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All Journal Didaktika Religia Kitaba : Journal of Interdisciplinary Arabic Learning
Angela, Selvia
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Religion Education Languange, Linguistic, Communication & Media Other

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Analyzing Santri Perceptions of the Readability and Comprehension of Classical Islamic Texts in Khat Naskhi Aslihah, Indy; Angela, Selvia; Faruq, Ahmad Umar
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.33468

Abstract

Classical Islamic texts remain the cornerstone of Islamic education in pesantren (Islamic boarding schools), yet their readability poses a significant challenge, particularly for novice santri. This difficulty stems not only from the linguistic complexity of classical Arabic but also from the visual characteristics of the script (khat) used in printing. This study aims to analyze the perceptions of santri regarding the readability and comprehension of classical Islamic texts written in khat Naskhi at the Qur'anan 'Arobiyya Islamic Boarding School in Kediri, Indonesia. Khat Naskhi was selected for its clarity, proportionality, and widespread use in modern Qur’anic mushafs, making it a potential candidate for enhancing text accessibility. Employing a mixed-methods descriptive approach, data were collected through observation, semi-structured interviews, document analysis, and a questionnaire distributed to 55 respondents across various educational levels. The results indicate that 87% of santri found khat Naskhi easier to read, while 86% reported that it improved their understanding of the text. These findings underscore the significant influence of the visual aspect of script on the effectiveness of learning classical texts. However, a notable minority of santri perceived khat Naskhi as less representative of the traditional aesthetic and scholarly heritage associated with classical texts. This study concludes that while khat Naskhi is a highly effective tool for improving readability and comprehension for beginners, its adoption must be balanced with the preservation of traditional script forms to maintain the cultural and spiritual identity of pesantren education. The results provide a crucial foundation for the development of adaptive, user-centered learning media that are both pedagogically effective and culturally grounded.
Process-Based Writing with Cooperative Reflection to Improve Arabic Writing Skills Angela, Selvia; Fitri, Lailatul; Chikmiyah, Zahrotul; Rahman, Aliy
Didaktika Religia Vol. 13 No. 2 (2025): December
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v13i2.3610

Abstract

This study aims to analyze the implementation and effectiveness of the Cooperative-Reflective Approach through the Process-Based Writing (PBW) model in teaching maharah kitabah (Arabic writing skills) among students of the Arabic Language Education Department at UIN Syekh Wasil Kediri. The research employed a mixed-methods approach using an Explanatory Sequential Design, where quantitative data were first collected through pre-test and post-test to measure writing improvement, followed by qualitative data collection through observation, interviews, and reflective journals to elaborate on the results. The participants consisted of 28 undergraduate students from Class D and one postgraduate tutor. The findings revealed a significant improvement in the average score from 38.21 to 74.82, with a gain of 36.61 points and an effect size of 2.90, indicating a very large influence of the intervention on students’ writing performance. Qualitative results showed that the Cooperative-Reflective approach enhanced students’ active participation, individual responsibility, and reflective awareness in the writing process. Students became more collaborative, critical, and confident in producing coherent and communicative Arabic texts. The study concludes that integrating cooperative and reflective approaches through the PBW model is not only effective in improving maharah kitabah but also contributes to developing a process-based and self-aware Arabic language learning model that aligns with 21st-century higher education demands.
Co-Authors Aslihah, Indy Chikmiyah, Zahrotul Faruq, Ahmad Umar Lailatul Fitri Rahman, Aliy