Transforming Balaghah Instruction through Infographic-Based E-Modules: A Phenomenological Study in Higher Education

Abstract

This study explores students’ learning experiences in studying Arabic rhetoric (balāghah) through an infographic-based e-module. It employs a qualitative phenomenological approach conducted over one academic semester. Participants consisted of 30 Arabic Language Education students who had completed the balāghah course, used the e-module throughout the semester, and voluntarily participated in interviews and written reflections. The findings indicate that the use of the e-module provided a comprehensive learning experience across four dimensions: cognitive, affective, motivational, and transformational. Students reported enhanced conceptual understanding, analytical skills, self-confidence, and enthusiasm for learning, along with a perceptual shift viewing balāghah as a relevant and meaningful discipline rather than a complex subject. However, some students still encountered difficulties in analyzing extended texts, highlighting the need for additional practice and more interactive learning features. Theoretically, this study contributes to strengthening transformative learning models in digital Arabic pedagogy by integrating multimodal infographic design that enhances reflective and experiential learning. It is recommended that future research investigate the integration of more interactive components and evaluate the long-term effects on students’ analytical and pedagogical competencies.