Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy

Irfan Hania; Ubaidillah Ubaidillah; Mufrodi Mufrodi; Faiqotussana Faiqotussana; Muhammad Rifaldi

doi:10.14421/hjie.2025.52-01

Authors

Irfan Hania Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia https://orcid.org/0000-0002-6490-3036
Ubaidillah Ubaidillah Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia
Mufrodi Mufrodi Universitas Islam Negeri Sultan Maulana Hasanuddin Banten, Indonesia
Faiqotussana Faiqotussana Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Muhammad Rifaldi Universiti Utara Malaysia

DOI:

https://doi.org/10.14421/hjie.2025.52-01

Keywords:

Arabic Learning, Deep Learning, Islamic Pedagogy, Conceptual Framework

Abstract

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.

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