Implementing Brain-Based Learning in Arabic Language Teaching: Pedagogical Practices and Challenges

Hasan Syukur (Universitas Islam Negeri Maulana Malik Ibrahim Malang)
Muhammad Khozinul Asror (Universitas Negeri Malang)
Darul Jalal (Universitas Islam Negeri Maulana Malik Ibrahim Malang)
Wahyu Putra Pratama (Universitas Negeri Malang)
Najmul Iman Zamani (Universitas Negeri Malang)
Izzat Imaniya (Universitas Negeri Malang)

Journal of Educational Management and Strategy
Vol. 5 No. 1 (2026): January - June 2026

Arabic language learning in Indonesia still faces serious challenges, namely students’ low communicative competence due to the dominance of the grammar-translation approach, which is not aligned with the brain’s biological functioning. This study aims to: (1) analyze the twelve principles of Brain-Based Learning (BBL) and their relevance to Arabic language acquisition; (2) explore the implementation of BBL through Jensen’s three-phase teaching model in Arabic language classrooms; and (3) conduct a critical reflection on the strengths and challenges of applying BBL in the context of Arabic language learning in Indonesia. This research employs a library research approach using content analysis through three stages: thematic categorization, cross-study consistency evaluation, and critical evaluation. Data sources were obtained from various scientific articles and relevant books. The results of the study indicate that the twelve principles of BBL including parallel processing, emotional engagement, recognition of wazan patterns, multisensory input, social interaction, intrinsic motivation, and real-world application exhibit a high degree of alignment with the linguistic characteristics of the Arabic language. The study’s findings indicate that the twelve principles of BBL, including parallel processing, emotional engagement, recognition of wazan patterns, multisensory input, social interaction, intrinsic motivation, and real-world application, align closely with the linguistic characteristics of the Arabic language. Its integration into Jensen’s three-phase model has proven capable of simultaneously optimizing encoding, sense-making, and memory consolidation. Nevertheless, the implementation of BBL faces challenges in the form of limited neuroscience-based pedagogical competencies among teachers, resource disparities, and incompatibility with rote-memorization-based assessment systems. This study offers practical implications for educators, curriculum developers, and policymakers to integrate educational neuroscience into more holistic learning designs, while also opening up an agenda for empirical research to test the effectiveness of BBL at various levels of madrasahs and pesantren.