<![CDATA[Exegesis (tafsīr) instruction of Juz 30 for novice non-native Arabic speakers is frequently hindered by linguistic complexities, which consequently impedes students' spiritual engagement with the text. This study aims to analyze how the instructional design of the textbook Durūs min Al-Qurān Al-Karīm (Level 1) manages cognitive load to facilitate spiritual internalization among beginners, examined through John Sweller’s Cognitive Load Theory (CLT) framework. A qualitative content analysis was conducted on 13 instructional units covering the short chapters (sūrahs) of Juz 30. The findings reveal that: (1) intrinsic load is effectively controlled by limiting new vocabulary to 7–28 words per chapter; (2) extraneous load is minimized by utilizing semantic equivalents (al-tarāduf) without burdening learners with complex grammatical analysis; and (3) an integrative layout that juxtaposes the Quranic verses with global exegesis (al-ma'nā al-ijmālī) successfully optimizes germane load. Theoretically, this efficient working memory management frees cognitive capacity for affective-spiritual processing, there by fostering heightened heart-presence (hudhūrul qalb) and mindfulness (khushū') in daily worship.]]>
Copyrights © 2026
