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All Journal Arabia: Jurnal Pendidikan Bahasa Arab
Muhammad Haidar Dzaki
Universitas Islam Negeri Sunan Kudus, Kudus

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Rethinking Arabic Grammar Teaching: Integrative Models, Cognitive Load, and Learner Engagement Mohammed Adam Mohammed Abdulali; Mahmud Hamzawi Fahim Usman; Nurul Ainiyah; Muhammad Haidar Dzaki
Arabia Vol 18, No 1 (2026): JURNAL ARABIA
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan UIN Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/arabia.v18i1.36944

Abstract

This research addresses the pedagogical impasse in Arabic grammar instruction caused by mechanistic, rote-heavy approaches. Traditional naḥw teaching often leads to excessive cognitive load and low learner engagement, hindering the transition from theoretical rules to communicative proficiency. Utilizing a qualitative library research design, this study reconstructs grammar pedagogy through the lens of Cognitive Load Theory and integrative models. The findings indicate that traditional methods generate significant cognitive redundancy, which exhausts learners' working memory. Consequently, this study proposes an integrative model that synergizes cognitive management, specifically through scaffolding and extraneous load reduction, with proactive learner participation. By positioning syntactic rules as functional semantic markers within authentic discourse, this model optimizes cognitive processing and enhances engagement. This reconstruction transforms Arabic grammar from a static theoretical burden into a dynamic communicative tool, ensuring its pedagogical relevance in the contemporary era.
Co-Authors Mahmud Hamzawi Fahim Usman Mohammed Adam Mohammed Abdulali Nurul Ainiyah