Constructivist Principles in Arabic Reading Instruction: An Analysis of the Fathul Kutub Program in an Islamic Boarding School
Abstract views: 14
,
pdf downloads: 6
Abstract
This study examines how constructivist learning principles are manifested in Arabic reading instruction through the Fathul Kutub program in an Islamic boarding school and explores the learning processes that characterize students’ engagement with Arabic texts. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with students and teachers, and document analysis. The findings reveal that Arabic reading instruction in the Fathul Kutub program is characterized by active student engagement, gradual meaning construction, and facilitated learning interactions. Text comprehension does not emerge instantly but develops through a sequence of independent reading, peer discussion, and guided clarification. Teachers play a facilitative role by prompting students’ thinking and supporting meaning-making rather than providing direct explanations. The study highlights Arabic reading instruction as a learning process shaped by interaction among learners, texts, and pedagogical practices. Rather than evaluating program effectiveness, this study contributes conceptually by emphasizing a process-oriented understanding of qirā’ah instruction within a pesantren context
Downloads
References
Abdelghany, Samaa Zaki Abdeen. “Students’ Attitudes towards Using Duolingo as a Self-Learning Artificial Intelligence-Based App in Distance Learning during the Pandemic in the United Arab Emirates.” المجلة العربية للعلوم التربوية والنفسية 6, no. 29 (2022): 567–601. https://doi.org/10.21608/jasep.2022.258830.
Abou-Elsaad, Tamer, Rawhia Ali, and Haidy Abd El-Hamid. “Assessment of Arabic Phonological Awareness and Its Relation to Word Reading Ability.” Logopedics Phoniatrics Vocology 41, no. 4 (2016): 174–80. https://doi.org/10.3109/14015439.2015.1088062.
Afnita, Efrianto, Siti Ansoriyah, Fitriani Lubis, Ifnaldi, Zulfikarni, Vicno Triwira Dhika Jr., et al. “Developing CTL-Based Digital Media E-Worksheet for Second Language Learning.” Forum for Linguistic Studies 7, no. 6 (2025). https://doi.org/10.30564/fls.v7i6.9665.
Akmaliyah, Akmaliyah, Yasir Hudzaifah, Nisrina Ulfah, and Muhammad Ibnu Pamungkas. “Child-Friendly Teaching Approach for Arabic Language in Indonesian Islamic Boarding School.” International Journal of Language Education 5, no. 1 (2021): 501–14. https://doi.org/10.26858/ijole.v5i1.15297.
Al-Abdullatif, Ahlam Mohammed, and Merfat Ayesh Alsubaie. “Using Digital Learning Platforms for Teaching Arabic Literacy: A Post-Pandemic Mobile Learning Scenario in Saudi Arabia.” Sustainability 14, no. 19 (2022): 11868. https://doi.org/10.3390/su141911868.
Asadi, Ibrahim Abdalla, and Khaloob Kawar. “Learning to Read in Arabic Diglossia: The Relation of Spoken and Standard Arabic Language in Kindergarten to Reading Skills in First Grade.” Literacy Research and Instruction 63, no. 4 (2024): 360–76. https://doi.org/10.1080/19388071.2023.2217274.
Astuti, Mardiah, Fajri Ismail, Siti Fatimah, Weni Puspita, and Herlina Herlina. “The Relevance of the Merdeka Curriculum in Improving the Quality of Islamic Education in Indonesia.” International Journal of Learning, Teaching and Educational Research 23, no. 6 (2024): 56–72. https://doi.org/10.26803/ijlter.23.6.3.
Bonde, Siti Nur Holisa, Muhammad Nur Iman, and Suharia Sarif. “The Effect of Group Investigation Method on Mahārah Qirā’ah of Grade VII Students of Madrasah Tsanawiyah Al-Huda Gorontalo City.” Al-Kalim: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 2, no. 1 (2023): 71–88. https://doi.org/10.60040/jak.v2i1.18.
Cervetti, Gina N., Tanya S. Wright, and HyeJin Hwang. “Conceptual Coherence, Comprehension, and Vocabulary Acquisition: A Knowledge Effect?” Reading and Writing 29, no. 4 (2016): 761–79. https://doi.org/10.1007/s11145-016-9628-x.
Delgado, Pablo, and Ladislao Salmerón. “The Inattentive On-Screen Reading: Reading Medium Affects Attention and Reading Comprehension under Time Pressure.” Learning and Instruction 71 (2021): 101396. https://doi.org/10.1016/j.learninstruc.2020.101396.
Dewi, Bela Noviana. “Media Film untuk Pembelajaran Mahārah Istimā‘ di Pondok Pesantren Modern Gontor Putri: Implementasi dan Analisis Respon Santriwati.” Alibbaa’: Jurnal Pendidikan Bahasa Arab 3, no. 2 (2022): 124–40. https://doi.org/10.19105/ajpba.v3i2.6176.
Dewi, Intan, Ahmad Nurcholis, Izzatul Laila, Juan Acevedo, and Moumen El-Sayed. “Curiosity-Driven Learning in Arabic: A Case Study on the ‘Inquiring Minds Want to Know’ Approach.” Alibbaa’: Jurnal Pendidikan Bahasa Arab 6, no. 1 (2025): 42–64. https://doi.org/10.19105/ajpba.v6i1.17881.
Erbil, Deniz Gökçe. “A Review of Flipped Classroom and Cooperative Learning Method within the Context of Vygotsky Theory.” Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.01157.
Farid, Edi Kurniawan, and Aisyatur Rodhiyah. “The Strategy of Teaching Arabic Composition in the Arabic Language Development Center at Pondok Pesantren Darul Lughah Wal Karomah Kraksaan Probolinggo Indonesia.” Mantiqu Tayr: Journal of Arabic Language 2, no. 2 (2022): 132–45. https://doi.org/10.25217/mantiqutayr.v2i2.2370.
Gharaibeh, Mahmoud, and Abed Alrazaq Alhassan. “Role of Teachers in Teaching Arabic Letters to Young Children of UAE: Exploring Criteria of Arabic Letters Teaching.” Cogent Education 10, no. 1 (2023). https://doi.org/10.1080/2331186X.2023.2191392.
Han, Feifei. “The Relations between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading.” SAGE Open 11, no. 2 (2021). https://doi.org/10.1177/21582440211008423.
Kashmiri, Hayat Ahmad. “Communication Challenges: Saudi EFL Speaking Skills and Strategies to Overcome Speaking Difficulties.” Arab World English Journal (2020): 1–61. https://doi.org/10.24093/awej/th.267.
Ma, Lihong, Leifeng Xiao, and Kit-Tai Hau. “Teacher Feedback, Disciplinary Climate, Student Self-Concept, and Reading Achievement: A Multilevel Moderated Mediation Model.” Learning and Instruction 79 (2022): 101602. https://doi.org/10.1016/j.learninstruc.2022.101602.
Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Thousand Oaks, CA: SAGE Publications, 2014.
Qureshi, Mustapha, Dinnah Mahdiyyah, Yassine Mohamed, and Mounika Ardchir. “Scale for Measuring Arabic Speaking Skills in Early Children’s Education.” Journal International of Lingua and Technology 1, no. 2 (2022): 114–30. https://doi.org/10.55849/jiltech.v1i2.81.
Song, Chuanxiang, Seong-Yoon Shin, and Kwang-Seong Shin. “Optimizing Foreign Language Learning in Virtual Reality: A Comprehensive Theoretical Framework Based on Constructivism and Cognitive Load Theory (VR-CCL).” Applied Sciences 13, no. 23 (2023): 12557. https://doi.org/10.3390/app132312557.
Syafei, Isop, Eman Suleman, and Rohanda Rohanda. “The Development of Student Reading Skills in Arabic for Reading Islamic Classical Books Using the Arabic Learning Model at Indonesian Islamic Boarding Schools.” Theory and Practice in Language Studies 14, no. 5 (2024): 1381–92. https://doi.org/10.17507/tpls.1405.10.
Taha, Haitham, Samah Sawaed, and Samaher Jabareen-Taha. “Are Reading Difficulties Associated with Poor Verbal Learning Skills? Evidence from the Fast-Mapping Paradigm.” Theory and Practice in Language Studies 12, no. 3 (2022): 431–36. https://doi.org/10.17507/tpls.1203.02.
Yin, Robert K. Case Study Research and Applications: Design and Methods. 6th ed. Thousand Oaks, CA: SAGE Publications, 2018.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Alibbaa': Jurnal Pendidikan Bahasa Arab have CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities, Alibbaa': Jurnal Pendidikan Bahasa Arab recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Alibbaa': Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution 4.0 International License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
