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
A Contextual-Based Learning Approach in Enhancing Mastery of
Balaghah
Raja Hazirah Bt Raja Sulaiman¹, Najihah Binti Abdul Wahid², Normila Bt Noruddin @ Che Ahmad³
Faculty of Contemporary Islamic Studies, Universiti Sultan Zainal Abidin (Unisza), Gong Badak
Campus, 21300 Kuala Nerus, Terengganu, Malaysia
Received: 10 December 2025; accepted: 17 December 2025; published: 27 December 2025
ABSTRACT
Twenty-first century learning aims to produce learners who are critical thinkers and capable of solving
problems in everyday life. Conventional teaching methods tend to limit students’ cognitive development as
they are often confined to procedural memorisation. This study was conducted to propose meaningful learning
in the teaching and learning of Balaghah through the use of a contextual learning approach. Preliminary
observations indicate that conventional teaching practices have resulted in students’ low interest in Balaghah,
limited understanding of its relevance to real-life contexts, and passive classroom engagement. This article
discusses the importance of contextual learning as an approach that should be implemented by lecturers in the
teaching of Arabic rhetoric (Balaghah). This approach is expected to stimulate students’ interest and foster
enjoyment in learning. Accordingly, several aspects and examples from each element of Balaghah are
presented to highlight the importance and continuity of contextual-based learning in Balaghah instruction. This
is conceptual framework paper.
Keywords: contextual approach, meaningful learning, Balaghah
INTRODUCTION
The teaching of Balaghah has long been introduced to Malay students in religious education streams in
Malaysia through religious institutions nationwide, beginning with the traditional pondok education system.
The position of Balaghah as a core component of Arabic language studies was further strengthened when
Arabic was formally incorporated into the national curriculum for students in religious streams under the
Ministry of Education Malaysia (MOE). Balaghah has since been recognised as a core subject within the
Arabic language curriculum and has gained increasing importance with its introduction at the university level.
The teaching and learning of Balaghah in Malaysia largely continue to rely on traditional approaches and
methods, as the textbooks used are predominantly classical (turath) in nature and written for non-native
speakers of Arabic. In this regard, Azhar Muhammad et al. (2006) proposed several approaches and methods
that may be employed, as suggested by language education experts, including the following:
Approaches in Teaching Balaghah
Deductive Approach (Madkhal Qiyāsiyy)
In the deductive approach, Balaghah learning begins with an explanation of rules related to Ilmu Ma‘ani, Ilmu
Bayan, or other branches, followed by examples to further clarify the rules learned. In other words, this
approach proceeds from general principles to specific applications. Based on known theories, students are
guided to identify various examples, analyse situations, critique sample texts, and so forth. This approach tends
to emphasise memorisation of rules through definitions (ta‘rif) and general principles, followed by relevant
textual examples and applications.
However, this deductive approach is considered less effective, as students may struggle to understand theories
that are unfamiliar to them, particularly those without prior exposure to Balaghah. Moreover, memorising a
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