Bridging Arabic Foundations and Classical Islamic Knowledge: Kitab Turath Learning at Ma’had Aly

Abstract

This study examines how Ma’had Aly Yanbu’ul Qur’an supports students’ comprehension of kitab turath as a foundation for advanced Islamic studies. The study addresses a contextual challenge: students enter with different levels of Arabic and pesantren-based preparation, while the curriculum requires engagement with Arabic classical texts alongside Qur’an memorization. A qualitative field study was conducted through non-participant observation, interviews, and documentation. The primary interview participants were an ustadz involved in teaching and a mahasantri enrolled in the program. Data were interpreted descriptively by relating observed practices, participant accounts, and institutional documentation to the study objectives. The findings identify two main constraints: uneven prior mastery of nahwu and sharaf and limited study time because students balance Qur’an memorization, review, and coursework. The institution responds through complementary practices, particularly sorogan and bandongan, supported by an I’dadiyah class, a library, and teachers with relevant expertise. The I’dadiyah class functions as a preparatory bridge by concentrating on instrumental Arabic sciences and intensive individual reading practice before students enter the regular semester. The study indicates that this arrangement strengthens readiness for Kitab Turath learning by aligning foundational language preparation with the academic demands of Ma’had Aly, although the evidence remains qualitative and localized.