Indonesian Epistemology and Naqli–Aqli Integration in Arabic Learning Diagnosis and Feedback: A Conceptual Framework Bridging Turats and Modern Assessment
Keywords:
Naqli–aqli integration, Feedback, Learning diagnosis, Turats, Arabic language educationAbstract
Feedback and learning diagnosis in Arabic language education are usually theorized through modern assessment research, while the Islamic educational heritage (turats) is treated either as background or as a method to be replaced. This conceptual article asks how an Indonesian epistemology can integrate naqli (transmitted) and aqli (rational) sources of knowledge when diagnosing Arabic learning and giving feedback. Using a philosophy-of-science lens, it compares selected turats sources, namely al-Zarnuji's guidance for learners, Ibn Khaldun's principle of gradual instruction and the Sufi practice of muhasabah, with modern scholarship on formative feedback, feedback literacy, error analysis and diagnostic assessment. Because no field data are available, the analysis is conceptual, and a constructed set of learner utterances serves only as a clearly labelled illustration. The article proposes a diagnosis–feedback–muhasabah cycle, four testable propositions and a double-lens diagnostic matrix that reads the same learner error through classical grammatical categories and interlanguage constructs. It also identifies risks, including authority dependence and nostalgic readings of the heritage. The framework is a hypothesis for later design-based and classroom research, not an empirically established model.
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