Reconstructing Adaptive Scaffolding for Reading Ibn Jinnī’s Al-Khaṣāʾiṣ: A Conceptual Framework for Classical Arabic Linguistic Reasoning

Ria Rafita Supriani (Sekolah Tinggi Agama Islam Negeri Mandailing Natal)
Irmasani Daulay (Sekolah Tinggi Agama Islam Negeri Mandailing Natal)
Torkis Lubis (Universitas Islam Internasional Indonesia)
Hajer Abdallah Albshkar (University of Zawia)

Journal of Arabic Language Learning and Teaching
Vol. 4 No. 3 (2026): Journal of Arabic Language Learning and Teaching (JALLT)

Reading Ibn Jinnī’s Al-Khaṣāʾiṣ poses a pedagogical problem that cannot be reduced to lexical decoding or grammatical parsing: readers must also recognize disciplinary concepts, determine the evidential status of textual materials, and reconstruct how linguistic judgments are justified. This study reconstructs an adaptive scaffolding framework for such reading by integrating textual analysis with Cognitive Load Theory (CLT), the Zone of Proximal Development (ZPD), and scaffolding theory. A qualitative conceptual-textual design was employed, using library/document research as the data-source strategy, qualitative content analysis as the analytical method, and an adapted educational-reconstruction procedure for model development. The bounded analytical corpus comprised three theoretically selected chapter clusters representing contrasting epistemic demands: competing grammatical explanations and ʿillah; non-local cross-reference in the discussion of language origins; and the use of poetic shāhid and qiyās in Bāb fī al-Istiḥsān. Analysis traced each textual feature through complexity category, anticipated learner demand, pedagogical mediation need, and scaffolding response. Three interacting dimensions were identified terminological-conceptual, textual, and argumentative which together constitute textual-epistemic complexity. On this basis, the study proposes a four-part adaptive architecture: diagnostic identification of textual-epistemic complexity; mediation through conceptual orientation, guided reading, collaborative reconstruction, and argument reconstruction; adaptive fading or reactivation according to the learner–complexity gap; and transfer of epistemic responsibility toward independent linguistic analysis. The framework conceptualizes adaptive scaffolding as epistemic mediation by specifying both the form and intensity of support in relation to disciplinary knowledge practices. Because no learners or classroom implementation were involved, the model remains a conceptual proposition requiring expert and empirical validation.