Model Pembelajaran Bahasa Arab berbasis Nash Agama: Pendekatan Interkoneksi dalam Pendidikan Tinggi Keagamaan

Abstract

Arabic language learning in Islamic universities still faces problems in the form of separation between mastery of linguistic aspects and understanding of the Islamic context, which is one of the main academic environments of learning. Learning that is too oriented to grammar, vocabulary memorization, and structural exercises has the potential to make Arabic understood as a linguistic object separate from its epistemological and communicative functions in Islamic studies. This conceptual article aims to develop an Arabic learning model based on Islamic texts through an interdisciplinary approach that integrates linguistic competence, understanding of Islamic content, critical thinking skills, and value reflection. The study uses integrative literature review by analyzing the literature on Content and Language Integrated Learning (CLIL), Integrating Content and Language in Higher Education (ICLHE), contextual learning, interdisciplinary education, Arabic language pedagogy, and the integration of Islamic values in language education. The results of the study produced an Islamic Nash-Based Interconection Arabic Learning (INIAL) model  consisting of five stages: contextual activation, Islamic text engagement, linguistic inquiry, interdisciplinary meaning-making, and communicative-reflective production. This model places the texts of the Qur'an, Hadith, jurisprudence, morals, Islamic history, and Islamic thought not only as reading material, but as an authentic source to develop language competence while building Islamic literacy and critical thinking skills. This article argues that Arabic language learning in Islamic higher education needs to move from a language-only paradigm to a language-content-value integration paradigm. The proposed model makes a conceptual contribution to the development of Arabic curriculum, teaching materials, learning strategies, and assessments in Islamic universities.