Exploring the Manifestation of Critical Thinking and Creativity in Khitobah and Munadzarah Learning among Arabic Language Education Students

Abstract

This study aims to describe the manifestations of critical thinking and creativity among university students in the Khitobah wa al-Munāẓarah course in the Arabic Language Education Study Program. The study employed a descriptive qualitative approach. Data were collected through the analysis of students’ khitobah assignment videos, observations of munāẓarah activities, and learning documentation. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal that students demonstrated diverse forms of creativity in producing Arabic-language content. This creativity was reflected in the variety of content formats they created, including presenter-style videos, Arabic poetry performances, A Day in My Life videos, speeches, storytelling, and motivational content. Furthermore, students’ creativity was evident in their development of themes, utilization of digital media, and use of communicative and engaging Arabic language. On the other hand, manifestations of critical thinking were observed in munāẓarah activities through students’ ability to present arguments, provide supporting reasons, respond to opposing viewpoints, and formulate conclusions regarding the debated issues. The findings indicate that Khitobah wa al-Munāẓarah learning serves not only as a means of developing Arabic speaking skills but also as a platform for fostering students’ critical thinking and creativity. These two competencies contribute to the development of academic communication skills and digital literacy that are relevant to the demands of 21st-century learning.