Digital Pesantren: Revitalization of the Islamic Education System in the Disruptive Era

This study aims to identify the system of Islamic education faced by the Pesantren during the period of upheaval. This study is a preliminary qualitative study aimed at analyzing various literature on the critical issues of Pesantrens during the period of disruption. The data obtained in this study were collected using documentation methods and subsequently validated using source triangulation techniques. Data analysis was conducted in three stages: data reduction, presentation, and conclusion formulation. The study revealed the following. (1) Pesantrens will activate the Islamic education system by expanding the scope of the santri through extracurricular activities according to the interests and talents of the santri . Pesantrens will focus on all areas of life (Internet of Things), big data, and artificial intelligence for information gathering and knowledge transfer. (2) The Role of Pesantrens in an era of disruption following Advances in Science and Technology. Islamic education still depends on three terms – tarbiyah , ta’lim , and ta’dib – and the use of each has many implications. The role of science and technology can be fulfilled through innovation, teaching methods and media. (3) The digital needs of a disruptive age in Pesantrens can make accessing information and knowledge easier for the santri . Changes in Islamic education will be examined, particularly the medium of instruction, teaching methods, and the Islamic curriculum in the digital age. (4) Solves the problems of the system of Islamic education in Pesantrens by adapting and restructuring it to the social requirements and challenges of the digital age based on Islamic principles. The strategies of the project are: improving Pesantrens based on values, improving the human resources of Pesantrens, improving the material and technical base of Pesantrens and the development of Pesantren curricula.


A. Introduction
Pesantrens are the oldest educational institutions 1 , founded hundreds of years ago and deeply rooted in Indonesian society. Pesantren are always present in different situations and contexts, with different characteristics in each case. From a phenomenological point of view, the atmosphere of pesantren life can be seen in the character of the kiai in a value-based view 2  'education in the era of the Industrial Revolution 4.0' to describe how cyber technology is integrated into physical and non-physical learning. Education in the Industrial Revolution 4.0 era is a phenomenon in which the new curriculum adapts to the needs of the Industrial Revolution instead of maintaining the status quo. For example, curricula can leverage IOT (Internet of Things) to open a window into the existing world. Meanwhile, teachers have more reference materials and teaching methods at their disposal.
Amid the development of digitalization of all application-based education, teachers must be more prepared to transfer knowledge to their students. and according to research conducted by Afrianto, by changing the perspective on the role of the teacher and the learning process, preparing for 21st-century competencies, adjusting content and curriculum programs, for example choosing between various existing learning models, and adapting them to millennial students. 12 The Industrial Revolution 4.0 is the fourth stage in the world industrial revolution which began in the 18th century. Schawab explained that the world has experienced four industrial revolutions. 13 First, the Industrial Revolution 1.0 which was marked by the discovery of the steam engine to support production equipment and involved three inventors: Thomas Saberley, Thomas Newcomb, and James Watt. Subsequently, around the 1840s, factories were established in England to produce various goods. As a result, production was doubled and it was possible to distribute it on a large scale throughout the country. Under such circumstances, the Islamic education system in Pesantrens must deal with rapid changes compared to previous conditions, carry out exceptional work, use future technology, and overcome unimaginable social challenges. To realize it, several skills are needed: (1) literacy, both in the old sense (ability to read, write, count) and in the new sense (data literacy, technology literacy and human literacy); 14 (2) higher order thinking skills (HOTS); (3) 21stcentury skills, namely critical thinking and action, collaboration, communication, and creativity. (4) computational thinking skills (combining critical thinking, good computing skills, and technology use). 15 The digital revolution has created a new world order known as disruption. The 'era of disruption' can be interpreted as a fundamental change in the order of human life. According to Irawan and Firdaus, the era of disruption was marked by the rapid development of technology, including social media, which is the platform of choice for the Indonesian people. 16 Digitalization is a transformation of almost all aspects of life, including social aspects, due to technological advances (especially information technology). 17 Apart from technological disruption, another effect is that santri have a better and more comprehensive understanding. According to Sunarto (2017), technological disruption has positive and negative impacts and needs special attention. 18 12  Pesantren can survive and change with the times. 19 Apart from contributing to society, Pesantrens must innovate and develop with technology and knowledge and continue contributing to the surrounding community. Pesantrens require a rapid flow of information to support the progress and development of the surrounding pesantren environment. In this way, the authors believe that pesantren can utilize technology to strengthen social relations and expand the network of pesantren with a mission to empower the community. As a subculture, pesantren have cultural capital that can be used to improve society. Technology can be a mediator to stabilize social relations. Technology can be used to expand the pesantren network for community empowerment missions.
Nur Chanifah's findings show that pesantren learning media have changed the thinking of kiai and ustadz about the need to balance technology-based learning media with religious knowledge. 20 Siti Badi'ah et al., in their research, argue that Islamic boarding schools can adapt to changing times by applying the concept of digital literacy. Thus, pesantren in the digital era can produce intelligent, technologically literate, and socially disciplined santri. The impact of the 4.0 Industrial Revolution era (hereinafter referred to as the 5.0 era) cannot be denied. 21 Of course, according to the author, Islamic education will not be eroded by negative values from the influence of this era because Islamic education adheres to the values of the Qur'an and Hadith.

B.1. Revitalization of the Islamic Education System in Pesantren
Pesantren are always serious and focus on Islamic religious education and character development. However, according to Hidayat and Mustaqim, pesantren must be ready to carry out their mission and function as religious education and character-building institutions in an era of change and freedom. 22 The mission and function of the pesantrenthe transmission of Islamic knowledgemust be continued. Pesantren must also continue and preserve Islamic traditions, educate future scholars and strengthen society through the message of Islam. Santri are taught to solve problems in an elegant and culturally appropriate way. According to Indriani, efforts to revitalize pesantren's existence include increasing pesantren's digital literacy and building Islamic learning channels. 23 The paradigm shift in Pesantren will continue to go hand in hand with the pace of technological development. Digital boarding schools will mutate to find the ideal form at a certain time. Conversely, non-digital pesantren will mutate to find an optimal form in response to technological and information developments. The two mutations are related to the needs and demands of the community: Regarding changes in the social order in the 4.0 and 5.0 eras, pesantren may be disrupted, just like the economic disruption experienced by the world's big companies. Therefore, an analytical study of the determinants of digital and nondigital pesantren needs to be carried out and in the end it is necessary to clarify the position of both. Where according to Fakhrurozi, virtual pesantren is a form of pesantren dynamics in the digital era and the Industrial Revolution 4.0 era, its existence will enrich intellectual repertoire and Islamic symbols as a result of crossing between pesantren and the digital world and efforts to help pesantren adapt towards the Industrial Revolution 4.0.
Pesantren digital are not a disruption of pesantren because they cannot change their role in people's lives. The role of pesantren which has been rooted and tested in people's lives for hundreds of years and has protected pesantren from various attempts to strengthen and destroy its existence. Although it is undeniable that there has been a paradigm shift from traditional pesantren to digital Islamic boarding schools, they still develop the potential of santri in the form of intelligence, 24 noble character and personality. According to Rohaeni et al.,comprehensively produce spiritual,25 emotional,social,26 intellectual, 27 kinesthetic 28 and competitive. 29 The Islamic education system in pesantren must lead to ijtihad from the Qur'an and Hadith. According to Zakiah Daradjat, since it was revealed until the Prophet Muhammad SAW died, Islamic teachings grew and developed through ijtihad which was demanded by changes in social situations and conditions that grew and developed. On the other hand, Islamic teachings have played a role in transforming human life into the lives of Muslims. 30 Modernity forces pesantren to revitalize their education system by creating a modern educational model that is no longer fixated on the classic teaching system and the Kitab Kuning. 31 Meanwhile, with the development of the education system and the renewal of the educational model, not all Pesantrens can do this. Many pesantren maintain traditional and conventional education systems by limiting the teaching of classical books and moral development.

B.2. The Role of Pesantren in the Era of Disruption and Development of Science and Technology
Like pesantren in the era of disruption, the Islamic education system must keep abreast of developments in science and technology through innovation, learning methods and media. 32 So educational institutions need to equip them with qualified teachers. ustadz educate and teach students to use technological devices effectively to prevent the negative effects of technological advances.
Pesantrens as social control in various aspects of life have responded to changes in this digital era with digital literacy. 33 In the context of Pesantren education, digital literacy is used as a support for learning such as to access data, as a source of information, and as a medium in creating media-aware human resources and able to analyze positive content.
Changes and advances in the era of disruption have transformed pesantren into digital pesantren. It is because digital technology has opened a new chapter in human culture. With its immense reach, human interaction in the dimensions of space and time is becoming increasingly limitless. Technological devices are designed to facilitate people in performing various life activities, causing changes in attitudes, behavior and lifestyles that are more efficient and productive, as well as increasingly modern lifestyles. Therefore, activating the Islamic education system through Kitab Kuning learning and the learning media in Pesantrens is crucial.
Through the bandongan method at salafi Pesantrens, which originally used blackboard media, the Kitab Kuning learning program can be made more effective using digital devices and social media. Because the learning was initially carried out by the santri who were present at the time of learning, it is hoped that with the revitalization of the Kitab Kuning learning system, it can disseminate the knowledge taught in Pesantrens and participate in dakwah on social media. This technology-based media also facilitates the transmission or dissemination of knowledge not only to santri, but also to the wider community. Pesantrens can positively contribute to the wider community, which can easily access recitation activities organized by the pesantren. They don't have to come to the Pesantren but can access it from their home. Through this social medium, all of the Pesantren's activities and educational activities can be made known to the santri parents. There is intensive communication between the Pesantren, the community and the santri parents.
Media can be applied by paying attention to various things. Through the use of technology-based learning media in the classroom. By changing how kiai and ustadz view the need for technology-based learning media. The use of technology-based learning media must be balanced with religious knowledge so that it is not misused and direct control of learning activities as an effort to prevent the negative effects of technology. Thus students' understanding becomes more comprehensive, because they not only study theory but also practice it directly. The students can easily analyze the problems around them related to the material presented by the ustadz.
Therefore, it is appropriate for pesantren to have an education, service and communication system as the main improvement choice to meet the needs of students, parents and communities with emotional and cultural connections. Evolution and adaptation refer to the phase of disruption according to the will of society, without eliminating the noble values of traditions passed down from generation to generation. Pesantrens give birth to students, religious experts, and other experts in economics, politics, law, culture, society, art and technology, which are developed seriously because they are essential and primary. Therefore, during the period of collapse, the role of pesantren was in line with the development of science and technology.

B.3. Implications of Digital Pesantrens in the Disruptive Era for the Development of the Islamic Education System
Islamic education faces various and complex challenges, including technical, ideological, social, cultural, economic and political challenges. Other challenges include professionalism, integrity and solidarity. 34 Rapid technological advances make the penetration of technology into the world of education inevitable. Santri are increasingly informationoriented, but few of them do not fully understand the use of information technology to access information and deepen their knowledge. Technological developments in the digital and information society have begun to change the role of pesantren. In addition, there is a lot of Islamic content on social media that does not fully explain its authenticity and academic traditions. It can lead to irrational negative thinking among santri.
Digital technology is driving significant changes in Indonesia. 35 The use of digital technology in education begins with the application of technology-based learning in pesantren. According to Taufik, the santri need to be equipped with holistic religious knowledge and complete character in order to be able to adapt to the development of modern society and increase their competitiveness while protecting the morality of the younger generation from negative things impact of globalization. 36 In addition to more effective education and better access to information, the digital world is certainly a new medium for receiving and spreading religious ideas and opinions. However, many parties have high hopes for the presence of Islamic boarding schools in digital media. According to Jafar, there are also negative impacts of digital media, influencing student interaction and learning patterns; the tradition of face-to-face learning and the tradition of istimbat (literature study) are replaced by Google, face-to-face or in front of a screen. This negative impact can be minimized by developing digital literacy skills. 37 The impact of the digital literacy program includes increasing knowledge, computers, communication and media literacy, attitudes towards technology, 38 network skills, 39 core competencies, 40 academic achievement and the results of knowledge and activity assessment, 41 (in this case dakwah). In pesantren, the internet has made it easier for santri to access information and knowledge, especially Islamic education. Santri can overcome the negative impact of the internet by providing knowledge and morals as a filter to prevent negative information from entering the internet. The internet can be an alternative for santri to manage better pesantren activities, such as research on new topics. Teachers can teach santri how to use technological equipment properly in order to avoid the negative impacts of technological developments.
Digital information that can be accessed easily by santri has an impact on addiction to playing gadgets, reducing santri creativity in managing information and seeking their own understanding. In the past, santri studied many Islamic books and scriptures, but now they are lazy to attend lectures. Bahstul Masail is usually conducted under the guidance of an ustaz, but prefers to look for answers on the internet. This phenomenon shows that dependence on information causes a decrease in creativity, interest in learning and santri thinking skills.

B.4. Challenges and Strategies for the Islamic Education System in Pesantrens in
Responding to the Digital Era The unprecedented acceleration of technology has influenced conflicting patterns of social consciousness, which are reflected in the education system. As the oldest educational institution, 42 Pesantrens must adapt and restructure to the social demands and challenges of the digital era. The Pesantren as an educational institution based on Islamic principles. 43 Has demonstrated his ability to adapt to change as a pioneer of the educational model. 44 Opportunities for Islamic education in pesantren in the era of digital disruption can be used as an asset that has proven to be an advantage amid a global order. Meanwhile, challenges can be used as a basis for developing the strengths and evaluating the various deficiencies that have so far surrounded Islamic education. At the same time, as the largest educational institution, pesantren provides capital for forming religious communities. This institution has produced many leaders in the past, present and future. Many of its graduates are involved in nation-building. The mission of Pondok Pesantren is very effective in educating generations of believers and building the nation, because the main focus is faith and knowledge.
Facing the era of digitalization and disruption, the strategy for Islamic education in pesantren is: First, strengthening values-based Islamic boarding schools, remaining grounded in the Qur'an and Hadith as the foundation and main goal of Islamic education. 45 It remains rooted in the concepts of tarbiyah, ta'lim, and ta'dib so that it functions to develop human potential as a whole. 46 Second, human resources in pesantren must be improved. Quality human resources are very important for national development. 47 Pesantren are not only centers where santri learn religious values, but also places where santri can be empowered, educated and enriched. 48 Pesantren are an alternative educational option for the community, 49 as well as 42 Fakhrurrozi, "Pesantren Virtual: Dinamisasi Atau Disrupsi Pesantren?";Dewi Fatmawati and Ahmad Rifa'i, "Kurikulum Pesantren Ideal Di Era Digital," Syntax Literate ;Jurnal Ilmiah Indonesia 6, no. 6 (June 20, 2021) In the era of disruption, the opportunities and challenges of Islamic education can be exploited as a digital power in the future. Therefore, apart from understanding the Kitab Kuning, santri must also master technology. Advances in technology today are so powerful that people should not be complacent with the rapid development of technology.

C. Conclusion
The conclusions that can be drawn from this study are as follows.
(1) Pesantrens activate the Islamic education system by expanding the scope of students through extracurricular activities that suit the interests and talents of students. Pesantrens will focus on all areas of life (Internet of Things), big data, and artificial intelligence for information gathering and knowledge transfer. (2) The Role of Pesantrens in the Age of Disruption following Advances in Science and Technology. Islamic education still relies on three termstarbiyah, ta'lim, and ta'diband their use has many implications. The role of science and technology can be fulfilled through innovation, teaching methods and media. (3) The digital needs of the era of disruption in Pesantrens can make it easier for students to access information and knowledge. Changes in Islamic education will be studied, especially teaching media, teaching methods, and Islamic curricula in the digital era. (4) Solve the problems of the Islamic education system in Pesantrens by adapting and restructuring them to meet the social needs and challenges of the digital era based on Islamic principles. The project strategy 49  is: improvement of values-based Pesantrens, improvement of Pesantren human resources, improvement of the material and technical base of pesantren's and development of pesantren's curriculum.