ENLIVENING THE STUDY OF QUR'ANIC LITERATURE IN ARABIC LITERATURE LEARNING: LEARNING MODELS AND STRATEGIES

Abstract

The integration of Qur’anic literature into Arabic literature learning in Islamic Higher Education (PTKI) remains instrumental, where verses function merely as syawāhid to illustrate human-derived balaghah taxonomies. This literature review addresses the epistemic gap: the absence of a learning model that positions the Qur’an as the generative maṣdar of literary theory rather than a post-hoc exemplar. Employing a systematic literature review, data were collected from   classical and contemporary sources   on I‘jāz Bayānī, Models of Teaching, and Ta’dib-based pedagogy, analyzed through thematic synthesis. Findings reveal three tendencies: (1) Qur’anic integration in balaghah textbooks is verificative, not generative; (2) Islamization of Models of Teaching stops at value-insertion without syntax reconstruction; (3) I‘jāz Bayānī studies are exegetical, not pedagogical. To bridge this gap, the review proposes a conceptual framework: Tadabbur-based learning strategies that invert curricular precedence by deriving ma‘ānī, bayān, and badī‘ rules from ta’ammul of Qur’anic structure. This framework reorients Arabic literary learning from rule-recitation toward ta‘abbud, aligning technical competence with ta‘ẓīm. The study implies that enlivening Qur’anic literary study requires structural reconstruction of learning models, not merely additional syawāhid, offering  a theoretical foundation for adab-integrated curriculum design.