Model Pembelajaran Bahasa Arab Berbasis Konstruktivistik Untuk Meningkatkan Berpikir Kritis

Abstract

Arabic language learning in higher education is often dominated by teacher-centered approaches and memorization-oriented instruction, which limit students' opportunities to develop critical and creative thinking skills. This study aims to examine and describe a constructivist-based Arabic language learning model for enhancing university students' critical and creative thinking abilities. The study employed a qualitative approach using library research and descriptive analysis. A constructivist learning model positions students as active participants in constructing knowledge through experiential learning, discussion, problem-solving, and collaborative activities. The findings indicate that the implementation of this model promotes greater student engagement, enhances analytical thinking, and fosters innovation in understanding and using the Arabic language. Students not only develop conceptual understanding but also demonstrate the ability to connect learning materials with real-life contexts, express ideas critically, and generate creative solutions. Furthermore, this approach supports learner autonomy, reflective learning habits, and meaningful interaction within diverse academic classroom environments. Therefore, the constructivist-based Arabic language learning model is considered an effective and relevant approach for improving students' critical and creative thinking skills in higher education.