An Evaluation of Class Classification Strategies to Improve Qira’ah Skills

This study aims to critically evaluate the class stratification strategy in enhancing Qira’ah (Arabic reading) proficiency at Ma’had Al-Jami’ah IAIN Kerinci. Using a qualitative approach, the study explores the pedagogical foundations, instructional dynamics, and learning impacts resulting from grouping students based on their initial Arabic proficiency levels. The findings indicate that initial diagnostic assessments significantly support the implementation of differentiated instruction. Beginner-level students exhibited notable improvements in vocabulary acquisition and text comprehension when materials were adapted to their linguistic readiness. Conversely, advanced-level students benefited from exposure to authentic texts and interpretative exercises, encouraging critical engagement with classical Arabic sources. An intriguing outcome of the study was the underexplored connection between students’ metacognitive awareness and the effectiveness of stratified learning—highlighting important implications for Islamic higher education curriculum design. The study underscores the transformative potential of context-responsive class stratification strategies and recommends continuous formative evaluations and sustained educator training. By integrating more precise classification systems with adaptive teaching strategies, educational institutions can significantly advance Arabic reading proficiency within the Ma’had environment.