Aulia Norma Lita

UTILIZATION OF TECHNOLOGY IN NGAJI METHODS IN THE MIDST OF A PANDEMIC

Introduction

Utilization of technology in ngaji methods in the midst of a pandemic. Learn how Javanese Pesantren utilized technology for Ngaji methods during the pandemic. This study reveals adaptations in Bandongan, Sorogan, and Wetonan approaches.

Abstract

In a pandemic condition like this, technological developments can not be released from the development of the community itself, especially in Pesantren. This research aims to see the utilization of technology in Ngaji method in Pesantren that is in Java at the time of pandemic. Methods used are qualitative descriptive with the technique of collecting data using nonpartsipative observation through observation. Research Data in the form of posters, drawings, and writings found on social media. The results of the study amounted to 22 data, with the specification of 16 Pesantren using a method of Bandongan, 2 using Sorogan, 3 Islamic boarding methods Wetonan, and 4 Pesantren using a dual method of Bandongan and discussion. The results showed that boarding schools participated in utilizing technology as a step and effective solution in the process of paying in the center of pandemic.Keyword: Technology, Ngaji method, pandemic

Review

This study addresses a highly relevant and timely topic concerning the adaptation of traditional Islamic boarding schools (Pesantren) in Java to the challenges posed by the COVID-19 pandemic. By focusing on the utilization of technology in Ngaji methods, the research sheds light on how these educational institutions maintained their core activities during unprecedented times. The aim to observe the integration of technology into established pedagogical approaches like Bandongan, Sorogan, and Wetonan is commendable, offering valuable insights into the resilience and innovative spirit within Pesantren communities. The research employed a qualitative descriptive approach, gathering data through non-participative observation of social media content, specifically posters, drawings, and writings. The findings, derived from 22 data points, indicate that Pesantren indeed actively embraced technology. A significant number of institutions adapted the Bandongan method (16 Pesantren), with others utilizing Sorogan (2), Wetonan (3), and a dual Bandongan-discussion method (4). These results collectively affirm the study's conclusion that technology served as an effective solution for maintaining the educational process amidst the pandemic, demonstrating the capacity of traditional institutions to innovate and adapt. While the study offers an interesting preliminary overview, there are several areas that could benefit from further methodological clarity and depth. The description of "non-participative observation through observation" on social media, using "posters, drawings, and writings" as data, lacks specificity regarding the platforms observed, the duration of observation, and the analytical framework used to interpret these diverse data types qualitatively. A more detailed explanation of how these visual and textual data contributed to understanding the nuances of technology integration within each Ngaji method would strengthen the findings. Furthermore, while the study identifies *that* technology was utilized, it provides limited insight into *how* specific technological tools facilitated each method, or the challenges and successes experienced by teachers and students. Future research could benefit from incorporating interviews or surveys to provide a more comprehensive and nuanced understanding of technology adoption in Pesantren during such critical periods.

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