Effectiveness of the As-Sahlah Textbook in Improving Arabic Language Proficiency among Students of the Faculty of Islamic Economics and Business

Background: Arabic language proficiency is a fundamental requirement for students of Islamic Economics and Business, as it enables access to primary Sharia sources, comprehension of Islamic economic literature, and mastery of professional terminology used in Sharia-based financial and business practices. Purpose: This study aims to investigate the effectiveness of the As-Sahlah textbook in improving the Arabic language proficiency of students at the Faculty of Islamic Economics and Business (FEBI). Method: This research adopted a mixed-methods approach with a sequential explanatory design, in which quantitative data collection and analysis preceded qualitative inquiry. Quantitative data were obtained through pretest–posttest assessments and perception questionnaires administered to 30 FEBI students enrolled in an Arabic for Economics course. The instruments were designed to measure learning outcomes, perceived effectiveness, ease of use, relevance, and learning motivation. Qualitative data were collected through in-depth interviews and classroom observations to capture students’ learning experiences and engagement during the instructional process. Quantitative data were analyzed using descriptive statistics and gain score analysis, while qualitative data were examined using the interactive analysis model of Miles and Huberman, supported by source and method triangulation to ensure credibility. Results and Discussion: The results demonstrate that the use of the As-Sahlah textbook leads to measurable improvements in students’ Arabic proficiency, particularly in vocabulary mastery and comprehension of Islamic economic texts. Students also reported increased motivation, clearer understanding of Sharia-based business contexts, and greater perceived relevance of Arabic learning to their field of study. These findings address existing research gaps by integrating empirical learning outcome data with qualitative insights that explain how contextualized materials facilitate learning transfer in Arabic for Specific Purposes. Conclusions and Implications: The study concludes that the As-Sahlah textbook is an effective instructional resource for Arabic learning in Islamic economics programs. The findings suggest that context-based Arabic textbooks should be further developed and adopted, and future research should explore digital enrichment and larger samples to strengthen ASP pedagogy in Islamic higher education.