Students’ Perceptions of the Principle “Yassiru wa La Tu’assiru” in Arabic Language Learning
John Dewey’s Theory
DOI:
https://doi.org/10.21093/hetm8s82Keywords:
Arabic language learning, John Dewey’s educational dimensions, student’ perceptions, yassiru wa la tu’assiru principleAbstract
This study examines Arabic Language Education students’ perceptions of the implementation of the hadith principle Yassiru wa La Tu'assiru (“make things easy and do not make them difficult”) in their learning practices, using John Dewey’s four dimensions of educational philosophy as an analytical framework. Employing a qualitative descriptive approach and a questionnaire administered to 16 students, the study found that 87.5% of respondents perceived Arabic language learning as an enjoyable experience, 100% felt comfortable with the classroom atmosphere, and 93.75% acknowledged increased motivation and self-confidence. The dimensions of education as experience and democratic classroom demonstrated the highest level of congruence with the value of taysir (facilitation), while the dimensions of learning by doing and student-centered learning still revealed gaps in the consistency of lecturer support and the management of learning workload. A total of 87.5% of students believed that the hadith principle was reflected in the reality of the learning process; however, the balanced distribution between “high” and “moderate” evaluations indicates that its implementation has not yet reached an optimal level. This study confirms that the integration of the Prophet’s hadith principles and Dewey’s progressive educational philosophy provides an analytical framework capable of empirically identifying both the strengths and weaknesses of Arabic language learning in Islamic higher education institutions.
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