Pedagogical Design and Learning-Support Gaps in an Arabic Textbook for Madrasah Ibtidaiyah: A Content Analysis of the 2020 Grade V Ministry of Religious Affairs Textbook

Abstract

Textbooks play a strategic role in translating curriculum objectives into learning experiences; therefore, the quality of material organization and pedagogical support provided within textbooks is essential for Arabic language learning at the Madrasah Ibtidaiyah level. This study aims to identify and describe the pedagogical characteristics of the Bahasa Arab Madrasah Ibtidaiyah Kelas V textbook published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020, while also identifying components that require further enhancement. This research used a qualitative descriptive approach through a literature review and content analysis. The primary data source was the aforementioned textbook, while secondary data were obtained from books, scholarly articles, and relevant literature. Data were collected through document review and analyzed by identifying, categorizing, and interpreting the learning components in the textbook. The results indicate that the textbook demonstrates a systematic learning organization through user instructions, sequential learning activities, the integration of mufradāt and tarākīb, as well as the development of istimā', kalām, qirā’ah, and kitābah skills. The textbook also includes a content framework, images and illustrations, and formative assessments. However, the analysis shows that it does not include summaries of learning materials, answer keys, or a dictionary/glossary. These findings indicate that the textbook has established a pedagogical architecture that supports Arabic language learning; nevertheless, support for independent review, verification, and enrichment activities can still be strengthened. Future research should examine the textbook's implementation in classroom practice by involving teachers, students, and learning outcomes.