Comparative study of arabic learning materials in traditional and modern pondok pesantren in North Sumatera, Indonesia

: This study aims to compare the Arabic materials in the traditional Pondok Pesantren Al-Ansor and the Pondok Pesantren Al-Hasyimiyah Darul Ulum in North Sumatera. It is qualitative descriptive and comparative field research. Observation, interviews, and documentation were utilized to collect data for this study. This study's validity is examined using a triangulation of data sources. Data reduction, data presentation, and conclusion are the three phases of the data analysis technique. This study’s data analysis is inductive, with the researcher actively seeking for data, examining, analyzing, interpreting

. This is in line with the history of pesantren as educational institutions that specialize in studying religious values and Islamic da'wah (Hania & Suteja, 2021). In addition, the curriculum is specifically oriented towards studying and understanding Islamic religious teachings (Koderi, 2019) and is not based on a worldly orientation as an independent character (Mujamil, 2018). In the context of pesantren education, the term curriculum is unknown (Tahir, 2017), especially during the pre-independence period, even though educational material and skills already existed and were taught in pesantren (Sumardi, 2012). Most pondok pesantren do not formulate the basics and objectives explicitly in the form of a curriculum. The aim of pesantren education is determined by the Kiai's policy, following the development of the pesantren including learning Arabic (Sauri, 2020).
Arabic has a variety of curricula according to the goals to be achieved from learning Arabic (Aljojo, 2016). In Indonesia, four objectives are considered important in learning Arabic, namely religious, social, cultural and economic goals (Arifin et al., 2022). Each of these goals is achieved with a curriculum that is not the same, both in terms of the material being taught (Ainin et al., 2020), the methods applied, the media used, and the evaluations carried out (Nurhalim, 2018). All of them are applied in different techniques and ways and become the uniqueness of the Arabic language, including its learning in pondok pesantren (Aflisia et al., 2022).
Arabic language learning materials in traditional pondok pesantren prioritize mastery of grammar (nahwu and ṣarf). This is often used as a benchmark for the quality of a santri to get the title of Kiai (Mubarok, 2018). so, it is not surprising that naḥwu books such as Jurumiyah, Mutamimah, Imriṭi, and Alfiyah dan ṣaraf books such as al-Amṡilah at-Taṣrīfiyyah, Qawā'id al-I'lāl, Kailāniy, and other books of other language studies are daily studies in traditional pesantren. Apart from being a high-quality standard of determination in studying grammar among salaf students, it is also caused by the development of jargon, ṣarf is the mother of science and naḥwu is the father.
However, the mastery of Arabic grammar in traditional pondok pesantrens is not followed by an applicative effort to practice Arabic in everyday life. This results in a minimum level of graduate mastery of Arabic vocabulary so that the scientific level of the language is mastery of receptive language, not productive language (Afriansyah, 2018). C. Farhani et al., Comparative Study of Arabic Learning Materials in  Traditional pesantren prioritize mastery of the text rather than mastery of practice. In short, the characteristics of the traditional Arabic curriculum can be tabulated as follows: (1) focusing more on mastering the grammar of the language (naḥwu and ṣarf) which is implemented in the form of understanding the texts of the Kitab Kuning, (2) not attaching importance to the development of new vocabulary changes (al-mufradāt almuta`akhkhirah) and the absence of language practice (al-muhādaṡah) in daily conversation, (3) relying on vocabulary from the treasury of classical books and focusing on the discipline of text meaning rather than understanding communication (conversation).
From the description of these characteristics, it is known why salaf or traditional pesantren have passive mastery. However, the advantage of this feature lies in the ability to translate Arabic texts. A deeper understanding of religion results from a comprehensive linguistic analysis process (Suteja, 2016). This is completely different from the modern pondok pesantren model teaching Arabic language material which emerged as an attempt by the world of pondok pesantren to accommodate changing times and currents of modernization. In other words, modern pesantren emerged as a form of disillusionment with the orthodoxy of the paradigm of the salaf pesantren in addressing existing changes, including responses to receptive mastery of Arabic. However, similar to the salaf pondok pesantren, modern pondok pesantren are also educational institutions that have their materials and methods for administering education (Zarkasyi, 2015).
In its development, modern pesantren are more synonymous with language pesantren (in the sense of active language). In the world of modern pesantren, mastery of languages (Arabic and English) is often used as an educational goal and a standard of intelligence and success for a santri (Al-Rawafi et al., 2021). For them, language is a communication tool that must be mastered to be able to compete in modern life. Language must be used, and communicated, without fear of violating its standard rules. This is based on the rule of al-Lugah mā yuqāl wa laisa mā yanbagī an yuqāl (language is what is said, not what should be said) (Isbah, 2020). Therefore, the diversity of learning materials offered by pesantren greatly impacts the output issued. Traditional pesantren graduates have good grammatical competence and are capable of reading Arabic books but have weaknesses in speaking skills. Meanwhile, modern pesantren graduates are very qualified in terms of speaking but have deficiencies in terms of grammatical abilities (Habibi, 2019).
Apart from the output of these learning materials, both traditional pondok pesantren and modern pondok pesantren, have other materials which are also influenced by the education system and the pesantren curriculum itself.
There are several studies on learning Arabic in pesantren. Among them is research conducted by Aflisia, which focuses its study on the realm of naḥwu learning in pesantren and madrasas whose orientation is based on learning methods and the use of learning media (Aflisia et al., 2022). Saputro and Suharto in their research presented a comparison of teaching Arabic and English speaking skills based on literature-based data (Saputro & Suharto, 2022). Other research is that which has been conducted by Afriansyah who focuses his study on the comparison of learning methods and learning outcomes of Arabic in modern and traditional pesantren (Afriansyah, 2018). Previous studies or research related to comparative learning of Arabic and its materials, both in salaf and in modern pesantren, both in terms of Arabic language skills and its elements, have generally been found, but are more focused on the realm of implementing the learning method only or learning Arabic in the classroom or in the pesantren environment itself. Therefore, the current research objective is oriented towards field findings regarding Arabic language teaching materials in salaf (traditional pesantren) and modern pesantren with different locations which are then compared.

B. Method
This research is field research, in which data is collected and obtained through field findings with a comparative descriptive qualitative approach.

C. Result and Discussion
Pesantren and Arabic are a component that has become inseparable unit. This situation is exacerbated by public interest that pesantren graduates have good Arabic language skills. Pesantren with good Arabic language competence are usually the target of parents to place their students in this pesantren. The success of learning Arabic is not only focused on whether the pesantren is traditional or modern. Everything is achieved through the curriculum of the pesantren and the competency of the teachers so that traditional pesantren can be much better than modern pesantren or vice versa (Junaidi, 2016).
Entering the world of pesantren, learning Arabic is mandatory learning. In learning Arabic, students are expected to have language skills, namely istimā', kalam, qirā'ah, and kitābah. Arabic is a religious language meaning that understanding religious teachings correctly is a must for its adherents. A Muslim can't be able to carry out religious obligations properly as long as he does not have correct knowledge of the teachings of his religion (Islam), while Islamic teachings are contained in the Al-Qur'ān and al-Sunnah, both of which use Arabic. So Arabic is the key to understanding religious teachings correctly (Aflisia et al., 2022).
Learning material is the substance that will be conveyed in the teaching and learning process. Without learning material, the teaching and learning process will not work. The subject matter is a learning resource for students. The material referred to as a learning resource is something that carries a message for learning purposes (Pane, 2017).
Suharsimi Arikunto views subject matter as a core element in teaching and learning activities because it is the subject matter that students strive to master (Arikunto, 2021).
So, a teacher or curriculum developer should not forget to think about the extent to which the materials whose topics are listed relate to the needs of students at a certain age and in a certain environment as well.
In terms of material, learning Arabic at the Traditional Pesantren Al-Ansor and the Modern Pesantren Al-Hasyimiyah Darul Ulum can be grouped based on language skills and their elements. The field findings related to the Arabic material in this study are as follows:

'Anāṣir al-Lugah al-Arabiyah (Arabic Elements)
a. Mufradāt material (vocabulary mastery) Based on the observations, learning related to mufradāt material at the Pesantren Al-Ansor as a traditional pesantren is carried out indirectly. This means that there is no explicit program or special program related to giving mufradāt to the students. Mufradāt material is given by memorizing morphological changes or ṣarf from kitab Amṡilat al-Tashrīfiyyah and accompanied by memorizing the meaning of each vocabulary that is taṣrīf. In addition, mufrodat material is also given when the students study other kitab kuning; by giving meaning following a Kiai or Ustaz who reads kitab kuning, translating and explaining it then the students interpret the book read by the Kiai or Ustaz in their respective books in the learning process (ngaji).

Unlike the Pondok Pesantren Al-Ansor, Pondok Pesantren Al-Hasyimiyah Darul
Ulum as a boarding school with a modern system has a special program for learning mufradāt mastery. The program is scheduled for 3 days a week (Tuesday, Thursday and Saturday) with a duration of 30 minutes of learning after the Subuh Prayer which is then directly applied to the student's activities on that day.
b. Al-Qawā'id (grammatical) In the aspect of qawā'id learning material, the Pondok pesantren Al-Ansor places more emphasis on this grammatical study of Arabic. This is aimed at achieving the goals of the pesantren itself, where this emphasis is so that students can understand teaching materials about conversations to form speaking skills), al-qirā'ah (reading and writing contains simple, structured and short reading texts so that they are easy to memorize, as well as teaching aspects of writing from writing letters into words to simple sentences (Makruf & Barokah, 2020). So, it can be concluded that al-Fauzan's model aims for students to have the four language skills and basic knowledge of sentence structure. This can be seen from the design presented which includes conversation (speaking skills), grammar, reading, and writing as well as the forms of exercises that are developed. This conclusion arises because the material and exercises mutually support the skills of students.
From the presentation of field findings related to Arabic language learning materials, it shows that Pondok Pesantren Al-Ansor, North Sumatra, as a traditional pondok pesantren, places more emphasis on mastering aspects of grammar (qawā'id: naḥwu and ṣarf). as traditional pesantren in general. This results in the knowledge of the students about mufradāt and aṣwat lugawiyyah which can be said to be very minimal so students' mastery of competence or language proficiency tends to be more passive. In addition to these shortcomings, there are also advantages for the students of Pondok Pesantren Al-Anshor. The advantages students from the results of presenting material are more or less inclined to master qawā'id, the students have an advantage in mastering language competence in the realm of mahārah qirā'ah. These findings, this is in line with Afriansyah's research that mastery of Arabic grammar in traditional huts is not followed by practical efforts to practice Arabic in everyday life. This results in a minimum level of graduate mastery of Arabic vocabulary so that the scientific level of the language is mastery of receptive language, not productive language (Afriansyah, 2018). Therefore, from the description of these characteristics, it can be seen why salaf or traditional pesantren have passive mastery. However, the advantage of this feature lies in the ability to translate Arabic texts. Deeper religious understanding from a comprehensive linguistic analysis process (Suteja, 2016 pesantren is material that is available at schools and madrasa in general but is adapted to the needs of the pondok pesantren and the integrated curriculum that is applied. Because some of the curricula were adopted from the K-13 curriculum and the Gontor Curriculum, the teaching materials were also adapted to the curriculum that had been implemented. Almost all material is explained using Arabic as the language of instruction. Therefore, language for them is a communication tool that must be learned to be able to compete in the life of the modern Pondok Pesantren Al-Hasyimiyah Darul Ulum in North Sumatra. As a result, the language must be used and transmitted without fear of violating the guidelines of naḥwu ṣaraf. This is consistent with the development of modern pesantren which are more identical to language pesantren (in the sense of active language). In the world of modern pondok pesantren, mastery of languages (Arabic and English) is often used as an educational goal and a standard of intelligence and success for a santri. For them, language is a communication tool that must be mastered to be able to compete in modern life.
Language must be used and communicated without fear of violating its standard rules.
This is based on the rule "al-Lugah mā yuqāl wa laisa mā yanbagī an yuqāl" (language is what is said, not what should be said) (Isbah, 2020).

D. Conclusion
Based on the findings that have been presented, it can be said that Arabic language learning materials between traditional Pondok Pesantren Al-Ansor and Pondok Pesantren Al-Hasyimiyah Darul Ulum have similarities and differences. The similarity lies in the material aspect of anāṣirul lugah in the form of qawā'id. The difference is whether or not the Arabic material is taught explicitly in the form of a program and the resulting learning output. Arabic language material on aspects of mufradāt and aṣwāt learning is not explicitly mentioned in the learning program at Pondok Pesantren Al-Ansor as a traditional pondok pesantren, but aspects of qawā'id learning material are the focus of attention at the ponpes. As for Pondok Pesantren Al-Hasyimiyah, in the aspect of mufradāt and aṣwāt learning materials with learning outputs, the ability to produce kalam and istimā' is superior. While the qawā'id material aspect is not a priority program because the learning is only limited to what is in the textbook. The limitations of this research include the subjectivity of the researcher because this research is very dependent on the interpretation of the source of the data obtained which is limited to aspects of Arabic learning material. Therefore, the results of this study open up space for other researchers to comprehensively review more broadly and in-depth related to Arabic language learning in, both traditional and modern pondok pesantren.