instilled through projects like community clean-ups and the likes. These practices were not mere lessons; they were part of daily life, where respect for nature flourished in sustainable gardening initiatives, and respect and understanding for difference blossomed during shared prayers and festive celebrations.
Witnessing students engage in these activities with such dedication left me convinced that pesantren is not just a school; it is a crucible where values like environmental consciousness, empathy, respect for one another, unwavering ethical principles, faith and academic knowledge are forged.
Conclusion
While pesantrens undoubtedly shape the minds of young Indonesians, they do so by celebrating their unique individualities and diverse backgrounds. Students hail from villages and cities, representing ethnicities and different faith orientations that form the mosaic of Indonesian society. Pondok Modern Al-Aqsha embraced this pluralism, fostering a sense of community where differences were not sources of division, but what strengthened their shared purpose.
Leaving Pondok Modern Al-Aqsha, I carried not just memories, but a profound understanding of the transformative power of these institutions. It is more than just imparting knowledge – it is about shaping citizens who embody the essence of Indonesia – polite, humble, respectful and driven by a deep wellspring of kindness. These are not qualities exclusive to Indonesia, but universal values that resonate across cultures. As I stepped back into my own world, I was driven by a renewed conviction: that building bridges of understanding, one shared experience at a time, is the true path towards a more harmonious and compassionate world.
