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Text-Based Integrative Learning Model and Arabic Language Reinforcement in Ulumul Hadith Learning at UniSZA

Model Pembelajaran Integratif Berbasis Teks dan Penguatan Bahasa Arab dalam Pembelajaran Ulumul Hadith di UniSZA

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DOI:

https://doi.org/10.21070/ups.10424

Keywords:

Ulumul Hadith, Text-Based Learning, Arabic Language Competence, Blended Learning, Islamic Higher Education

Abstract

Ulumul hadith instruction in multilingual Islamic universities requires the integration of pedagogical design, Arabic linguistic competence, and digital learning support. This study investigates pembelajaran ulumul hadith di UniSZA by examining the effectiveness of teaching methods and their impact on students’ Arabic proficiency. A qualitative case study was conducted through in-depth interviews, participant observation, documentation analysis, and questionnaires administered to 14 students. The findings indicate that 57.1% of students perceived the lecture–discussion model as satisfactory, while 42.9% requested more intensive text-based practice. Although 78.6% reported that digital platforms strongly supported learning, only 50.0% experienced significant improvement in Arabic competence, 35.7% moderate improvement, and 14.3% continued to face linguistic difficulties. Students with stronger Arabic backgrounds demonstrated higher engagement in sanad–matan analysis. The study concludes that an integrative text-based learning model combining systematic linguistic reinforcement and blended learning is essential to enhance the quality of ulumul hadith instruction in multicultural university contexts.

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