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All Journal Shaut Al-'Arabiyah Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Aphorisme: Journal of Arabic Language, Literature, and Education Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Kalamuna Al-Uslub: Journal of Arabic Linguistic and Literature Mantiqu Tayr: Journal of Arabic Language Tanwir Arabiyyah: Arabic as Foreign Language Journal Al-Qisthu: Jurnal Kajian Ilmu-Ilmu Hukum ELOQUENCE: Journal of Foreign Language Alsinatuna Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Yul, Widiya
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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An Evaluation of Class Classification Strategies to Improve Qira’ah Skills: Stratifikasi Kelas dan Kemahiran Membaca Al-Qur'an di Ma'had Al-Jami'ah: Evaluasi Kualitatif M. Jais Kaharudin; yul, widiya; Riko Andrian
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 3 (2025): DECEMBER
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i3.3019

Abstract

Background : Reading Arabic texts (Qira’ah) is a fundamental skill in Arabic language learning, particularly within Islamic higher education. However, diverse levels of student proficiency often result in learning gaps that hinder instructional effectiveness. To address this, class classification strategies based on initial Arabic ability have been introduced as a pedagogical innovation to enhance differentiated instruction and equitable learning outcomes. Objective: This study aims to critically evaluate the effectiveness of class classification strategies in improving students’ Qira’ah proficiency and to identify pedagogical factors that support or hinder the successful implementation of this approach. Method : This study employed a qualitative descriptive method, utilizing interviews and classroom observations as the primary tools for data collection. The participants consisted of eight Arabic language instructors and twenty students representing various proficiency levels. The data were analyzed thematically to identify patterns in learning experiences and instructional effectiveness across different class categories. Results and Discussion :The findings indicate that diagnostic assessments effectively support student placement, allowing instructional materials to align with learners’ linguistic readiness. Beginner students showed marked improvement in vocabulary mastery and comprehension, while advanced students benefited from authentic text engagement and analytical exercises. Nevertheless, limited class mobility and uneven progression across levels constrained the system’s overall effectiveness. Conclusion and Implications : Adaptive and context-based class classification strategies are essential to enhancing Qira’ah competence. The study recommends continuous formative assessment, mentoring systems involving peer tutors, and targeted teacher training to ensure sustainable improvement. These findings contribute to the development of more inclusive and responsive Arabic pedagogy in Islamic higher education.
Co-Authors Abdurrahman Husein, Abdul Hakim Afridawati Afridawati, Afridawati Aini, Hidayati Amilya Andrian, Riko Asmilia, Dera Ayumi, Nadila Mi Budi Santoso Wibowo D.S., Muhammad Ridha Efyanti, Yasni Frieola, Vesi Ghozi, Mohamad Gusma, Adib Julian ILHAM Ismail, Holil M. Jais Kaharudin Muhlasin, Muhlasin Nofesalya, Katrin Adjma Noza Aflisia, Noza NURHADI Nurhidayah Nurhidayah Oktavera, Hasnil Prasetya, Rangga Prayudi Rahmatullah Purwanto, Jepri Putri Saleha, Gena Riko Andrian RINI RINI Rizki Meilizia, Dara Rofingah, Umi Rozanie, Jihan Fitri Sari, Rara Salvia Sutaman, Sutaman Ulya, Aqil Sajidil