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All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Mely Rahmadani
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Religion Education Social Sciences Other

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Analisis Metode Pembelajaran Bahasa Arab dalam Penerapan Kurikulum Berbasis Cinta (KBC) Mely Rahmadani; Agung Setiyawan
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10242

Abstract

Although the integration of love values in Arabic language learning has received attention in various studies on Islamic education reform, research that specifically discusses the implementation of the Love-Based Curriculum (KBC) in Arabic language learning in pesantren-based madrasahs remains limited. This study aims to analyze the Arabic language learning methods applied at MA Mu’allimat Nahdlatul Wathan Diniyah Islamiyah Pancor within the KBC framework. This study employed a qualitative approach with a descriptive case study design, involving one Arabic language teacher and Grade XI Religious Studies students selected through purposive sampling. Data were collected through participatory observation, in-depth interviews, field notes, and document analysis and were then analyzed using the Miles and Huberman interactive model. The results showed that the teacher applied a combination of audiolingual, question-and-answer, halaqoh, and talaqqi methods that were effective in overcoming students’ initial barriers, particularly shyness and low learning motivation. Students’ emotional aspects received special attention through the provision of appreciation, deep talk, and individual mentoring. The conclusion of this study affirms that the integration of KBC in Arabic language learning can create a supportive affective climate and encourage positive changes in students’ attitudes. These findings provide a theoretical contribution to the development of humanistic pedagogy in Islamic education and practical implications for madrasah teachers in designing love-based Arabic language learning. This study also opens opportunities for further research on the long-term impact of KBC on students’ character and Arabic language competence.
Metode Eklektik dalam Pembelajaran Bahasa Arab di Pesantren: Antara Tradisi dan Modernitas Ramdani Nopandri; Mely Rahmadani
ALSYS Vol 6 No 3 (2026): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i3.10128

Abstract

Although the use of various teaching methods in Arabic language learning has been widely examined, research specifically discussing the systematic application of the eclectic method (thariqah intiqaiyyah) in pesantren contexts, where traditional and modern educational values intersect, remains limited. This study aims to examine the conceptual foundations, implementation patterns, and effectiveness of the eclectic method in Arabic language learning in Islamic boarding schools in Indonesia. This study used a qualitative approach with a library research design through the analysis of primary and secondary sources, including journal articles, institutional reports, and relevant academic literature published during the 2020–2025 period. Data were collected through systematic documentation and analyzed using content analysis techniques with descriptive-interpretive elaboration. The findings show that the eclectic method enables pesantren educators to selectively integrate elements from various established methods, such as the grammar-translation method, the direct method, and the communicative approach, to address the diverse needs of learners and the dynamics of the learning context. This finding contributes to the development of integrative language pedagogy and broadens understanding of adaptive Arabic language teaching practices in Islamic educational institutions. The study concludes that methodological flexibility plays an important role in maintaining the dual mission of pesantren as preservers of classical Islamic tradition and agents of educational modernization. The implications of this study include theoretical contributions to the development of integrative Arabic language pedagogy and practical implications for pesantren educators and curriculum developers in designing context-sensitive and learner-centered Arabic language learning.
Co-Authors Agung Setiyawan Ramdani Nopandri