Bridging Tradition and Innovation: Phenomenological Perspectives of Pesantren Educators on Pedagogical Strategies for Gen Alpha Learners

Abstract

This research is motivated by the pedagogical disconnect between the rigid traditions of Kitab Kuning (classical Islamic texts) and the digital-based characteristics of Generation Alpha within the Pesantren (Islamic boarding school) environment. The study aims to explore teachers' experiences in transforming instructional strategies for classical literature (Turath) without compromising traditional sacredness. Utilizing a qualitative design with an interpretative phenomenological approach, data were gathered through in-depth interviews with Pesantren educators in a gadget-free setting. The findings reveal that teachers implement a "Methodological Syncretism" pattern, transforming themselves into "living multimedia" through analog visualization techniques and the minimalist use of technology (laptops/projectors) as cognitive bridges. The results indicate that prohibiting mobile phones actually triggers the emergence of "Adaptive-Traditional Pedagogy," effectively balancing textual authority with the interactive needs of students. This study contributes a new theoretical framework for the moderation of traditional Islamic education in the era of disruption, while offering practical solutions for Pesantren to maintain the relevance of the Turath curriculum for digital natives without losing institutional identity.