<![CDATA[This study explores the integration of the Reading for Meaning strategy in the teaching of maharah qira’ah (reading proficiency) using turats (classical Islamic) texts at Ma’had Aly Sunan Drajat Lamongan. The research was motivated by the need to transform traditional text-based learning, which often focuses on literal translation, into a meaning-centered and interpretive reading process. Employing a qualitative descriptive approach, data were collected through observation, interviews, and document analysis involving the Mudir (director), lecturers, and students over a three-month period from June to August 2025. Findings reveal that the Reading for Meaning strategy was effectively implemented through three pedagogical stages: pre-reading, while-reading, and post-reading. This structured process enhanced students’ comprehension and engagement with turats texts by shifting their focus from grammatical decoding to conceptual understanding. Students demonstrated increased metacognitive awareness, inferential reasoning, and the ability to contextualize classical ideas. Moreover, classroom behavior evolved toward collaborative and dialogic interaction, with lecturers assuming facilitative roles rather than directive ones. The study concludes that integrating Reading for Meaning with turats instruction not only improves reading comprehension but also cultivates reflective thinking, moral awareness, and intellectual autonomy. This integration offers a practical and theoretical model for revitalizing maharah qira’ah pedagogy in Islamic higher education.]]>
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