Integrasi Pendekatan Proses dan Genre dalam Pembelajaran Insya': Kajian Literatur Sistematis Terhadap Praktik Terbaik Pengajaran Menulis Bahasa Arab

Abstract

Insya' instruction at Indonesian Islamic higher education institutions faces persistent challenges in developing students' academic writing competence, largely due to the dominance of product-based approaches that overlook the cognitive, procedural, and social-rhetorical dimensions underlying the production of Arabic texts. This study aims to identify the characteristics of the process and genre approaches in Arabic writing instruction, map the patterns of their integration in Insya' learning practice, and formulate evidence-based best practice recommendations applicable to Indonesian Islamic higher education institutions. Employing a Systematic Literature Review (SLR) methodology that adopts the PRISMA 2020 protocol, a systematic search was conducted across six academic databases—Scopus, Web of Science, ERIC, Google Scholar, Portal Garuda, and DOAJ—yielding 52 final articles following rigorous screening of 1,247 initial records. Thematic analysis, content analysis, narrative synthesis, and cross-case analysis were applied in an integrated manner to generate five major themes. The findings demonstrate that the integration of process and genre approaches is most effectively realized through a six-stage instructional cycle that positions the joint construction stage as a critical component, supported by six best practices proven to simultaneously enhance students' writing quality, self-efficacy, and genre awareness. This study makes an original contribution by presenting the first process-genre integrative framework specifically contextualized for Insya' instruction in Indonesian Islamic higher education, while offering operational pedagogical guidance for Arabic language instructors, curriculum designers, and educational policymakers within the Indonesian Islamic university context.