THE COMBINATION OF THE SOROGAN AND BANDONGAN METHODS IN IMPROVING THE INDEPENDENT THINKING AND LITERACY OF STUDENTS AT THE JABAL NUR BEJI PASURUAN ISLAMIC BOARDING SCHOOL

Abstract

This study aims to analyse the application of the Sorogan and Bandongan methods at the Madrasah Diniyah Jabal Nur in Beji, Pasuruan, and evaluate their impact on improving religious literacy and critical thinking skills among students. A qualitative case study approach was used to collect data through observation, in-depth interviews and documentation of teachers and students participating in the learning process. The results demonstrate that the sorogan method fosters students' independence and accuracy in reading classical texts, while the bandongan method strengthens their contextual understanding through collective interaction and group discussions. Integrating the two methods creates a more balanced learning pattern: sorogan provides individual depth, and bandongan broadens understanding through collective interaction. Field findings also demonstrate that combining the two methods overcomes the time-related limitations of sorogan, as bandongan provides an initial framework of understanding that accelerates the sorogan process. Overall, combining sorogan and bandongan improved students' ability to understand text structure, analyse meaning and develop critical thinking skills. This study recommends this integrative model as an alternative learning strategy that could be adopted by other Islamic educational institutions to enhance students' religious literacy and analytical abilities.