Strategi Pembelajaran dalam Mengintegrasikan Empat Keterampilan Berbahasa Arab Berbasis Context Based Learning

Abstract

This study aims to analyze the strategies used in integrating the four Arabic language skills—istima' (listening), kalam (speaking), qira'ah (reading), and kitabah (writing)—through Context-Based Learning (CBL) at MA Amanatul Qur'an Pacet Mojokerto and MAN 1 Mojokerto. This research employs a qualitative approach with a multi-site case study design. Data were collected through classroom observation, in-depth interviews with Arabic language teachers, and documentation review. The findings reveal that both institutions apply CBL-based integration strategies, albeit with distinct contextual orientations. MA Amanatul Qur'an, operating within a pesantren environment, integrates the four skills through classical text recitation, structured oral repetition, and written reflection, anchoring learning in religious and literary contexts. MAN 1 Mojokerto, situated in an urban setting, adopts a more technology-mediated approach by utilizing digital tools, audio-visual materials, and communicative classroom activities to cultivate active language use. Similarities between both sites include the emphasis on contextual relevance, student engagement, and holistic skill development. The key difference lies in the learning resources and pedagogical style: traditional-textual versus modern-digital. This study concludes that CBL provides an effective framework for the integration of Arabic language skills across diverse educational contexts, and that institutional culture significantly shapes the implementation of this approach.