To map the components of the Arabic reading learning ecology at Islamic Boarding School
Keywords:
Arabic reading, mahārah qirā’ah, learning ecology, Islamic boarding schoolAbstract
Arabic reading (mahārah qirā’ah) learning in Islamic boarding schools plays an important role in developing students’ linguistic competence and textual understanding. This study aims to map the learning ecology of Arabic reading at Ummul Quro Assuyuty Islamic Boarding School, Indonesia. A qualitative case study approach was employed, with data collected through interviews, observations, and documentation, and analyzed using an interactive model. The findings reveal that the learning ecology of Arabic reading consists of five main components, namely pedagogical, social, institutional, cultural, and learning resources components. These components interact dynamically to form a holistic, adaptive, and sustainable learning environment. The study indicates that Arabic reading instruction in pesantren is not limited to classroom activities but constitutes an educational ecosystem shaped by culture, scholarly traditions, and institutional systems. This research contributes to the expansion of learning ecology theory within the context of education
References
Ainin, F., et al. (2024). The role of learning theories in maharah qira’ah instruction. Inklusi Journal, 1(1), 1–12.
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368
Baquiy, A., & Hikmah, K. (2025). Maharah qira’ah learning practices using Al Ashri book. Academia Open, 10(2), 1–15. https://doi.org/10.21070/acopen.10.2025.12748
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Dahlia, S. (2013). Urgensi metode qiroah dalam pembelajaran bahasa Arab di PTAI. Arabia Journal, 5(1), 20–35.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.
Fauziyah, L. (2023). Metode diskusi dalam maharah qira’ah. Arabiyatuna Journal, 7(1), 89–104.
Hamzah, M. A., & Wahab, A. (2025). Maharah qira’ah exercises in Arabic textbook analysis. Pendas Journal, 11(2), 1–18. https://doi.org/10.23969/jp.v11i02.44515
Hasanah, N. (2024). Maharah qira’ah dalam pembelajaran bahasa Arab. NUR EL-ISLAM: Jurnal Pendidikan dan Sosial Keagamaan, 12(2), 115–128.
Hidayanti, S. W., & Falah, M. F. (2026). Evaluasi kualitas instrumen tes maharah qira’ah menggunakan classical test theory. Al Ibrah: Journal of Arabic Language Education, 9(1), 180–189.
Hidayat, T., & Maulana, R. (2021). Metode sam’iyyah syafawiyah dalam pembelajaran bahasa Arab. Lisanuna Journal, 11(1), 77–90.
Hull, G., & Schultz, K. (2001). Literacy and learning out of school. Review of Research in Education, 25, 225–252.
Krapp, A. (2002). Structural and dynamic aspects of interest development. Learning and Instruction, 12(4), 383–409.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. Routledge.
Meiliyanti, S. Z., & Ilmiani, A. M. (2024). Optimizing maharah qira’ah learning through memorizing the Qur’an. Lahjah Arabiyah Journal, 6(1), 1–21. https://doi.org/10.35316/lahjah.v6i1.01-21
Putri, T., et al. (2025). Bahan ajar maharah qiroah berbasis contextual teaching and learning (CTL). Al-Tadris: Jurnal Pendidikan Bahasa Arab, 13(1), 367–388. https://doi.org/10.21274/tadris.2025.13.1.367-388
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
Syahid, R. A., & Haqqy, A. M. (2020). Al-‘Alaqah baina hifzhil Qur’an wa maharatil qira’ah. Maharaat Journal, 3(1), 1–15. https://doi.org/10.18196/mht.v3i1.10323
Uly, A. L. K., & Rochmat, C. S. (2026). Integrative analysis of reading theories in Arabic maharah qira’ah learning. International Journal of Science and Environment, 6(2), 445–450. https://doi.org/10.51601/ijse.v6i2.509
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Frisna Septian Renaldi, Imro'atus Solikah, M. Yusuf (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Tanfidziya is licensed under a Creative Commons Attribution 4.0 International License
.
