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Many educational experts argue that for education to advance, the quality of the curriculum must be enhanced. Similarly, other facets such as the competence of teachers, the adequacy of facilities and infrastructure, the availability of learning materials and textbooks, the assessment system, and the learning environment must be addressed. However, some believe otherwise, contending that while all these factors are crucial, there is something far more fundamental: the learner’s own intention.

This latter view typically comes from individuals who are not widely regarded as education experts, yet have dedicated their entire lives to the field. Those who emphasize the significance of intention are often the kyai (Islamic scholars) and the caretakers of Islamic boarding schools (pesantren). Based on their perspective, santri (students) in pesantren are usually first introduced to a small but significant text, Ta’lim Muta’allim.

This text underscores the paramount importance of intention for anyone embarking on the pursuit of knowledge. Without a sincere and resolute intention, even the most comprehensive textbooks, cutting-edge facilities, well-structured curricula, or the most renowned teachers will not yield optimal results. Intention is perceived as the driving force or gateway to success in any endeavor, particularly in the quest for knowledge.

In modern educational institutions, what is referred to as "intention" in pesantren is often termed as "motivation," "drive," or "enthusiasm." However, the concept of intention in pesantren goes beyond mere motivation or external encouragement. It must also be ethically sound. The pursuit of knowledge should not be driven merely by the desire to obtain a diploma as a prerequisite for securing a lucrative job, acquiring a title, or any other worldly gain. Such intentions are deemed insufficient and incapable of yielding the best possible outcomes. Learning should stem from a genuine call to fulfill divine commandments and a profound love for knowledge itself.

It is not an easy task to convince everyone that the kyai’s perspective on the critical role of intention is correct. Nevertheless, many pesantren have successfully nurtured their students into becoming great scholars, leaders of the Muslim community, and founders of numerous other pesantren. Nowadays, it is not uncommon to find pesantren that excel in fostering linguistic capabilities in their students. Fluency in Arabic is commonplace, but many pesantren also have students who speak English fluently as part of their daily routine, in addition to mastering Arabic.

The success of these pesantren in cultivating foreign language proficiency among their students, whether in Arabic or English, is not attributed to extraordinary facilities, sophisticated curricula, or high salaries for teachers. Rather, it stems from the strong, sincere, and determined intentions of both teachers and students alike. In contrast, there are many educational institutions equipped with language labs, highly-paid teachers, air-conditioned classrooms, and state-of-the-art technology, yet, curiously, even basic English conversation is rarely heard. Despite having ample resources, excellent curricula, and qualified educators, the absence of proper intention leads to subpar outcomes.

The following is an anecdote of a prospective santri from long ago who aspired to study in a pesantren. Holding firm to the belief in the importance of intention, a kyai did not immediately welcome the prospective student or allow him to start studying. Instead, the kyai would first assess the student’s sincerity and determination to learn. Upon the student’s arrival, the kyai did not immediately invite him to the learning sessions but allowed him to reside in the pesantren for a few days.

After some time, the kyai summoned the prospective student. Elated, the student assumed he would finally be permitted to commence his studies. However, to his surprise, the kyai did not grant him access to the study sessions. Instead, he was tasked with cleaning the kyai’s horse stable, which had been neglected for some time. Despite the unexpected challenge, the student’s strong desire to learn at the pesantren drove him to complete the task over several days with great diligence.

After completing the task, the student proudly reported back to the kyai, hoping that his accomplishment would now earn him the right to begin his studies. Yet again, the kyai did not permit him to start learning. Instead, he was assigned another task: to till the kyai’s farmland in preparation for the upcoming rainy season. At that time, it was the dry season, and the ground was hard and vast, making the task particularly arduous. Nevertheless, the student persisted with patience and sincerity, completing the difficult task over a lengthy period.

Once the second task was finished, the student returned to the kyai with renewed hope that he would finally be allowed to study. However, just as before, the kyai presented him with yet another task. This time, he was instructed to clear a dense thicket of thorny bamboo, known as barongan ori, situated by the river on the kyai’s land. The kyai explained that the bamboo had to be cut down to prevent snakes from nesting there. Despite the physical demands of the task, the student dutifully completed it.

Only after successfully accomplishing these three strenuous tasks did the kyai grant the student permission to begin his studies at the pesantren. Of course, not every prospective santri is subjected to such rigorous tests. However, every new student is required to prove the strength and sincerity of their intention before being allowed to commence their studies at the pesantren.