Transforming the Teaching of Maharah Istima’: Navigating New Trends and Urgent Needs in Arabic Language Learning

Abstract

This study explores the pedagogical transformation of Maharah Istima’ (Arabic listening skills) in Islamic secondary education amidst growing digital demands and shifting student learning preferences. Conducted at SMA Annuqayah, this qualitative case study investigates how instructional methods, institutional structures, and student engagement patterns influence the effectiveness of listening instruction. Data were collected through interviews, classroom observations, and document analysis involving school leaders, teachers, and students. The findings reveal that teaching practices remain largely traditional—dominated by lectures—despite students’ increasing need for interactive, multimodal, and spiritually integrated learning experiences. While some efforts toward innovation were observed in upper-level classes, a significant gap persists between policy intent and classroom implementation. Documentation practices also remain limited in capturing listening progress and value integration. The study argues for a shift toward transformative, student-centered pedagogy rooted in Islamic educational philosophy and supported by institutional development. It offers practical recommendations for rethinking Arabic listening instruction to better align with 21st-century learning needs and Islamic values. This research contributes to the discourse on language education reform by highlighting how Arabic listening can serve not only as a linguistic tool but also as a means of ethical and spiritual formation.