Pedagogical Paradigm in Arabic Textbooks: Comparative Study of Kunuz Ta’līm al-‘Arabiyyah and al-‘Arabiyyah Baina Yadaik
DOI:
https://doi.org/10.37680/aphorisme.v7i1.9465Keywords:
Arabic Textbook, Comparative Analysis, Pedagogical Paradigm, Structural ApproachAbstract
This study aims to analyze and compare the pedagogical paradigms in two Arabic textbooks, namely Kunuz Ta’līm al-Lugah al-'Arabiyyah volume 1 and Al Arabiyyah Baina Yadaik volume 1, to understand the relationships among learning approaches, material design, activities, and evaluation systems. The difference between structural and communicative approaches is seen as a reflection of educational ideologies that shape the learning experience and the direction of language competence development. This study uses a qualitative method with a comparative content analysis approach. Data were obtained through documentation of learning objectives, material preparation, activities, and assessment systems. Data analysis uses the Philipp Mayring model through the stages of determining analysis units, compiling operational definitions, coding, categorization, and presenting data systematically. The results of this study show that Kunuz Ta’līm al-Lugah al-'Arabiyyah applies a structural approach that emphasizes grammatical mastery, mechanistic exercises, and precision-based evaluation. In contrast, Al Arabiyyah Baina Yadaik uses a communicative approach that emphasizes language use in social contexts through interactive activities, skill integration, and fluency-based assessments. This difference is consistent across aspects of the roles of teachers and students, the organization of materials, and the learning media. The study concludes that the two textbooks reflect harmony between the pedagogical paradigm and its implementation, and complement each other in developing linguistic and communicative competencies.
References
Al-khresheh, M. H., Khaerurrozikin, A., & Zaid, A. H. (2020). The Efficiency of Using Pictures in Teaching Speaking Skills of Non-native Arabic Beginner Students. Universal Journal of Educational Research, 8(3), 872–878. https://doi.org/10.13189/ujer.2020.080318
Almelhes, S. A., & Alsaiari, H. E. (2024). A Conceptual Framework for Teaching Arabic as a Second Language. Theory and Practice in Language Studies, 14(7), 2110–2118. https://doi.org/10.17507/tpls.1407.18
Alsubhi, A., Mohamed Adnan, M. A. B., Yusof, A. B., Awae, F., & Abuhassna, H. (2023). Unlocking the Future of Arabic languages teaching: Exploring Communicative Language Teaching Methodology. International Journal of Academic Research in Business and Social Sciences, 13(10), pages 1603-1626. https://doi.org/10.6007/IJARBSS/v13-i10/19015
Andi Paida, Anin Asnidar, & Irfandi Irfandi. (2025). The Effect of the Meaningful Learning Model on the Improvement of Explanatory Text Learning in Class XI of SMAS Muhammadiyah Lempangang. Equator: Journal of Education and Social Humanities, 5(4), 450–464. https://doi.org/10.55606/khatulistiwa.v5i4.7705
Asbarin, A., Mach, U., Amalia, N. N., & Taufik, M. (2022). An Analysis on the Principles of Arabic Textbooks for Madrasah Aliyah in Indonesia: Based on the Ministry of Education and Rusydi Ahmad Thu'aimah. Al-Ta'rib : Scientific Journal of the Arabic Language Education Study Program IAIN Palangka Raya, 10(2), 171–184. https://doi.org/10.23971/altarib.v10i2.4449
Bido, J. R. (2025). Educational Philosophy and Teaching Style of Language and Literature (LL) Teachers. Journal of Natural Language and Linguistics, 3(1), 218–223. https://doi.org/10.54536/jnll.v3i1.5845
Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms. Journal of Education and e-Learning Research, 7(2), 104–109. https://doi.org/10.20448/journal.509.2020.72.104.109
Dudka, T., & Chumak, M. (2020). Pedagogical Potential of International Comparative Research. Science and Education, 2020(2), 84–90. https://doi.org/10.24195/2414-4665-2020-2-12
Farid, R. N. (2018). The Significance of Portfolio Assessment in EFL Classroom. Lantera: Journal of Education, 13(1). https://doi.org/10.33654/jpl.v13i2.346
Faton, A. (2019). Arabic Learning for Academic Purposes. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 2(2), 149–164. https://doi.org/10.22219/jiz.v2i2.10096
Ferdinal & Isramirawati. (2021). The Impact of Formative Assessment on Students' Academic Achievement: A Case Study of English Students of Faculty of Humanities, Andalas University, Padang, Indonesia. The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). https://doi.org/10.2991/assehr.k.210202.024
Heriansyah, H., Darni, P., Fajri, R., & Sahardin, R. (2021). Competency-Based Curriculum, Relevant Second Language Learning Theories, and its Language Assessment. English Education Journal, 12(3), 416–427. https://doi.org/10.24815/eej.v12i3.21631
Huang, R., Tlili, A., Zhang, X., Sun, T., Wang, J., Sharma, R. C., Affouneh, S., Salha, S., Altinay, F., Altinay, Z., Olivier, J., Jemni, M., Wang, Y., Zhao, J., & Burgos, D. (2022). A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts. Sustainability, 14(11), 6940. https://doi.org/10.3390/su14116940
Iis Susiawati & Rizka Al Fajr. (2025). From Classical Texts to Digital Platforms: Reconstructing Arabic Language Pedagogy for Multidisciplinary Education Goals. Proceedings of the International Conference on Global Education and Learning, 2(1), 32–45. https://doi.org/10.62951/icgel.v2i1.146
Irfan, N. (2022). Literature Study of Communicative Approaches in Arabic Learning. Al-Lughah: Journal of Language, 11(1), 16. https://doi.org/10.29300/lughah.v11i1.6448
Jamal, D. (2025). The Effectiveness of Learning Arabic Using the Book of Al-'Arabiyyah Bain Yadaik (Descriptive-Analytical Research in Dayah Ruhul Qur'ani Meulaboh. Mikhayla: Journal of Advanced Research, 2(2), 112–118. https://doi.org/10.61579/mikhayla.v2i2.545
Juryatina, J., & Amrin, A. (2021). Students' Interest in Arabic Language Learning: The Roles of Teacher. Journal of Educational Management and Instruction (JEMIN), 1(1), 40–49. https://doi.org/10.22515/jemin.v1i1.3459
Kabalmay, T., Muhaiban, M., & Khasyitullah, Z. (2025). Analysis of Arabic Textbook for Grade X of ISMUBA Curriculum (2017) in The Perspective of Rushdi Ahmad Thu'aimah. Insyirah: Journal of Arabic Language and Islamic Studies, 8(1), 99–121. https://doi.org/10.26555/insyirah.v8i1.13181
Komor, M., & Grzyb, K. (2023). Qualitative Content Analysis – A Research Method in Social Science. Przegląd Badań Edukacyjnych, 2(43), 143–163. https://doi.org/10.12775/PBE.2023.032
Kurniawan, I., & Muhaiban, M. (2025). Analysis of the Twelfth-Grade Arabic Textbook Based on Rusydi Ahmad Thuaimah's Perspective. Book, 3(3), 152–157. https://doi.org/10.18860/kitaba.v3i3.37122
Luqmonovna, O. N., & Nozima, N. (2024). Communicative Approach in Teaching a Foreign Language. Innovative Technologica: Methodical Research Journal, 3(4). https://doi.org/10.47134/innovative.v3i4.127
M, M., Jaeni, M., & Salamah, S. (2022). The Use of Arabic with a Communicative Approach: A Sociolinguistic Review. Reslaj: Religion Education Social Laa Roiba Journal, 5(1), 199–206. https://doi.org/10.47467/reslaj.v5i1.1378
Malik Aziz, A., Kosim, N., & Wahyudin, D. (2025). Analysis of the Content Alignment of the Grade VII Arabic Textbook Published by Erlangga with the Merdeka Curriculum. Tadris Al-'Arabiyyah: Journal of Arabic Language and Arabic Language Education, 4(1), 113–128. https://doi.org/10.15575/ta.v4i1.44923
Mamac, M. H., & Scott, L. A. (2022). Using Linguistic-Informed Analysis to Assess Model Texts for EFL Reading and Writing. Indonesian Journal of Applied Linguistics, 12(2), 421–433. https://doi.org/10.17509/ijal.v12i2.45868
Mohamed, S. (2023). The Development of an Arabic Curriculum Framework Based on a Compilation of Salient Features from CEFR Level Descriptors. The Language Learning Journal, 51(1), 33–47. https://doi.org/10.1080/09571736.2021.1923781
Muchtar, M. I. (2019). Application of the Al--Arabiyyah Bayna Yadaika' Method in Arabic Language Learning at Ma'had Al-Birr Makassar. HUNAFA: Journal of Islamic Studies, 12(1), 121. https://doi.org/10.24239/jsi.v12i1.379.121-140 P
Muzakki, A. (2020). Reconstruction of Morphological (Ilmu Sharf) Learning Methods for Arabic Language and Literature Students. Ijaz Arabi Journal of Arabic Learning, 4(1). https://doi.org/10.18860/ijazarabi.v4i1.9873
Nasimova, M. (2022). Communicative Language Teaching. Общество и инновации, 3(5/S), 222–228. https://doi.org/10.47689/2181-1415-vol3-iss5/S-pp222-228
Nasrullah, N., Mu'in, F., & Rosalina, E. (2021). Teaching English In Secondary School: Approaches, Methods, and Technique. Inovish Journal, 6(1), 13. https://doi.org/10.35314/inovish.v6i1.1909
Ritonga, A. W., Wargadinata, W., Ritonga, M., & Febriani, S. R. (2021). Ta’līm Maharah al-Kalam 'ala Asas al-Tsaqafah bi Istikhdam Kitab al-'Arabiyyah baina Yadaik fi Marhalah al-Mutawassithah. Arabiyatuna : Arabic Journal, 5(1), 1. https://doi.org/10.29240/jba.v5i1.1942
Rustandi, A., Febriani, R. B., & Sugiarto, B. R. (2025). Pragmatic and Grammatical Competence Interface in Second Language Acquisition: Conceptual Framework and Construction. JALL (Journal of Applied Linguistics and Literacy), 9(1), 45. https://doi.org/10.25157/jall.v9i1.17802
Semianiv, A. (2023). Competent Approach to Instructions from Foreign Language. Methodological Studia, (55), 86–96. https://doi.org/10.32782/2307-1222.2023-55-7
Sintya Rahmadewi & Muhaiban. (2025). Analysis of Arabic Textbooks Grade X Scientific Approach Curriculum 2013 Perspectives Rusydi Ahmad Thu'aimah. Digital footprint: Multidisciplinary Scientific Journal, 1(3), 281–294. https://doi.org/10.63822/dpgyh069
Siswanto. (2020). The Islamic Moderation Values on the Islamic Education Curriculum in Indonesia: A Content Analysis. Journal of Islamic Education, 8(1), 121–152. https://doi.org/10.14421/jpi.2019.81.121-152
Soekarba, S. R. (2019). Al-Arabiyyatu Bayna Yadaik (Analysis of Arabic Language Teaching in a Cross-Cultural Perspective). IJAS: Indonesian Journal of Arabic Studies, 1(2), 64. https://doi.org/10.24235/ijas.v1i2.5287
Sumarno, S. (2020). Content Analysis in Language and Literature Learning Research. Literary Language Education, 18(2), 36–55. https://doi.org/10.47637/elsa.v18i2.299
Syagif, A. (2024). John Sweller's Theory of Cognitive Burden and its Implications in Arabic Language Learning at the Elementary Education Level. Fashluna, 5(2), 93–105. https://doi.org/10.47625/fashluna.v5i2.883
Theelen, H., & Van Breukelen, D. H. J. (2022). The Didactic and Pedagogical Design of e‐Learning in Higher Education: A Systematic Literature Review. Journal of Computer Assisted Learning, 38(5), 1286–1303. https://doi.org/10.1111/jcal.12705
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, & Leleka, T. (2023). The English Language Teaching in the Conditions of the World Globalization and Society Digiltalization. Academic Notes Series Pedagogical Science, 1(207). https://doi.org/10.36550/2415-7988-2022-1-207-185-189
Yusuf, M. (2023). Development of Arabic Language Teaching Materials With 4D Model for the Second Semester at STAI Al-Furqan Makassar. Bulletin of Science Education, 3(3), 152. https://doi.org/10.51278/bse.v3i3.662
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nadila Nur Izatil Aqmar, Ahmad Maghfurin, Hasyim Asyári
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
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.
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.
.jpg)
