An Analysis of the Arabic Calligraphy Skills of Students at the Al-Haramain Qur’an Academy, Terengganu, Malaysia

Abstract

This study examined students’ proficiency in writing Arabic calligraphy, particularly Naskh script, at the Al-Haramain Qur’an Academy in Terengganu, Malaysia, and identified the instructional and learner-related factors associated with variation in performance. A qualitative descriptive design was used because the inquiry focused on observable characteristics of students’ written products and participants’ accounts of the learning process. Data were generated through classroom observation, in-depth interviews with the calligraphy teacher and participating students, and analysis of students’ Naskh writing samples. The samples were examined across five interrelated dimensions: dot placement, individual letter formation, connected-letter formation, proportionality and spacing, and stroke fluency and overall composition. Data collection, reduction, display, and conclusion drawing were conducted iteratively, while source and technique triangulation was used to compare observations, interviews, and documents. The findings show three patterns of proficiency: advanced, intermediate, and basic. Advanced writing displayed relatively consistent letter proportions, connections, dots, and visual balance; intermediate writing remained readable but showed instability in connected forms, spacing, and stroke control; and basic writing showed persistent difficulties with proportionality, dot consistency, connection fluency, and composition. Differences in proficiency were associated with interest, motivation, practice intensity, access to additional guidance, teacher modelling, corrective feedback, and learning facilities. The study concludes that Naskh proficiency develops through the interaction of technical knowledge, sustained deliberate practice, and scaffolded feedback. It recommends criterion-referenced assessment, differentiated practice, and systematic documentation of students’ progress in calligraphy instruction.