Beyond Correction: Revision, Re-examination, and Epistemic Validation in an Indonesian Pesantren
DOI:
https://doi.org/10.59944/postaxial.v4i3.1978Keywords:
Epistemic Practice; Validation Of Knowledge; Turāṡ; Correction; Pesantren; Pondok TremasAbstract
Research on pesantren has examined textual learning, memorization, legal deliberation, and assessment, but has paid less attention to what happens after a knowledge claim is corrected. This article investigates how correction, reworking, and re-examination shape epistemic validation across educational practices at Pondok Tremas. Drawing on a qualitative single-case study, it analyzes interviews, observations, and documents from Madrasah Aliyah, Ma’had Aly, Institut Agama Islam Attarmasi, and cross-institutional scholarly activities. Findings show that examination standards vary with the object of knowledge: kitab reading, Qur’anic memorization, legal formulations, and academic writing are assessed through different criteria. The relationship between correction and subsequent examination also varies. In tahfiz and the risalah ilmiah, revised work is returned for examination through identifiable procedures. In baḥṡ al-masā’il, formulations are examined collectively and may remain mauqūf. In munāqasyah and some course assignments, the available evidence does not consistently establish whether corrected work was re-examined. The article distinguishes correction, reworking, and re-examination as separate forms of epistemic work and shows why identifying an error alone does not establish that a revised result has gained recognition. These findings explain variation within one pesantren case without claiming that the same patterns characterize pesantren generally
References
Asad, T. (1986). The Idea of an Anthropology of Islam (Occasional Papers Series) [Occasional Paper]. Center for Contemporary Arab Studies, Georgetown University.
Asad, T. (2015). Thinking About Tradition, Religion, and Politics in Egypt Today. Critical Inquiry, 42(1), 166–214. https://doi.org/10.1086/683002
Aspers, P., & Corte, U. (2019). What Is Qualitative in Qualitative Research. Qualitative Sociology, 42(2). https://doi.org/10.1007/s11133-019-9413-7
Bensaid, B., & Machouche, S. B. T. (2017). Memorizing the Words of God: Special Reference to ‘Abdul Rahman Ibn Khaldun (D. 1406 A.D.). Religious Education, 112(4), 339–350. https://doi.org/10.1080/00344087.2016.1224001
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2). https://doi.org/10.3316/QRJ0902027
Bråten, I., Brandmo, C., Ferguson, L. E., & Strømsø, H. I. (2022). Epistemic justification in multiple document literacy: A refutation text intervention. Contemporary Educational Psychology, 71, 102122. https://doi.org/10.1016/j.cedpsych.2022.102122
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive Sampling: Complex or Simple? Research Case Examples. Journal of Research in Nursing, 25(8). https://doi.org/10.1177/1744987120927206
DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured Interviewing in Primary Care Research: A Balance of Relationship and Rigour. Family Medicine and Community Health, 7(2). https://doi.org/10.1136/fmch-2018-000057
Fitriyah, I., Ningrum, A. S. B., & Gozali, I. (2024). An Investigation of Written Corrective Feedback in EFL Writing Assessment: How Teachers’ Feedback Practices Meet Students’ Expectations. International Journal of Language Testing, 14(1). https://doi.org/10.22034/ijlt.2023.411616.1275
Gent, B. (2011). The world of the British hifz class student: Observations, findings and implications for education and further research. British Journal of Religious Education, 33(1), 3–15. https://doi.org/10.1080/01416200.2011.523516
Gent, B., & Muhammad, A. (2019). Memorising and Reciting a Text without Understanding Its Meaning: A Multi-Faceted Consideration of This Practice with Particular Reference to the Qur’an. Religions, 10(7), 425. https://doi.org/10.3390/rel10070425
Gusmian, I., & Abdullah, M. (2022). Knowledge Transmission and Kyai-Santri Network in Pesantren in Java Island during the 20th Century: A Study on Popongan Manuscript. Afkar, 24(1), 159–190. https://doi.org/10.22452/afkar.vol24no1.5
Hardaker, G., & Sabki, A. (2016). The nature of memorisation for embodiment. Journal for Multicultural Education, 10(1), 87–98. https://doi.org/10.1108/JME-01-2016-0019
Hardaker, G., & Sabki, A. A. (2015). Islamic pedagogy and embodiment: An anthropological study of a British Madrasah. International Journal of Qualitative Studies in Education, 28(8), 873–886. https://doi.org/10.1080/09518398.2014.917738
Hill, J., & West, H. (2022). Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic. Teaching and Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.20
Ibtihajuddin, Muh., Nur, I., Anshor, A. M., Mahfudz, A., & Mahmudah, R. (2025). Reconstructing Islamic Legal Epistemology: The Performative Logic of Ijtihād Irshādī in the Lajnah Bahtsul Masā’il of Pesantren Lirboyo. Justicia Islamica, 22(2), 461–488. https://doi.org/10.21154/justicia.v22i2.10927
Ishaq, Faiz, M. F., & Ouich, A. (2025). Transcending without Disconnecting: The Integrative Epistemology of Ma’had Aly Situbondo and Its Model of Endogenous Islamic Legal Reform. JURIS: Jurnal Ilmiah Syariah, 24(2), 205–217. https://doi.org/10.31958/juris.v24i2.15257
Juandi, W., & Yasid, A. (2016). Discourse of Islamic Jurisprudence in Indonesian Ma’had Aly between Taqlidy and Manhajy. JOURNAL OF INDONESIAN ISLAM, 10(1), 139. https://doi.org/10.15642/JIIS.2016.10.1.139-158
Kelly, G. J., & Licona, P. (2018). Epistemic Practices and Science Education. In M. R. Matthews (Ed.), History, Philosophy and Science Teaching: New Perspectives (pp. 139–165). Springer International Publishing. https://doi.org/10.1007/978-3-319-62616-1_5
Korstjens, I., & Moser, A. (2018). Series: Practical Guidance to Qualitative Research. Part 4: Trustworthiness and Publishing. European Journal of General Practice, 24(1), 1–6. https://doi.org/10.1080/13814788.2017.1375092
Lee, M.-H. (2023). Lower secondary school students’ perceptions of science assessment feedback and their conceptions of science assessment: A transitional phase of developing an understanding of assessment. Research in Science & Technological Education, 41(3), 928–945. https://doi.org/10.1080/02635143.2021.1973401
Linneberg, M. S., & Korsgaard, S. (2019). Coding Qualitative Data: A Synthesis Guiding the Novice. Qualitative Research Journal, 19(3). https://doi.org/10.1108/QRJ-12-2018-0012
Longino, H. E. (2018). The Fate of Knowledge. Princeton University Press.
Marwadi, Niswah, E. M., Zain, M. F., Meidina, A. R., & Kafi, M. A. (2025). Traditional Islamic Legal Epistemology in Pesantren’s Practice of Ḥisāb. Al-Ahkam, 35(2), 429–458. https://doi.org/10.21580/ahkam.2025.35.2.27687
Mufid, Moh. (2020). Green Fatwas in Bahtsul Masāil: Nahdlatul Ulama’s Response to the Discourse on the Environmental Crisis in Indonesia. AL-IHKAM: Jurnal Hukum & Pranata Sosial, 15(2), 173–200. https://doi.org/10.19105/al-lhkam.v15i2.3956
Mustofa, I., Hefni, W., Maliki, I. A., & Chamdan, U. (2024). Fiqh of Civilization at Traditional Islamic Boarding School: Contextualizing of Islamic Jurisprudence through Classical Texts of Mu’amalat. JURIS: Jurnal Ilmiah Syariah, 23(2), 351–365. https://doi.org/10.31958/juris.v23i2.12245
Nurtawab, E. (2019). The Decline of Traditional Learning Methods in Changing Indonesia: Trends of Bandongan-Kitāb Readings in Pesantrens. Studia Islamika, 26(3), 511–541. https://doi.org/10.36712/sdi.v26i3.11026
Nurtawab, E., & Wahyudi, D. (2022). Restructuring Traditional Islamic Education in Indonesia: Challenges for Pesantren Institution. Studia Islamika, 29(1), 55–81. https://doi.org/10.36712/sdi.v29i1.17414
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A Practical Guide to Reflexivity in Qualitative Research: AMEE Guide No. 149. Medical Teacher, 45(3). https://doi.org/10.1080/0142159X.2022.2057287
Puad, L. M. A. Z., & Ashton, K. (2021). Teachers’ views on classroom-based assessment: An exploratory study at an Islamic boarding school in Indonesia. Asia Pacific Journal of Education, 41(2), 253–265. https://doi.org/10.1080/02188791.2020.1761775
Rastgou, A. (2022). How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study. Assessing Writing, 53, 100633. https://doi.org/10.1016/j.asw.2022.100633
Riza, A. K. (2011). Contemporary Fatāwā of Nahdlatul Ulama: Between Observing the Madhhab and Adapting the Context. Journal of Indonesian Islam, 5(1), 35–65. https://doi.org/10.15642/JIIS.2011.5.1.35-65
Sabki, A., & Hardaker, G. (2019). Memorisation and Learning in Sufi British Madrasahs. Journal for Multicultural Education, 13(4), 302–319. https://doi.org/10.1108/JME-06-2019-0048
Sobirin, M., & Khasanah, K. (2023). The pesantren scholars’ Fatwa on global warming and climate change: An integrative analysis of Islamic law, theology, and environmental sciences on the practice of multidisciplinary Ijtihad. Cogent Arts & Humanities, 10(1), 2193023. https://doi.org/10.1080/23311983.2023.2193023
Sulthon, M., Syafi’i, I., & Nizami, A. G. (2024). Contemporary Fiqh in Indonesia: The Dynamics of Istinbat al-Aḥkām at Ma’had Aly Salafiyah Shafi’iyah Sukorejo Situbondo. AHKAM : Jurnal Ilmu Syariah, 24(1), 119–134. https://doi.org/10.15408/ajis.v24i1.32174
Trevors, G. J., Kendeou, P., Bråten, I., & Braasch, J. L. G. (2017). Adolescents’ epistemic profiles in the service of knowledge revision. Contemporary Educational Psychology, 49, 107–120. https://doi.org/10.1016/j.cedpsych.2017.01.005
Xu, G., Li, D., & Gao, X. (Andy). (2026). Epistemic cognition and feedback engagement: A case study of Chinese L2 writers. Assessing Writing, 69, 101071. https://doi.org/10.1016/j.asw.2026.101071
Yang, Y., Feng, X., Zhu, G., & Xie, K. (2024). Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates’ collective epistemic agency in computer‐supported collaborative inquiry. Journal of Computer Assisted Learning, 40(3), 1098–1122. https://doi.org/10.1111/jcal.12915
Yaqin, A., Wardi, M., & Mulyadi, A. (2022). Actualization of Moderation in Reasoning at Ma’had Aly Salafiyah Syafi’iyah Sukorejo Situbondo and Its Influence on Istinbâth of Islamic Law. Al-Ihkam: Jurnal Hukum Dan Pranata Sosial, 17(2), 434–457. Scopus. https://doi.org/10.19105/al-Ihkam.v17i2.5962
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
Zulkhairi, T., Hajar, I., Safriadi, Marzuki, & Saifullah. (2024). Baḥtsul Masāil at a Traditional Islamic Educational Institution in Aceh: Teungku Dayah’s Contribution to the Development of Islamic Law. Samarah, 8(1), 579–601. https://doi.org/10.22373/sjhk.v8i1.17408
