Learning Arabic for Writing Skills (Maharah Kitabah) Based on Student-Centered Learning (SCL)

Abstract

Learning maharah kitābah (writing skills) in Arabic in higher education demands a paradigm shift from lecture patterns to Student-Centered Learning (SCL). This shift is necessary because the complexity of Arabic writing—including aspects of orthography, nahwu–sharf structure, cohesion, and coherence of discourse—cannot be developed through mechanical practice alone, but requires a collaborative, reflective, and project-based learning experience. This article examines five main models of SCL and their relevance to improving Arabic writing skills, namely: Collaborative Learning, Project-Based Learning (PjBL), Problem-Based Learning (PBL), Active Learning, and Reflective Learning and Self-Regulated Learning. Each approach is analyzed in terms of characteristics, stages of implementation, and its impact on improving the quality of student writing. The results of the study showed that SCL was able to improve linguistic accuracy, writing fluency, critical thinking skills, learning independence, and student motivation. In addition, the integration of authentic rubrics, peer feedback, technological media, and gradual writing practices (draft, revision, publication) strengthens the process of acquiring writing competencies in a more in-depth manner. These findings confirm that SCL is not just a method, but a learning ecosystem design that encourages students to become active, creative, and reflective writers. Thus, SCL is a strategic approach to improve the quality of learning maharah kitābah in higher education.