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The Need for Active Learning Strategies in Arabic Literature at
Universiti Pendidikan Sultan Idris
According to Ab. Halim Tamuri (2015), the practice of Active Learning requires teachers to be creative in
creating an effective learning environment in line with the demands of 21st-century education. The researcher
found that students had a weak mastery of the Arabic language, poor Arabic vocabulary acquisition, and issues
related to students’ attitudes and interest in Active Learning, as well as the teaching methods used by teachers
during the Arabic Literature course.This study was conducted to examine students’ perceptions of the need for
Active Learning strategies in the Arabic Literature course. The study focused on four indicators of Active
Learning, namely student-centered learning, a clear and easily understood learning process, various learning
activities, and two-way communication.A total of 28 fourth-year students pursuing a Bachelor of Arabic
Language with Education at Sultan Idris Education University participated as respondents in this study. The
research instrument used was a questionnaire containing 15 items, developed based on a Likert scale. The
collected data were analyzed using SPSS for Windows Version 26. Data analysis showed that the mean value for
the student-centered learning indicator was 4.18, the indicator for a clear and easily understood learning process
was 4.40, the indicator for various learning activities was 4.25, and the indicator for two-way communication
was 3.98. Therefore, Active Learning strategies can help enhance the students’ learning process in the Arabic
Literature course
Creative, Active Learning, Student-centerd, Arabic Literature, Two-way communication
Arabic is often synonymous with the Language of the Qur’an and the Language of Paradise. According to Moh.
Matsna H. S. M. A. (2016), the efforts of Caliph Ali Bin Abi Talib in developing the Arabic language marked
an important milestone in the history of Arabic linguistic studies. Anismazini Mohd Zin. (2014) stated that the
evolution of the Arabic language over time has made it one of the world’s major languages.
In Malaysia, the Arabic language subject has been introduced at all levels of education, from primary education
up to higher education. According to Abdul Razif Zaini et al. (2019), Arabic Language Education holds a
distinctive position within the Malaysian education system. Arabic has long been a foundational element in the
traditional pondok education system and in religious-stream schools.
The uniqueness of the Arabic language can be seen through its wide range of disciplines and fields of study
before one is recognized as an expert in the language. It begins with the study of Arabic grammar (nahu) and
extends to Arabic literature, which explores the development of the Arabic language through literary texts such
as classical Arabic poetry (shi‘r). Therefore, the study by Rosni Samah (2023) focused on language and literature
learning strategies in higher education institutions. The research emphasized the importance of adopting
effective strategies for learning Arabic language and literature at the tertiary level.
Furthermore, according to Hafizah M. Nasir (2012), the practice of Active Learning is highly encouraged in
teaching and learning to transform passive instruction into active classroom engagement. This was further
explained by K. Azmi Jasmi (2013), who stated that Active Learning serves as a key instrument in achieving
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learning objectives, emphasizing students’ participation in learning activities rather than focusing solely on
classroom objectives.
Therefore, this study was conducted to identify the need for Active Learning strategies in the learning of Arabic
Literature at Sultan Idris Education University (UPSI). In addition, the study aims to determine the variables
between Active Learning strategies and the practices of Arabic Literature learning in the classroom. Active
Learning strategies are evaluated based on their suitability throughout the Arabic Literature learning process to
ensure their effectiveness and value in enhancing the learning experience. Essentially, Active Learning strategies
will be adapted according to the challenges faced by students during the process of learning Arabic Literature.
RESEARCH OBJECTIVES & RESEARCH QUESTIONS:
This study was conducted to identify the need for Active Learning strategies in the teaching of Arabic literature,
with the research question being: “What are the needs for Active Learning strategies in the Arabic literature
course?”
REVIEW OF LITERATURE
According to Robert M. Gagné (1970) in his book The Conditions of Learning, learning is defined as a change
in an individual’s behaviour or capability that can be retained. He explains that such changes do not include
those that occur naturally as a result of the growth process.Meanwhile, Ishak Baba (2009) defines learning as a
process or a series of steps that involve gathering information and knowledge, mastering skills, and developing
habits. He also emphasizes that learning encompasses the development of an individual’s attitudes, beliefs, and
values.
Based on the view of Nawi, N. H. M. (2011), learning is described as a process of interaction and communication
between students and instructors, whereby the acquisition of knowledge and information, the mastery of skills,
and the formation of attitudes take place within the learners by the end of the learning process. Through student
involvement, this process becomes an educational experience. This educational process occurs regardless of time
and place. Learning receives input through observation, training, or sharing. In the context of learning, several
characteristics can be identified:
Figure 1. Aspects of Learning
According to Abdul Rahman, K. A., Arshad, M. S., Rahim, M. B., Yunus, F. A. N., Hashim, S., & Razali, N.
(2021), achieving successful learning is a complex process that cannot be easily attained. This view is further
supported by Sang, M. S. (2008), who asserts that effective learning necessitates both efficient teaching and
adequate motivation to ensure meaningful learning outcomes. Furthermore, the success of the learning process
is influenced by an individual’s learning style, the learning environment, and the instructional methods
employed.
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According to Jasmi, K.A., Talip, O., & Illias, M. F. (2012), learning strategies are crucial in ensuring that learning
objectives are effectively achieved in alignment with the existing learning environment. In addition, Kurt, S.
(2016) explains that learning strategies refer to the various approaches or methods used to deliver instructional
content within a particular environment or group during the teaching and learning process.
Learning strategies have undergone several transformations over time, beginning with teacher-centred
approaches—often referred to as traditional learning strategies—to more contemporary learner-centred
approaches. According to the study conducted by Isnormaniza Ithnain & Khaliza Saidin (2021), the evolution of
learning strategies is essential and has a significant impact on students’ achievement in examinations.
According to Sang, M. S. (2008), learning strategies can be categorised into eight key components, namely
learning connected to real-world contexts, encouraging communication within groups, the utilisation of effective
learning techniques, establishing a conducive learning environment, providing exposure to problem-solving
activities, employing reinforcement and motivation by teachers, fostering the sharing of ideas, and applying peer
learning in the classroom.
According to Hassan, N. J. (2015), Active Learning is an approach known as “learning by doing,” which refers
to instructional techniques that emphasise student interaction and full participation in engaging activities that
stimulate and develop the skills and knowledge intended to be imparted based on the learning objectives.
According to Nur Khoiri, H., M. Ag. (2018), Active Learning encompasses all models, strategies, approaches,
and methods used in the learning process that promote interaction and communication among students. It also
involves learners engaging in meaningful activities and thinking critically throughout those activities. Based on
both studies, Active Learning clearly emphasises student interaction and positions learners at the centre of the
teaching and learning process
Ab. Halim Tamuri and Muhibah Nor (2015) found that Active Learning has the potential to enhance students’
academic performance. This strategy can also encourage positive changes in students’ attitudes and interest
towards a particular subject when it is effectively implemented in teachers’ instructional planning. This is further
supported by the study of Hafiza Md. Nasir (2012), which found that Active Learning makes the learning process
more engaging through the use of technology, teaching aids, and external reference materials. The structure of
Active Learning can be illustrated as shown in the diagram below:
Figure 2. Characteristics of Learning
In general, literature, according to Roslan, N. A., N. I., Mahmod, R., & Gutub, A. (2022), refers to works created
through the medium of language and its accompanying tols, and it is distinct from non-literary forms such as
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reports or essays. Furthermore, Arabic literature has evolved over time, influencing local culture, the practice of
knowledge, and the standardisation of the Arabic language used.
In Malaysia, Arabic literature is not taught at the primary school level but is offered in secondary religious
schools. Furthermore, this subject is also taught at the pre-university level and in higher education institutions
(HEIs). The Malaysian Higher Religious Certificate (Sijil Tinggi Agama Malaysia, STAM), supervised by the
Ministry of Education, offers the subject Adab Nusus, which draws knowledge from Arabic literature.
Additionally, eight public universities in Malaysia offer undergraduate programmes in Arabic language that
include Arabic literature courses.
According to Elnagar, A., Yagi, S. M., Naasif, A. B., Shahin, I., & Salloum, S. A. (2021), Arabic literary prose
reflects life and modes of thought that vary according to the period in which it was written. This is evident
through the messages conveyed and the use of the Arabic language in poetry and prose.
For this study, the researcher employed a correlational research design, utilizing both quantitative and qualitative
research approaches. Data were analyzed using descriptive quantitative analysis and descriptive qualitative
analysis methods. The type of descriptive study applied was a survey and observational experiment. The
researcher used pre-tests and post-tests, questionnaires, and observations, all of which were grounded in
Constructivist Theory.
This study was conducted only at Sultan Idris Education University (UPSI). The participants were third-year
students enrolled in the Bachelor of Arabic Language with Education programme at UPSI. A total of 28 students
were involved as respondents. This study focused on the Arabic Literature subject at UPSI.
These students are required to take the Arabic Literature subject for three semesters, namely in the third, fourth,
and fifth semesters. The researcher did not restrict the respondents based on whether they had a STAM
background or not. This is because all students have experience in learning Arabic Literature at UPSI.
In the pre-test and post-test, the researcher developed eight questions related to ethics (adab)in Arabic Literature
and five questions related to texts (nusus) from the subjects of Pre-Islamic and Islamic Arabic Literature,
Umayyad Arabic Literature, Abbasid Arabic Literature I, Abbasid Arabic Literature II, and Andalusian Arabic
Literature. The researcher categorized the scoring into three levels: Excellent, Moderate, and Weak, with
different mark allocations for each question, as shown below:
Table 1. Mark Distribution
Score Category
Excellent Mark
Moderate Mark
Weak Mark
2 marks
1 mark
0 mark
4 -3 marks
2-1 mark
0 mark
6 -5 marks
4-1 mark
0 mark
The main instrument used in this study was a set of questionnaires constructed by the researcher based on the
predetermined research question. The items were analyzed using a Likert Scale to obtain accurate data from
respondents’ feedback. The scale ranged from 1 to 5, where 1 represented Strongly Disagree (minimum response)
and represented Strongly Agree (maximum response).
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Table 2. Likert Scale
5
4
3
2
1
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
To answer the research question, the researcher identified four indicators to measure the need for Active Learning
strategies in the questionnaire.
Table 3. Indicator 1 (Student-Centered Learning)
Indicator 1
Student-Centred Learning
Question 1
Student-centred learning is an effective learning process in the study of Arabic Literature.
Question 2
The teacher acts as a facilitator in guiding students to carry out Arabic Literature learning
activities in the classroom.
Question 3
Active learning encourages students to participate fully during the Arabic Literature learning
process.
Question 4
Group discussions in analysing features and translating poems in Arabic Literature are examples
of student-centred learning activities.
Table 4. Indicator 2 (Clear and Easily Understood Learning Process)
Indicator 2
Clear and Easily Understood Learning Process
Question 4
The main ideas of Arabic Literature are easier to understand through brainstorming activities
between students and the teacher.
Question 5
The creation of mind maps for each characteristic of Arabic Literature helps students to
remember the main points more effectively.
Question 6
Learning becomes clearer through the construction of tables showing differences in the factors
influencing the development of the Arabic language among various poets.
Question 7
The use of structured and systematic language and teaching aids facilitates students’
understanding of the topics being studied.
Table 4. Indicator 3 (Variety Of Learning Activities)
Indicator 3
Variety Of Learning Activities
Question 8
The Simulation activity, which allows students to read Arabic poems according to their meaning,
helps attract students’ interest.
Question 9
Debate activities comparing Arabic poems across different periods of poets encourage higher-
order thinking skills.
Question 10
Group presentations based on the discussion and translation of Arabic poems help to build
students’ confidence.
Question 11
The Reading Guide activity assists students in accurately finding reference books related to
Arabic Literature.
Table 5. Indicator 4 (Two Way Communication)
Indicator 4
Two Way Communication
Question 12
The Chalk and Talk method does not attract students’ interest in learning Arabic Literature.
Question 13
Opportunities to share ideas and opinions help increase students’ motivation in the Arabic
Literature course.
Question 14
Question-and-answer sessions between lecturers and students enhance students’ understanding
and knowledge of the topic studied.
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Table 6. Mean Score Distribution According to Scale
Statement/Mean Score
Level
Scale
Low Level
1.00 – 2.33
Strongly Disagree (SD)
1
Diasgree (D)
2
Moderate Level
2.34 – 3.66
Uncertain (U)
3
Agree (A)
4
High Level
3.67 – 5.00
Strongly Agree (SA)
5
Table 8 presents the indicator for the need for student-centred strategies. For this indicator, the overall mean
score recorded was 4.18, which indicates a high level of need for the implementation of this strategy in the
Arabic Literature subject. Among the items, group discussion activities involving the analysis of literary features
and the translation of poems recorded the highest mean score of 4.43, reflecting strong agreement on the
importance of collaborative learning. The need for student engagement through Active Learning strategies
obtained the second-highest mean score of 4.39, showing that active participation is a key factor in effective
learning.
Meanwhile, the teacher’s role as a facilitator in the learning process recorded a mean score of 4.11, suggesting
that respondents perceive the facilitator approach as an important strategy in Arabic Literature teaching. Lastly,
the item indicating that student-centred learning is an effective learning process in the Arabic Literature subject
recorded a mean score of 3.82, which still represents a high level of agreement among respondents.
Table 7. Indicator 1(Student-Centered Learning)
No.
Item
SD
D
U
A
SA
Mean
1.
Student-centred learning is an effective learning process in the study
of Arabic Literature.
10.7
0
17.9
39.3
32.1
3.82
2.
The teacher acts as a facilitator in guiding students to carry out
Arabic Literature learning activities in the classroom.
3.6
3.6
3.6
57.1
32.1
4.11
3.
Active Learning encourages students to participate fully during the
Arabic Literature learning process.
3.6
0
3.6
39.3
53.6
4.39
4.
Group discussions in analysing characteristics and translating poems
in Arabic Literature are examples of student-centred activities.
3.6
0
3.6
35.7
57.1
4.43
Overall Mean
4.18
Table 9 illustrates that a clear and easily understood learning process is highly essential in the subject of Arabic
Literature. Overall, the findings indicate a high mean score of 4.40, reflecting a significant need for a structured
and comprehensible learning process as part of the teaching strategy for this subject.
Among the key aspects emphasized, the use of organized and systematic language and materials recorded the
highest mean score of 4.50. This was followed by the construction of tables to differentiate certain factors, with
a mean score of 4.43. Meanwhile, the need to produce mind maps for each feature within a topic recorded a
mean score of 4.36. Lastly, the brainstorming activities to understand the main ideas were also deemed necessary,
as reflected by a mean score of 4.32, indicating their importance in strengthening the learning strategies for
Arabic Literature.
Table 8. Indicator 2 (Clear and Easily Understood Learning Process)
No.
Item
SD
D
U
A
SA
Mean
5.
Arabic Literature is easier to understand in terms of its main ideas
through brainstorming activities between students and teachers.
3.6
0
7.1
39.3
50.0
4.32
6.
The production of mind maps for each feature in Arabic Literature helps
students to remember the key points more easily.
3.6
0
3.6
42.9
50.0
4.36
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7.
Learning becomes clearer through the construction of tables that
differentiate the factors influencing the development of the Arabic
language by each Arab poet.
3.6
0
7.1
28.6
60.7
4.43
8.
The use of well-structured and systematic language and teaching aids
helps students to better understand the topics being studied.
3.6
0
0
39.3
57.1
4.50
Overall Mean
4.40
Table 10 shows the indicator for a variety of learning activities. The overall mean score of 4.25 indicates a high
level of need for diverse learning activities in the Arabic Literature subject. Among these, the‘Reading Guide’
activity, which helps students locate relevant reference books, recorded the highest mean score of 4.32
Additionally, both the debate activity on the comparison of Arabic poemsand the group presentation activity
based on discussion outcomes obtained the same mean score of 4.25. Finally, the ‘Simulation’ activity, which
allows students to read Arabic poems according to their meanings, recorded the lowest mean score of 4.18, yet
still reflects a strong level of need within the learning strategy.
Table 9. Indicator 3 (Variety Of Learning Activities)
No.
Item
SD
D
U
A
SA
Mean
9.
The ‘Simulation’ activity, which gives students the opportunity to read
Arabic poems according to their meaning, can attract students’ interest.
3.6
3.6
73.6
50.0
39.3
4.18
10.
The debating activity on the comparison of Arabic poems according to
the time periods of each poet helps to foster higher-order thinking
skills.
3.6
0
7.1
46.4
42.9
4.25
11.
Group presentation activities based on the results of Arabic poem
translation discussions help to enhance students’ confidence.
7.1
0
0
46.4
46.4
4.25
12.
The ‘Reading Guide’ activity assists students in finding appropriate
reference books related to Arabic Literature accurately.
3.6
0
3.6
46.4
46.4
4.32
Overall Mean
4.25
Table 11 presents the need for learning strategies through two-way communication. The overall mean score of
3.98 indicates a high level of need for effective two-way communication in the learning process. Among the
items, question-and-answer activities between lecturers and students recorded the highest mean score of 4.21,
reflecting the most significant strategy within this indicator. This was followed by sharing of opinions and ideas
during lessons, which obtained a mean score of 4.18. Meanwhile responses to the ‘Chalk & Talk’ method
recorded the lowest mean score of 3.57, although it still demonstrates the presence of communication elements
in the learning process.
Table 10. Indicator 4 (Two- Way Communication In Learning)
No.
Item
SD
D
U
A
SA
Mean
13.
The ‘Chalk & Talk’ method does not attract students’ interest in
learning Arabic Literature.
3.6
14.3
28.6
28.6
25.0
3.57
14.
Opportunities to express ideas and opinions can increase students’
motivation in the Arabic Literature course.
7.1
0
3.6
53.6
35.7
4.18
15.
Question-and-answer activities between lecturers and students can
enhance students’ understanding and input regarding the topics
studied.
3.6
0
0
64.3
32.1
4.21
Overall Mean
3.98
Overall, the findings indicate that active learning strategies are highly necessary in the teaching and learning of
Arabic Literature. Such strategies include the use of mind maps in note creation, effective teacher–student
communication during lessons, and question-and-answer activities as tools to assess students’ understanding of
the topics studied. These findings are consistent with the study by Norasyikin Mohd Zaid and Nurulhidayah
Ariff (2012), which found that active learning strategies can enhance various aspects of learning quality and
transform traditional teaching methods. For instance, 50% of respondents agreed that the ‘Chalk and Talk’
method does not attract students’ interest in learning Arabic Literature.
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CONCLUSION & SUGGESTIONS
In conclusion, the researcher concludes that learning strategies are closely related to the level of students’ mastery
in the learning process. The researcher analyzed data collected from questionnaires distributed to respondents.
Based on the four main elements of Active Learning, the findings revealed that respondents agreed these
elements are highly essential in the teaching and learning of Arabic Literature. Respondents also agreed that the
implementation of ActiveLearning strategies enhances students’ interest in the subject and improves their level
of mastery in Arabic Literature. Furthermore, respondents acknowledged that teachers play a crucial role in
implementing Active Learning strategies, such as conducting diverse learning activities and preparing Engaging
Teaching Aids (ETA) during lessons. Therefore, this study demonstrates that the Arabic Literature subject
requires the practical application of Active Learning strategies in the teaching and learning process.
Future research could focus on other subjects or different modes of teachingimplementation. For instance, a
study could be conducted on the need for Active Learning strategies in Arabic Literature during online teaching
and learning. This is based on issues that emerged during the Movement Control Order (MCO) period, such as
attendance problems and students’ mastery levels in online learning. Moreover, the study could be extended to
other Arabic-related subjects offered in Government-Aided Religious Schools (SABK) in Selangor, such as
Ulum Syariah, Usuluddin, and Balaghah.
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