Challenges in Learning Mahārah Qira’ah through the Amtsilati Method: A Gagné Concept Learning Analysis

Abstract

Learning maharah qirā’ah plays a crucial role in Islamic boarding schools as it enables students to understand classical Islamic texts (kutub al-turāth). One widely used method to facilitate Arabic grammar learning is the Amtsilati method, which emphasizes the use of grammatical examples to simplify the understanding of nahwu and ṣarf. However, its effectiveness in developing deeper conceptual understanding has not been widely examined from a cognitive perspective. This study aims to analyze the challenges faced by students in learning maharah qirā’ah using the Amtsilati method based on Robert Gagné’s Concept Learning theory. This research employed a qualitative descriptive approach conducted at Nahdlatut Thullab Islamic Boarding School, involving one teacher and eight students selected purposively. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive model. The findings reveal that students are able to understand grammatical examples effectively but experience difficulties in generalizing concepts and relating grammatical structures when reading classical texts. These findings indicate that while the Amtsilati method is effective at the initial stage of concept recognition, it requires reinforcement in conceptual integration and transfer of learning. This study implies that Arabic language instruction in pesantren should integrate concept-based learning strategies that promote conceptual linkage and application, in order to enhance students’ deep reading comprehension of classical texts.