Mediated Samā’ and Corrective Talaqqī in the Development of Malakah Lisāniyyah as a Normative Framework for the Integration of Digital Media in Arabic Language Instruction at Madrasah

Abstract

Studies of digital media in Arabic language teaching in Indonesia usually measure success through student attention, interest, and participation, and treat media as value-neutral tools. This article tests that assumption by asking under what conditions digital media serve the aim of Arabic instruction in madrasahs, namely the formation of an Arabic linguistic faculty (malakah) as a path to understanding the sources of Islam. The study is a normative-philosophical library inquiry. Its primary corpus comprises Qur’anic verses on the Arabic character of revelation and the Prophet’s mode of receiving it, the reports of Ibn ʿAbbās and of the Ramaḍān mudārasah in Ṣaḥīḥ al-Bukhārī, the chapters on teaching and language in Ibn Khaldūn’s Muqaddimah, the rule on means (wasīlah) in al-Qarāfī’s al-Furūq, and Ibn Taymiyyah’s Iqtiḍāʾ al-Ṣirāṭ al-Mustaqīm. This corpus is placed in dialogue with contemporary Islamic philosophy of education and second language acquisition research. The analysis yields a distinction between mediated listening (samāʿ) and corrective transmission (talaqqī). Digital media extend the quantity of listening, enable spaced repetition, and enrich input, while the correction of pronunciation, the diagnosis of errors, and the cultivation of adab still require a present teacher. The article maps four positions on technology in Islamic educational thought, adopts a position of adab-conditioned instrumentalism, and formulates four theoretical propositions for testing in madrasah classrooms. Its contribution is an evaluative framework for media grounded in the aims of Islamic education and the theory of malakah, replacing generic affective measures