The Implementation of Student Centered Learning in Arabic Language Learning at Pesantren: A Systematic Literature Review
DOI:
https://doi.org/10.55129/jp.v16i2.3277Keywords:
Student-Centered Learning, Arabic Language Learning, Pesantren, Systematic Literature ReviewAbstract
Student-Centered Learning (SCL) is increasingly used to promote learner participation, agency, interaction, and adaptation to individual needs, but evidence from Arabic language learning in pesantren remains dispersed across different instructional labels and study designs. This review synthesizes how SCL is implemented in Arabic language learning in pesantren, the impacts reported, and the factors supporting or hindering implementation. A Systematic Literature Review following the PRISMA 2020 reporting framework searched Google Scholar and GARUDA for Indonesian- and English-language journal articles published from 2020 to 2026. Predetermined eligibility criteria were applied, and 15 studies were included in the final thematic synthesis. Across studies, SCL was expressed through cooperative, constructivist, communicative, contextual, differentiated, game-based, project-based, scaffolding, and interest-based approaches. Common student-centered features were active participation, collaboration, adaptation to learner needs, opportunities to use Arabic, and a facilitating teacher role. Reported outcomes included improvements in language skills, participation, confidence, motivation, and learning independence, although evidence strength varied because study designs and contexts were heterogeneous. Supporting conditions included educator readiness, responsive instructional design, pesantren language environments, and facilities; barriers included uneven prior ability, language anxiety, limited teacher preparation, and instructional time. The review contributes a pesantren-specific synthesis that distinguishes shared SCL principles from the names of individual teaching models. SCL in pesantren is best understood as a context-sensitive learning orientation rather than a single method, and stronger comparative and quality-appraised evidence is needed.
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