A Integrating Ushul Tarbiyah Principles in Arabic Language Teaching for Holistic Islamic Education

english

Abstract

This study aims to examine the relevance and integration of Ushul Tarbiyah principles in Arabic language teaching within Islamic educational institutions in order to bridge the gap between linguistic competence and character formation.The research employs a qualitative descriptive-analytical design using in-depth interviews, classroom observations, and document analysis involving Arabic teachers, institutional leaders, and students selected through purposive sampling. The findings reveal that Arabic language instruction remains predominantly focused on linguistic and grammatical aspects, while core tarbiyah values such as adab, tazkiyah, moral reflection, and exemplary conduct are not systematically embedded in lesson planning or classroom practice. Teachers acknowledge the importance of tarbiyah principles but lack pedagogical models and institutional guidelines to implement them consistently. From the students’ perspective, Arabic learning is perceived mainly as a technical subject rather than a meaningful medium for moral and spiritual development. The study implies that integrating Ushul Tarbiyah into Arabic language pedagogy can enhance students’ motivation, ethical awareness, and holistic learning experiences by positioning teachers as murabbi rather than mere transmitters of linguistic knowledge. The originality of this research lies in its empirical mapping of the conceptual and practical disconnect between Ushul Tarbiyah theory and Arabic language teaching practices, offering a value-based pedagogical framework that aligns linguistic instruction with character education in contemporary Islamic institutions.