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All Journal Abjadia, International Journal of Education Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Aisyah Amalia Salim
Universitas Islam Negeri Sunan Ampel Surabaya
Education Languange, Linguistic, Communication & Media Other

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The Cognitive Approach in Learning to Read Arabic Texts: A Philosophical and Pedagogical Analysis Ainur Rizqi Widyadhana; Aisyah Amalia Salim; Kamal Yusuf; Vera Wati Agustina
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 12 No. 2 (2025): Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/lisanudhad.v12i2.41

Abstract

Reading Arabic texts is a fundamental skill in mastering the Arabic language, requiring not only linguistic knowledge but also meaningful comprehension and contextual understanding. This study examines the cognitive approach to learning Arabic reading from philosophical and pedagogical perspectives. Philosophically, the analysis is grounded in classical cognitivist theories, particularly Piaget’s constructivism, Ausubel’s theory of meaningful learning, and Vygotsky’s sociocultural perspective, which emphasize active meaning construction, the role of prior knowledge, and guided learning through social interaction. Pedagogically, the study highlights the application of cognitive and metacognitive strategies such as schema activation, scaffolding, meaning elaboration, and reflective thinking within a structured reading model consisting of pre-reading, during-reading, and post-reading stages. This study employs a qualitative approach using critical literature analysis of primary and secondary sources in educational psychology and language pedagogy. The findings indicate that a cognitive-based approach supports deeper comprehension of Arabic texts, encourages reflective understanding, and facilitates meaningful learning. Moreover, the integration of cognitive strategies with Islamic educational values underscores the relevance of this approach in fostering intellectual, ethical, and reflective engagement with Arabic texts. Overall, the cognitive approach positions Arabic reading as an active and reflective learning process that bridges theoretical foundations and pedagogical practice.
Interpretation of Arabic Learning Outcomes Based on Minimum Mastery Criteria and Norm-Referenced Scoring Aisyah Amalia Salim; M Baihaqi; Ainur Rizqi Widyadhana; M Hayyis Taqiyuddin; Ach. Subairi
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44112

Abstract

Evaluation of Arabic language learning outcomes is commonly conducted using achievement standards; however, this approach does not always describe the distribution of students’ abilities within a learning group. This study aims to analyze Arabic learning outcomes based on the Minimum Mastery Criteria (KKM) and to identify students’ ability distribution through Norm-Referenced Scoring (PAN). This research employed a quantitative approach with a descriptive evaluative design. The data consisted of Arabic final semester assessment scores of eighth-grade students at MTs Mambaus Sholihin, which were analyzed using descriptive statistics. The results indicate mean score 62.73 with a standard deviation of 18.81. It can be concluded that students’ achievement based on KKM shows that some learners have reached the expected competency standard, while others require further instructional support. Furthermore, PAN analysis reveals variations in students’ abilities, with the majority of students positioned in the medium category. These findings indicate that KKM provides information regarding competency achievement, whereas PAN offers a broader interpretation of students’ relative positions within the learning group. The integration of both approaches provides a more comprehensive evaluation framework for Arabic language learning. This study contributes to the development of data-based evaluation practices for determining remedial and enrichment programs.
Co-Authors Ach. Subairi Ainur Rizqi Widyadhana Kamal Yusuf M Baihaqi M Hayyis Taqiyuddin Vera Wati Agustina