**3.2 Cultivating faith and morality and enriching Islamic scholarship through the study of kitab**

One of the characteristics of religious learning in Tremas was using kitab kuning as its reference. Every student was required to be able to master these books. The mastery of the santri towards these classical books was carried out by various methods such as the study of wetonan/bandongan, sorogan, syawir (book discussion), and others.

Learning with the kitab kuning at Pondok Tremas had several advantages. First, students learned Arabic indirectly by adding new vocabularies (mufradat) and Arabic grammar. Second, is the strong culture of literacy. With a focus on the kitab kuning, students had a strong literacy foundation [20].

#### **3.3 Strengthening the Arabic language**

Arabic as the language of instruction in the Islamic world was very much paid attention to in Pondok Tremas. This could be seen in the curriculum structure of Pondok Tremas, where Arabic subjects were delivered since grade I at Madrasah Diniyah Ula.

Arabic lessons at this pondok not only emphasize the ability to speak Arabic for daily communication but also on Arabic grammar skills. Apart from learning during class hours, Arabic was automatically learned as long as students took the kitab kuning lessons. All the kitab kuning taught at Pondok Tremas were written in Arabic and the students interpreted each syllable in the book. By studying the kitab kuning in all subjects, students would automatically learn Arabic [21].

#### **3.4 Adaptation of Pondok Tremas by adding general science lessons**

General subjects got a portion in pondok Tremas curriculum structure. The pragmatic objective of the inclusion of general subjects in the Pondok Tremas curriculum structure was to equip students to take the National Examination so that they can get a diploma from the state and at the same time be able to pursue education at the next level. Meanwhile, the ideal goal was to open the discourse of the students with useful knowledge in the current era of global competition [22].

The addition of general subjects in pondok Tremas curriculum structure was part of the renewal in Tremas pondok education. According to Azyumardi Azra's analysis, changes that have taken place in pesantren in response to the expansion of the education system include two ways, namely: (1) revising the curriculum by including more general subjects or even general skills, and (2) opening educational institutions and facilities for the benefit of general education [23].

#### **3.5 Equipping students with skills education**

The opening of the vocational program at Pondok Tremas was a form of its responsibility to the facts about the importance of vocational education for santri. The four study program options were presented to the students not without reason but with in-depth consideration and analysis [24].

#### *The Sustainability of Islamic Boarding Schools in the Era of Modernization and Globalization DOI: http://dx.doi.org/10.5772/intechopen.103912*

The first study program was Information Technology. This study program was very important considering that almost all fields of work today cannot be separated from Information Technology services. The second study program was culinary. Foodservice expertise is also currently very popular. Apart from consumptive societal patterns, natural and cultural wealth in the form of diverse foods in the country was one of the driving factors for choosing a study program in this culinary field. The third study program was automotive. Until now, the field of automotive expertise is still very popular and in demand. The development of the use of motorbikes which is rapidly increasing has made the automotive sector unending. The last study program was precious stone crafts. The precious stone industry, which once dominated the country's creative industry several years ago, with the agate phenomenon seems to be a sign that precious stone crafts still exist [25].

The innovation of Pondok Tremas in equipping students with skills and expertise through vocational institutions was a form of transformation in Islamic boarding schools, as Abdurraahman Wahid's analysis. He stated that from the start, the pesantren curriculum was more dominant concerning religious lessons sourced from the Arabic kitab kuning. Meanwhile, general subjects are hardly studied at all. However, along with the demands of the times, there has been some pesantren that have included general subjects in their curriculum and have tried to equip their students with various life skills as capital to enter the community [26].

### **3.6 Enriching the repertoire of Islamic thought by studying the works of ulama 'Nusantara'**

In addition to studying books by medieval Middle Eastern scholars, at the Ma'had Aly level, mahasantri was also introduced specifically to the works of Indonesian scholars. The purpose of reviewing archipelago ulama texts for mahasantri at Pondok Tremas was first to refresh the treasures of mahasantri thought with Islamic thought from the archipelago scholars, second so that the contents of the book can be transmitted and known by mahasantri pondok Tremas, third encourage appreciation of religious classical texts. To preserve the national culture, the fourth reveal the old culture that contains noble values to re-knit the national culture, the fifth explores other old traditions and models that are upheld and adhered to by society and reveal relevant values [27].

The modernization steps in this cottage are by integrating all elements in the education system, both the vision and mission, objectives, curriculum, methods, teachers, and students, to evaluation. Including classic systems that are still relevant


#### **Table 1.**

*Steps and tools to maintain the existence and sustainability of the cottage environment.*

and well maintained, and modifying new models that are good for use for the sake of the continuity and existence of the cottage (**Table 1**).
