Cognitive Approaches to Pedagogical Dilemmas in Teaching Sharaf

Widiya Yul, Riko Andrian

Abstract


This study aims to explore the application of Cognitive Approaches in teaching Sharaf (Arabic Morphology) and to identify pedagogical challenges faced by instructors and students. The research adopts a qualitative descriptive design involving 2 Sharaf instructors and 15 first-semester students. Despite its importance, Sharaf is still taught using traditional, rule-based methods that emphasize memorization over meaningful understanding. Using a qualitative case study approach, data from interviews, classroom observations, and document analysis highlight three key issues: (1) students struggle cognitively due to a lack of contextualized learning; (2) while some lecturers use contextual strategies like authentic texts and integrated skills, such innovations are not yet systemic; and (3) a mismatch exists between lecturers’ and students’ perceptions of effective teaching. The findings call for a reevaluation of Sharaf instruction by aligning methods with students' cognitive needs and practical language use. The study recommends a contextual, learner-centered approach to support the functional application of morphology in both comprehension and production. This approach aims to enhance learners’ morphological awareness and support cognitive engagement in Arabic language learning.

Keywords


Arabic Morphology; Cognitive Approaches; Pedagogical Challenge; Sharaf

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References


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DOI: https://doi.org/10.17509/alsuniyat.v9i1.87172

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