Bridging Language and Emotions: Arabic’s Role in Enhancing Emotional Quotient (EQ) in Islamic Educational Institutions
DOI:
https://doi.org/10.58988/jab.v6i1.836Keywords:
Arabic Language Learning, Character Development, Emotional Quotient, Islamic EducationAbstract
In the contemporary educational context, emotional quotient (EQ) plays a vital role in supporting students’ academic achievement, social interaction, and psychological well-being, particularly within Islamic educational institutions. However, many students face emotional challenges arising from academic pressure and limited integration of emotional development in learning activities. This community service program aims to strengthen students’ emotional quotient through Arabic language learning grounded in Islamic values. The program was conducted in partnership with Islamic educational institutions as service partners and employed a qualitative descriptive approach. Activities were implemented through Arabic learning practices such as Qur’an memorization (Tahfidz), Arabic poetry (Shiʿir), and Arabic debate (Munāẓarah), accompanied by reflective discussions and value internalization. Data were collected through documentation, observation, and reflective evaluation, and analyzed using content and interpretative analysis. The results indicate that Arabic language learning activities effectively contribute to the development of emotional regulation, patience, empathy, self-control, and emotional balance among students. These findings demonstrate that integrating emotional intelligence into Arabic language learning not only enhances linguistic competence but also supports character formation and holistic education. Therefore, this community service program highlights the importance of Arabic learning as a strategic medium for emotional and moral development in Islamic educational institutions.
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