البنائية في بيئة المعهد: تصور مفاهيمي لتعليم العربية للناطقين بغيرها في معهد جواهر الفلاح باطي

Abstract

This conceptual study examines the application of constructivist theory in teaching Arabic to non-Arabic speakers at Pondok Pesantren Jawaahirul Falah, Pati, with a focus on teaching strategies, the role of the teacher, and their educational implications. Constructivism emphasizes that learners actively construct knowledge through experience, interaction, exploration, and reflection rather than simply receiving knowledge from the teacher. In Arabic language learning, this approach places learners at the center of the educational process and encourages them to use Arabic in meaningful and real-life situations. Drawing on the relevant literature, the study proposes a conceptual design of constructivist teaching strategies for this pesantren context, including problem-based learning, inquiry and discovery learning, cooperative learning, the use of sensory and technological media, continuous feedback, contextualized learning, and varied classroom activities. It also explains the changing role of the teacher from a primary source of information to a facilitator, guide, organizer of an active learning environment, provider of learning resources, motivator, and assessor who considers individual differences among learners. The study further provides an illustrative example of a lesson entitled “At the Market,” in which students learn vocabulary and communication skills through dialogue, role playing, shopping list activities, picture word matching, short video recordings, and discussions about everyday prices. Based on this theoretical review, constructivist learning is expected to increase students’ active participation, confidence, communication skills, critical thinking, and ability to connect Arabic with their daily lives. Although its implementation is likely to require more preparation time, more comprehensive assessment, and greater teacher involvement, constructivist learning is argued to provide a more interactive, meaningful, and enjoyable environment for Arabic language learning. Thus, constructivism can support the development of practical Arabic language skills by enabling learners to learn through experience and use the language as part of their everyday lives.