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Abstract

Arabic language learning in modern pesantren-based schools requires adaptive strategies to address students’ diverse abilities and the dynamic nature of the learning environment. This study is motivated by the need to understand how Arabic teachers at Ar-Rohmah High School Malang adjust their teaching methods to the characteristics of Generation Z, the context of modern Islamic boarding schools, and the demands of a bilingual curriculum. The study aims to describe the forms of instructional adaptation employed by teachers and analyze these practices through the lens of contextualism philosophy. This research applied a descriptive qualitative approach using observation, in-depth interviews, and documentation as data collection techniques. Data were analyzed thematically by considering students’ social, cultural, and religious contexts. The findings reveal that teachers adapt methods through the integration of communicative approaches, contextualization of materials with pesantren life, utilization of digital technology, and flexible responses to classroom conditions. These adaptations are supported by the school’s bilingual culture, rich language exposure in the pesantren environment, institutional support, and digital media aligned with Generation Z characteristics. The study concludes that adaptive teaching practices reflect contextualism principles, making Arabic learning more relevant, engaging, and meaningful.

Keywords

Adaptation of Methods Arabic Learning Contextualism Philosophy Education

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Saputra, P., D, H., & Sutaman. (2026). Teachers Adaptation of Methods in Teaching Arabic at Ar-Rohmah High School in Malang: A Contextualism Philosophy Perspective. Indonesian Journal of Arabic Education and Learning, 2(2), 133–149. https://doi.org/10.58363/ijael.v2i2.1118
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