Between Standardization and Teacher Autonomy: Managing Arabic Language Learning Methods in Islamic Boarding Schools

Abstract

This study examines how an Islamic boarding school manages the tension between standardized Arabic language learning methods and teachers’ pedagogical autonomy. This issue is important because standardization is necessary to maintain consistency in learning materials, instructional stages, learning targets, and assessment, yet excessive uniformity may limit teachers’ capacity to respond to students’ diverse learning needs. This study aims to analyze how this tension is managed at Pondok Pesantren Karang Jati, Pamekasan. A qualitative case study design was employed. Data were collected through semi-structured interviews, classroom observations, and document analysis involving seven informants: one pesantren leader, one Arabic language coordinator, and five Arabic language teachers. The findings reveal that standardization is not implemented as absolute uniformity. Learning materials, instructional stages, targets, and assessment constitute relatively fixed components, whereas teachers retain discretion in explanations, examples, repetition, exercises, and instructional pacing. The study identifies bounded pedagogical autonomy, in which teacher autonomy operates within institutional boundaries and requires coordination when adaptations affect core instructional components. This finding contributes a perspective that standardization can not only constrain teacher autonomy but also define the organizational space within which professional pedagogical discretion can be exercised.