Reimagining Islamic Calligraphy Learning: An Analysis of the Hamidiyyah Learning Method

Abstract

Arabic calligraphy plays a vital role in Islamic education as it combines linguistic accuracy, aesthetic value, and spiritual meaning. However, teaching Arabic calligraphy in non-Arabic contexts presents significant pedagogical challenges, particularly for students with diverse educational backgrounds. This study aims to explore the implementation of Arabic calligraphy learning using Kitab At-Thoriqoh Al-Hamidiyyah Fi Tahsin Al-Kitabah Al-I’tiyadiyah at Ma’had Al-Jami’ah Syaifuddin Zuhri IAIN Jember. Employing a qualitative field research approach, data were collected through observations, semi-structured interviews, and documentation involving instructors, students, and institutional administrators. The findings reveal that calligraphy learning is conducted systematically through three main stages: planning, implementation, and evaluation. The Hamidiyyah method emphasizes gradual learning by grouping Arabic letters based on movement patterns and reinforcing skills through continuous practice and corrective feedback (tashih). The evaluation process is formative and integrated into daily learning activities, enabling students to improve their writing accuracy and proportionality. Despite challenges related to time constraints and varying initial competencies, the method proves effective in enhancing students’ calligraphy skills and learning motivation. This study concludes that the Hamidiyyah method represents a pedagogically sound and contextually appropriate model for Arabic calligraphy instruction in higher Islamic educational institutions.