Scaffolding Digital dalam Pembelajaran Qawā‘id Berbasis Amtsilati untuk Membaca Kitab Kuning

Abstract

Reading unvowelled Arabic texts requires learners to connect grammatical knowledge with sentence interpretation. This article develops a conceptual framework for digital scaffolding in Amtsilati-oriented qawā‘id instruction. A purposive narrative review draws on a recent Amtsilati case study, literature on attention to linguistic form, tutoring, educational objectives, and multimedia learning. The review is organized around the distinction between recalling rules, explaining grammatical relations, and transferring knowledge to unfamiliar text. Its synthesis proposes five interconnected learning actions: diagnostic reading, example comparison, guided grammatical explanation, contextual reading, and independent transfer. Digital support is designed to make learners’ decisions observable through annotations, graded hints, and revision records. Constructed Arabic examples demonstrate how changes in word order can reveal whether learners rely on surface sequence or grammatical relations. An initial analytic rubric separates reading accuracy, grammatical justification, sentence meaning, and independent application. The article argues that mastery should not be inferred from memorized rules or performance on familiar examples alone. However, the framework is an instructional proposal rather than a tested intervention; no participant data, achievement gains, or reliability coefficients are reported. Expert review and classroom evaluation are required to determine whether the proposed supports preserve established Amtsilati practices while improving the transfer of grammatical knowledge to kitab-kuning reading.