RELEVANSI PRINSIP-PRINSIP TARBIYAH ISLAMIYAH DALAM PEMBELAJARAN BAHASA ARAB

Abstract

This study aims to examine the relevance of the principles of tarbiyah Islamiyah in Arabic language learning as an effort to realize a holistic, effective, and character-based educational process. Arabic holds a central position in Islamic education because it serves as the key to understanding the Qur’an, Hadith, and classical scholarly literature; therefore, its instruction is not merely linguistic in nature but also functions as a means of shaping students’ intellectual and spiritual identities. Using a library research approach, this study analyzes classical and contemporary literature related to tarbiyah Islamiyah as well as theories and practices of Arabic language teaching, and then connects the two through content analysis. The findings indicate that the principles of tarbiyah Islamiyah such as fitrah, tadarruj, hikmah, uswah hasanah, ta‘wid, targhib and tarhib, and tawazun have strong relevance in enhancing the effectiveness of Arabic language learning. The principle of fitrah encourages a humanistic learning process that is aligned with students’ developmental stages; tadarruj emphasizes the importance of structuring learning materials progressively; hikmah requires the use of wise and varied teaching methods; while uswah hasanah and ta‘wid stress exemplary conduct and language habituation in daily activities through the creation of a bi’ah lughawiyah. Furthermore, motivation (targhib and tarhib) and the balance between cognitive, affective, and psychomotor domains are proven to strengthen the overall quality of learning. This study concludes that integrating the principles of tarbiyah Islamiyah into the curriculum, teaching methods, and learning environment can improve language mastery while simultaneously fostering students’ character, making it highly relevant for implementation in Arabic language education within contemporary Islamic educational institutions.