From Language to Religious Understanding: Arabic Learning as a Medium for Islamic Literacy in Indonesian Higher Education

Abstract

Arabic language learning in Islamic universities is often placed as language learning oriented towards mastery of vocabulary, grammar, and the four language skills. This article aims to analyze and formulate the position of Arabic language learning as a medium for the development of Islamic literacy in Indonesian universities through a multidisciplinary approach. The research uses an integrative literature study method by examining relevant scientific articles on Arabic language learning, Islamic studies, religious literacy, Islamic literacy, Content and Language Integrated Learning (CLIL), and Islamic higher education. The analysis was carried out thematically by identifying concepts, relationships between concepts, pedagogical practices, and their implications for the development of Arabic language learning. The results of the study show that Arabic language learning has the strategic potential to be developed from language learning to religious understanding through three main transformations: first, the shift from language learning to Islamic text-based language learning; second, the integration of linguistic competence with textual, contextual, and critical literacy; and third, the development of learning that connects Arabic with The Qur'an, hadith, jurisprudence, creed, Islamic history, and Islamic intellectual treasures. This integrative approach allows students not only to be able to read and translate Arabic texts, but also to analyze the meaning, context, argumentation, and relevance of Islamic values in contemporary life.