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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
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Effective Balaghah Learning Approaches in the Contemporary Era
Normila Noruddin
1*
, Najihah Abdul Wahid
2
, Abdul Wahid Salleh
3
Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin, 21300 Kuala Terengganu.
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.930000022
Received: 10 December 2025; Accepted: 16 December 2025; Published: 25 December 2025
ABSTRACT
The teaching and learning methods of balaghah in higher education institutions appear to be trapped within a
classical framework, often failing to capture the interest of the current generation of students who have grown
up with technology. The problem is exacerbated as fluency in modern Arabic communication becomes
increasingly out of reach for graduates; does this indicate that our system is obsolete, or are we simply afraid to
change? A significant research gap is evident in the development of truly contemporary pedagogical models for
balaghah, ones that transcend mere rhetorical "innovation" and do not neglect the discipline's roots. This
research, through a conceptual analysis of literature, investigates and synthesizes various approaches believed
to rejuvenate balaghah instruction. Preliminary findings indicate three crucial themes: first, the strategic
integration of digital pedagogy must be considered, not merely as an ornamental addition; second, the
contextualization of balaghah within global discourse and current issues is essential, so that it no longer remains
a museum artifact; and third, emphasis on students' creative expression skills must be highlighted. Clearly,
adapting the balaghah curriculum is not an option, but a necessity if we wish to see its continued relevance in
higher education and the job market.
Keywords: Balaghah, Digital Pedagogy, Creative Expression, Contextualization, Arabic Language Curriculum
INTRODUCTION
Each year, Arabic language graduates are celebrated as achievements of the formal education system. Yet, their
actual mastery, particularly in balaghah, reveals a notable gap between the anticipated outcomes and the realities
of language learning (Sopian & Saja, 2022). In today’s academic context, balaghah is often regarded as a
demanding and abstract discipline, seemingly disconnected from the contemporary linguistic experiences of
students (Abdul Rahman et al., n.d.).
This perception is partly a consequence of teaching approaches that remain heavily reliant on rote memorization
and grammatical analysis, overshadowing balaghah’s core function: enhancing linguistic beauty, precision, and
persuasive communication. Despite the acknowledged importance of cultivating persuasive language skills,
current pedagogical practices often fall short in addressing these demands, creating a clear gap between the goals
of language education and classroom realities.
A review of previous studies indicates that most research has offered only limited, incremental improvements,
without proposing a comprehensive reconceptualization of balaghah pedagogy (Askarov, 2025). As a result,
balaghah continues to be treated as an abstract theoretical field rather than a dynamic, applicable tool for effective
language expression.
The lack of a coherent conceptual framework that bridges traditional balaghah knowledge with contemporary
pedagogical needs represents a critical barrier to the field’s advancement. This limitation not only undermines
the effectiveness of Arabic language education but also risks weakening balaghah’s sustainability as a discipline
rich in intellectual heritage (Aflisia et al., 2022). In response, this study underscores the urgent need to develop
a pedagogical approach to balaghah grounded in a clear conceptual framework, ensuring that its teaching remains
relevant, effective, and aligned with the learning realities of the digital generation.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
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LITERATURE REVIEW
Discussions on balaghah pedagogy often become trapped in a dichotomy between tradition and modernity,
obscuring efforts to innovate based on contemporary learning needs. Classical works by scholars such as al-
Jurjani (c. 1078/1981) and Ibn Taymiyyah (c. 1300/1987) remain foundational for traditional balaghah theory.
Yet, applying these frameworks within 21st-century curricula demands substantial conceptual and
methodological adaptation. Without such alignment, reliance on classical models risks neglecting shifts in
learning environments and the evolving demands of modern communication.
Some scholars, including al-Samarrai (2019), argue that memorization and immersion in classical texts retain
their relevance when implemented effectively. Mastery of balaghah, they suggest, begins with the internalization
of linguistic structures employed by past scholars and poets. However, this approach tends to prioritize repetition
and one-way knowledge transfer, which falls short of contemporary pedagogical expectations emphasizing deep
understanding, critical thinking, and creative application. Text-focused methods also overlook modern students’
preference for interactive, meaning-making learning experiences (Arafah et al., 2025).
In response, a growing body of research advocates for reform-oriented approaches. Hamdan (2020), for example,
proposes shifting the focus from rigid definitions of balaghah to its communicative function in contemporary
discourse, incorporating modern texts such as news reports and digital media. While this broadens the scope of
instructional materials, content adjustments alone remain insufficient without detailed methodological guidance.
As a result, these reforms tend to be contextual enhancements rather than truly transformative.
Technology integration offers further promise. Abu Bakar et al. (2021) highlight that multimedia tools including
videos, animations, and interactive software can significantly enhance comprehension of abstract balaghah
concepts. Yet, in most studies, technology serves merely as a supportive tool, leaving teacher-centered structures
largely intact. Its full potential to foster student autonomy and meaningful collaborative learning remains
underexplored.
The literature continues to celebrate balaghah as a vehicle for linguistic beauty and creative expression,
particularly through studies of i‘jaz al-Qur’an (al-Najjar, 2019). While epistemologically important, pedagogical
implementation often focuses on reproducing classical examples, leaving limited opportunities for students to
generate their own expressive uses of balaghah in modern contexts. Assessment practices further reinforce this
emphasis on recognition of categories over the practical application of these elements in spoken or written
communication (Hashim & Ahmad, 2018).
Collectively, existing studies, even those with progressive intent, have yet to synthesize a coherent framework
that bridges balaghah tradition, contemporary pedagogical needs, and systematic empirical approaches. This gap
underscores the pressing need for a balaghah pedagogy that is not only theoretically robust but also practically
actionable, with teaching strategies and assessment aligned to the communicative demands of the 21st century.
METHODOLOGY
This study adopts a qualitative approach, employing a conceptual analysis of selected literature to develop an
innovative pedagogical framework for balaghah. This method was chosen for its ability to systematically
examine, organize, and synthesize theoretical insights, without relying on empirical data such as surveys or
interviews. The focus is therefore on constructing a rich, in-depth conceptual understanding.
A systematic literature search was conducted across peer-reviewed journals, scholarly books, conference
proceedings, and academic theses, targeting Arabic linguistics, language pedagogy, educational technology, and
balaghah. Key terms including balaghah pedagogy, teaching Arabic rhetoric, digital Arabic language learning,
and contemporary Arabic language curriculum were applied iteratively across leading academic databases.
Initial screening considered titles, abstracts, and study scope, followed by full-text evaluation to ensure
conceptual relevance and contribution.
Only sources demonstrating originality, relevance to balaghah instruction, and potential for conceptual
integration were selected. This strategy prevents mere replication of existing ideas or superficial adaptation of
traditional approaches to digital platforms, ensuring meaningful epistemological advancement.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
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The analysis followed a qualitative interpretive framework, emphasizing comparison of arguments,
identification of theoretical assumptions, and evaluation of inter-conceptual relationships (Putro, 2023). Previous
proposals were critically examined for similarities, differences, and potential incorporation of modern
communication theories to enhance understanding of balaghah elements. Each concept was assessed for
pedagogical relevance and practical applicability in higher education contexts.
Thematic synthesis was conducted in a stepwise manner, grouping related ideas, re-evaluating arguments, and
integrating complementary concepts. Criteria for synthesis included conceptual clarity, theoretical coherence,
and alignment with the future trajectory of balaghah teaching. The resulting themes form the foundation of the
proposed pedagogical framework. Through this approach, the study not only identifies gaps in existing discourse
but also offers theoretically grounded, practical solutions responsive to contemporary Arabic language
education.
FINDINGS
The findings of this study suggest that balaghah learning can be effectively transformed from traditional methods
to a more innovative and contextually responsive pedagogy. Conceptual analysis revealed five key themes that
provide a strong foundation for reforming balaghah instruction.
The first theme underscores the importance of a student-centered learning approach. Active engagement in
meaning-making through exploration, experimentation, and reflection significantly enhances students’
understanding of balaghah concepts. Collaborative group activities further reinforce this process, allowing
students to examine diverse interpretations and develop shared, deeper understanding.
The second theme highlights the need to align balaghah instruction with contemporary social, political, and
cultural contexts. Expanding the scope of study from classical texts to modern media discourse, advertising, and
current political rhetoric enables students to trace the continuity of balaghah principles in contemporary language
use. This approach positions balaghah as a relevant and practical discipline, rather than one limited to classical
textual analysis.
The third theme focuses on the integration of digital technology as a transformative pedagogical tool. Interactive
learning platforms, communication exercises, and language pattern analysis support analytical and critical
engagement, exposing students to diverse real-world applications of balaghah (Conceição & Biniecki, 2024) and
broadening their conceptual grasp of the discipline.
The fourth theme emphasizes enhancing creativity in balaghah learning. Activities such as text production,
creative writing, and oral presentations translate theoretical concepts into practical communication skills (Topal,
2024). These strategies not only boost student confidence but also nurture higher-order thinking abilities.
The fifth theme involves reforming assessment practices to prioritize application and production. Project-based
evaluations, portfolios, and presentations are more effective in capturing deep understanding and students’
ability to apply balaghah principles across varied contexts (Fahmi et al., 2025).
In sum, the study highlights the need for a holistic and integrated pedagogical approach in balaghah education,
combining student-centered learning, contextualized content, technology integration, creative reinforcement,
and assessment reform. Such a comprehensive approach strengthens balaghah’s role as a dynamic and relevant
discipline within the landscape of contemporary higher education.
DISCUSSION
This discussion interprets the study findings by examining their implications for balaghah pedagogy within
contemporary higher education. The findings are situated within a broader pedagogical and epistemological
framework, emphasizing the need to move beyond routine, knowledge-transfer-focused teaching practices.
Emphasizing student-centered learning reflects a shift in the learning environment, where knowledge
construction occurs through active engagement and direct participation. Within this framework, the lecturer’s
role transitions from an authoritative instructor to a facilitator who guides students through inquiry and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
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interpretation. This shift carries significant pedagogical implications, requiring systematic instructional planning
to support students’ investigative and interpretive activities in balaghah learning.
Integrating balaghah with contemporary social, political, and cultural contexts represents a paradigm shift in
teaching this discipline. The findings indicate that expanding textual analysis from classical works to modern
media discourse, political rhetoric, and advertising enhances students’ ability to trace the continuity of balaghah
principles in contemporary language use. Contextualizing balaghah in this way positions it as a tool for social
and cultural analysis while fostering critical language literacy. However, successful implementation requires
clear text selection criteria to ensure academic rigor and cultural sensitivity.
From the perspective of digital technology integration, the discussion emphasizes that technology functions as a
pedagogical mediator rather than a mere instructional supplement. Interactive platforms, communication
simulations, and text-analysis software support experiential learning by enabling students to evaluate the
rhetorical impact of balaghah choices across varied communicative contexts. Nevertheless, the effectiveness of
this approach depends on institutional infrastructure and the pedagogical competence of lecturers. Without
ongoing, structured professional development, technology use risks falling short of its full pedagogical potential.
The discussion also highlights the need to realign assessment systems with learning objectives that prioritize
application and production. Shifting from concept-identification-based assessment to performance-based
evaluation requires the development of comprehensive rubrics. These rubrics should consider originality,
rhetorical effectiveness, communicative clarity, and linguistic accuracy. Alignment between teaching strategies
and assessment mechanisms is identified as a key prerequisite for supporting meaningful learning.
Overall, the discussion suggests that empowering balaghah pedagogy necessitates a holistic transformation
encompassing curriculum design, teaching strategies, and assessment systems. Conceptualizing balaghah as a
dynamic and contextually responsive discipline allows it to maintain academic relevance in higher education
while preserving its traditional intellectual foundations.
Contemporary balaghah pedagogy requires an integrated approach, linking learning objectives, teaching
strategies, and assessment systems. Based on the literature analysis, this study proposes a framework of core
elements to guide effective balaghah learning.
Figure 1: Conceptual Framework for Contemporary Balaghah Learning
Learning Goals of Balaghah (Analysis, Application & Creative Expression)
CORE PEDAGOGICAL APPROACHES
▪ Student-Centered Learning
▪ Cooperative and Collaborative Learning
▪ Production-Based Learning
INTEGRATED TEACHING STRATEGIES
▪ Contextualization of Contemporary Discourse
(media, politics, advertising)
▪ Integration of Digital Technology
(simulations, text analysis, corpora)
▪ Creative Activities
(writing, speeches, debates)
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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ALIGNMENT OF ASSESSMENT
▪ Project-Based Assessment
▪ Portfolios & Oral Presentations
▪ Holistic Rubrics
(originality, style, rhetorical effectiveness)
High-Impact Learning Outcomes
(Critical Balaghah Literacy & Applied Competence)
This conceptual framework illustrates a progressive relationship between learning goals, pedagogy, teaching
strategies, and assessment. The learning goals emphasize not only theoretical understanding of balaghah but also
analytical skills, practical application, and creative expression.
At the core pedagogical level, the framework highlights student-centered, collaborative, and production-based
learning, encouraging students to actively construct knowledge. Integrated teaching strategies focus on
contextualizing contemporary discourse, meaningful integration of digital technologies, and creative activities,
fostering deeper understanding and relevance to real-world communication.
Assessment is aligned through project-based evaluations, portfolios, and oral presentations, with holistic rubrics
used to evaluate originality, style, and rhetorical effectiveness, reflecting the analytic and creative nature of
balaghah.
Overall, this framework demonstrates how each pedagogical component interacts to form an effective balaghah
learning approach, facilitating teaching, application, and assessment in line with contemporary higher education
demands.
CONCLUSION
This study concludes that balaghah pedagogy in higher education requires a comprehensive restructuring to align
with the demands of contemporary learning. Overreliance on rote memorization and classical text analysis,
without expanding pedagogical approaches, limits balaghah’s potential as an applied and contextually relevant
discipline. Therefore, pedagogical reform in balaghah can no longer be deferred and must be implemented
systematically.
Accordingly, this study proposes a student-oriented balaghah teaching framework, grounded in contemporary
contextualization and supported by the meaningful integration of digital technologies. Emphasizing discourse
production and creative expression is identified as a crucial element to ensure that students can apply balaghah
principles across diverse communicative contexts. This holistic approach necessitates alignment between
curriculum objectives, teaching strategies, and assessment systems to facilitate meaningful learning outcomes.
From a research perspective, the study opens avenues for future empirical investigations to evaluate the
effectiveness of the proposed pedagogical approach. Experimental studies comparing traditional methods with
technology- and creativity-based approaches could provide empirical support for the conceptual framework.
Indicators such as the quality of argumentative writing and persuasive communication skills can enhance
understanding of the impact of renewed balaghah pedagogy.
Overall, this study emphasizes that the continuity and relevance of balaghah as an academic discipline depend
on its ability to adapt to evolving epistemological and pedagogical demands. Reform grounded in a robust
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
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theoretical framework and supported by empirical research holds the potential to ensure that balaghah remains
a significant and dynamic field of knowledge in higher education.
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