Transformation of the Social System for Teaching Arabic Writing in Islamic Boarding Schools

Abstract

This study aims to analyze the transformation of the social system of Kitābah (Arabic Writing) learning at an Arabic-specialized Islamic boarding school, covering teacher authority, patterns of interaction, student roles and participation, and academic collaboration in line with the development of students’ competences. The research employs a qualitative approach using a case study design at the Darun Nuhat Islamic Boarding School in Lamongan, which is a boarding school specializing in Nahwu-Sharaf that implements tiered learning through the Mubtadi’, ‘Alim, and ‘Allamah levels. One of the boarding school’s flagship programs is the writing of a risālah ‘ilmiyyah as an academic achievement at the ‘Allamah level. Data were collected through interviews, observations, and documentation from the boarding school’s management, Kitābah teachers, and students at each level of study. The data were analyzed through data reduction, data presentation, and drawing conclusions, and verified through triangulation. The research findings indicate that the transformation of the social system occurs gradually. Teachers’ authority shifted from a dominant role at the ‘Mubtadi’ level to a facilitative role at the ‘Alim level, and finally to academic supervision at the ‘Allamah level. Interaction patterns evolved from one-way to two-way and multi-directional collaborative interactions. The teacher’s role shifts from that of an instructor to a facilitator and supervisor, whilst student participation evolves from compliance with instructions towards collaboration and academic independence. Meanwhile, academic collaboration has not yet taken shape at the Mubtadi’ level and is becoming increasingly.