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All Journal Irfani JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Social Science Academic Afkarina : Jurnal Pendidikan Agama Islam NuCSJo : Nusantara Community Service Journal
Ahmad Ario Sofian
Universitas Darussalam Gontor
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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التقديم والتأخير في كلمتي الشكر والكفر في القرآن الكريم (دراسة دلالية) Fairuz Subakir Ahmad; Za’imah Dzati Bayani Qoshdina Putri; Mujib Abdurrahman; Rahmat Hidayat; Aryo Sofyan
al-Afkar, Journal For Islamic Studies Vol. 6 No. 3 (2023)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v6i3.533

Abstract

واحد من وجوه إعجاز القرآن هو اللغة. وفي الدراسة القرآنية، يوجد سر التقديم والتأخير للكلمات في القرآن. كثرة وجوه سر آيات القرآن سبب اختلافات في تفسيرات المفسرين. وإحدى من الاختلافات هي كلمة الشكر والكفر. قدمت كلمة الشكر على الكفر في خمس آيات وأخرت كلمة الشكر على الكفر قدر آية واحدة. فإن الهدف من هذا البحث هو معرفة سر التقديم والتأخير في كلمتي الشكر والكفر في القرآن الكريم، فتحصل إلى الحكمة من كل آيتها. ولتحقيق أهداف البحث، استخدم البحث المنهج الوصفي، وهي الأساليب العلمية من خلال جميع البيانات المختلفة التي تحتاجها البحث، ثم جمعتها باستخدام البيانات الأولية والثانوية. وكذلك استخدم البحث المنهج التحليلي بأخذ الاستنباط والنتائج من مطالعة آيات الشكر والكفر. ومن نتائج هذا البحث واحد من سر تقديم كلمة الشكر على الكفر هو أن الشكر نوع أدب المؤمن. والأدب من عادة الصالحين. وسر من تأخير كلمة الشكر على الكفر هو القول في تعلق الصفات الإلهية بأفعال العباد فيكون قوله تعالى راجعا إلى خطاب التكاليف الشرعية. وإن تشكروا بعد هذه الموعظة فتقلعوا عن الكفر وتشكروا الله بالاعتراف له بالوحدانية والتنزيه يرض لكم الشكر.
Corpus-Based Design of the "Social Media Research Dictionary" at UNIDA Gontor Ashari, Maulana; Suryadarma, Yoke; Sofian, Ahmad Ario
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 2 (2025): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v4i2.46655

Abstract

Corpus linguistics is a well-established field in language learning, studied by experts in the field, and has continued to develop significantly with the advancement of digital technology in the era of Industry 4.0. In Arabic language learning in Indonesia, the use of corpus linguistics remains low, as does its application in the development of bilingual Indonesian-Arabic dictionaries across various fields. However, the need for an Indonesian-Arabic bilingual dictionary is an ongoing necessity for Arabic learners in Indonesia, especially for non-native speakers. Based on this, this study aims to provide an overview of the design research for the Dictionary of Social Media Research as an Indonesian-Arabic bilingual dictionary in the field of Social Media Research, utilizing the SketchEngine application for corpus-based data processing and vocabulary development (entries and lemmas). This dictionary will be used by Communication Science students at UNIDA Gontor or other Arabic learners as a learning tool for Arabic. The research method used in this study is qualitative, providing a descriptive analysis through a corpus linguistic approach to the design of the Dictionary of Social Media Research as an Indonesian-Arabic. The study finds that the design of the Indonesian-Arabic bilingual dictionary using the corpus linguistic approach can be optimally executed, producing the most frequently used vocabulary in the field of social media research.
Optimalisasi Pemanfaatan Media Digital Interaktif melalui Pendampingan Guru pada Pembelajaran Bahasa Arab dan Inggris di SDIT Al-mukminun Ngrambe Subakir, Fairuz; Yasin, Agus; Sofian, Ahmad Ario; Rochma, Siti Nikmatul; Khalifah, Nur Fera; Rahmawati, Nuraeni; Hertiani, Kayla Julia; Azis, Nafsil Muthmainnah; Fikriyah, Fikriyah
NuCSJo : Nusantara Community Service Journal in progress
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/nucsjo.v2i4.377

Abstract

Transformasi digital dalam pendidikan menuntut guru mampu mengintegrasikan teknologi secara pedagogis dalam pembelajaran. Media digital interaktif tidak hanya berfungsi sebagai alat bantu, tetapi juga meningkatkan motivasi, partisipasi, dan efektivitas belajar. Namun, pemanfaatannya di sekolah dasar masih belum optimal, khususnya pada pembelajaran Bahasa Arab dan Bahasa Inggris yang membutuhkan penguatan kosakata, struktur, dan latihan komunikatif. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dalam merancang dan mengimplementasikan media pembelajaran interaktif melalui platform Kahoot, Wordwall, dan Educaplay di SDIT Al-Mukminun Ngrambe. Metode yang digunakan adalah deskriptif kualitatif melalui pendampingan partisipatif dalam satu sesi intensif selama dua jam dengan melibatkan 25 guru. Tahapan meliputi analisis kebutuhan, pemaparan konsep, demonstrasi, praktik, dan refleksi. Hasil menunjukkan peningkatan pemahaman literasi digital, keterampilan membuat media interaktif, serta perubahan persepsi guru terhadap pemanfaatan teknologi sebagai instrumen evaluasi dan pembelajaran yang lebih interaktif dan adaptif.
IMPLEMENTASI CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) DALAM PEMBELAJARAN BAHASA ARAB PADA MATERI TARIKH ADAB DI PONDOK MODERN DARUSSALAM GONTOR Subakir, Fairuz; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46804

Abstract

This study aims to analyze the implementation of Content and Language Integrated Learning (CLIL) in Arabic language learning on Tarikh Adab material at Pondok Modern Darussalam Gontor. A qualitative case study design was employed. Data were collected through observation, interviews, and documentation, and analyzed using an interactive model. The findings reveal that CLIL effectively integrates language and content learning, enhances students’ Arabic proficiency, and strengthens their understanding of Islamic historical knowledge. The approach also promotes active engagement and critical thinking skills. However, challenges include students’ varied language proficiency and teachers’ pedagogical limitations. This study contributes to the development of an integrative CLIL-based learning model within Islamic boarding school contexts.
Arabic Curriculum Development through Arabic Debate Competitions in the Language Festival at PMDG Putri Campus 1 Fairuz subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 3 (2025): Oktober
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i3.1706

Abstract

This study investigates the role of Arabic Debate Competitions in the Language Festival as a strategy for Arabic curriculum development at PMDG Putri Campus 1. The research employed a qualitative case study design to explore how debate activities contributed to communicative language learning, curriculum enrichment, and the strengthening of institutional language culture. Data were collected through observation, semi-structured interviews, and documentation involving language supervisors, debate coaches, organizing committee members, and participating students. The findings reveal that the Arabic Debate Competition functioned as an experiential and performance-based learning activity that integrated speaking, listening, vocabulary mastery, critical thinking, and argumentative reasoning within authentic communication contexts. The competition also strengthened students’ confidence, public speaking ability, teamwork, and active Arabic language use beyond classroom settings. Furthermore, the program contributed significantly to reinforcing bi’ah lughawiyyah and supporting competency-based curriculum implementation in pesantren education. This study concludes that Arabic debate activities can serve as an effective curriculum development strategy by connecting formal language instruction with interactive linguistic practices and character education. The findings contribute to the discourse on Arabic curriculum innovation in Islamic boarding school education and provide practical implications for integrating communicative extracurricular programs into Arabic language learning systems.
Arabic Seminar-Based Curriculum Development For Enhancing Transnational Da'wah Competencies In Female Islamic Boarding Schools Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 1 (2025): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i1.1703

Abstract

This study examines the role of Arabic language seminars in curriculum development for strengthening global da‘wah competencies among female students at Pondok Modern Darussalam Gontor (PMDG) Putri Campus 1. The research employed a qualitative case study approach involving observations, semi-structured interviews, and documentation analysis. The participants consisted of Arabic language teachers, seminar organizers, invited speakers, and female students participating in the Arabic Language Seminar commemorating the centenary of Gontor. The findings reveal that the seminar functioned not merely as an academic event but as a strategic instrument of curriculum enrichment within the pesantren educational system. The seminar contributed significantly to strengthening students’ communicative confidence, intercultural awareness, and global Islamic orientation through authentic language interaction and experiential learning practices. Furthermore, the seminar reflected the transformation of Arabic curriculum development in pesantren toward integrative and competency-based educational models that combine Islamic values, language mastery, and global engagement. This study contributes theoretically to the discourse of curriculum development in Islamic education by positioning academic seminars as part of hidden curriculum and educational culture in pesantren. Practically, the findings suggest that Islamic boarding schools should integrate collaborative and globally oriented academic programs into Arabic language education to prepare students for contemporary da‘wah challenges.
HADISUL ISNAINI AS A COMMUNICATIVE LANGUAGE TEACHING (CLT)-BASED MODEL IN 1ST CAMPUS GONTOR PUTRI Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2238

Abstract

This study investigates Hadisul Isnaini as a Communicative Language Teaching (CLT)-based model in enhancing Arabic proficiency at Gontor Putri Campus 1. Employing a qualitative case study design, the research explores how this weekly program integrates language correction (iṣlāḥ al-lughah), communicative practice, and habitual reinforcement within a pesantren environment. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that Hadisul Isnaini effectively improves students' communicative competence and confidence by creating a structured yet immersive language environment. The program also demonstrates a balanced integration of fluency and accuracy, addressing a common limitation in CLT implementation. From a curriculum perspective, this study conceptualizes Hadisul Isnaini as a form of hidden or co-curricular framework that strengthens formal instruction through continuous social interaction and environmental exposure. The study proposes a habitual communicative curriculum model as its main contribution, emphasizing the importance of integrating structured practice, social mediation, and institutional culture in language learning. These findings offer both theoretical and practical implications for developing context-sensitive language programs in similar educational settings.
TASYJI’UL LUGHOH AS A MICRO-IMMERSION MODEL: STRENGTHENING ARABIC PROFICIENCY THROUGH WEEKLY LANGUAGE INTERVENTION IN MODERN ISLAMIC BOARDING SCHOOL CONTEXT Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2236

Abstract

This study examines Tasyji'ul Lughoh as a micro-immersion model to strengthen Arabic proficiency in a modern Islamic boarding school. Unlike full immersion that requires continuous exposure, this model offers structured weekly interventions. Using a qualitative case study design, data were collected through participant observation, semi-structured interviews, and document analysis involving teachers, student coordinators, and santriwati. The findings reveal four key mechanisms: (1) structured weekly exposure sustaining linguistic input, (2) collective error correction (islah lughah) enhancing grammatical awareness, (3) socially reinforced interaction fostering language habit formation, and (4) affective engagement increasing learners’ confidence and willingness to communicate. These interconnected elements form a holistic language learning ecosystem integrating cognitive, social, and emotional dimensions. This study introduces micro-immersion as a flexible and scalable alternative to full immersion, particularly in contexts with limited language exposure. The findings have significant implications for language pedagogy and institutional policy, emphasizing the importance of structured, socially embedded, and sustainable language interventions to achieve communicative competence.
Curriculum Enhancement and Language Assessment in Pesantren: Examining Arabic Oral and Written Tests at Pondok Modern Darussalam Gontor Putri Campus 1 Fairuz Subakir Ahmad; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
AFKARINA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2024): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v9i1.15528

Abstract

This study examines the implementation of Arabic oral and written examinations and their contribution to curriculum enhancement at Pondok Modern Darussalam Gontor Putri Kampus 1. Using a qualitative case study approach, data were collected through observations, semi-structured interviews, and document analysis involving Arabic teachers, curriculum coordinators, language supervisors, and students. The findings reveal that oral and written assessments function not only as evaluative instruments but also as strategic mechanisms for strengthening communicative competence, academic literacy, language discipline, and institutional language culture. Oral examinations reinforce students’ speaking fluency, confidence, and spontaneous communication skills through authentic interaction, while written examinations develop grammatical mastery, reading comprehension, analytical thinking, and academic writing proficiency. Furthermore, assessment outcomes are systematically utilized as feedback for curriculum refinement, instructional improvement, vocabulary reinforcement, and extracurricular language programs. The study demonstrates that Arabic language assessment in pesantren education reflects a holistic and competency-based curriculum model integrating cognitive, communicative, and behavioral dimensions of language learning. This research contributes theoretically to the discourse of Arabic language assessment and practically offers implications for developing authentic, integrative, and sustainable assessment systems in Islamic educational institutions.
Curriculum Innovation through Master of Ceremony Workshops among Female Students at Modern Islamic Boarding Schools Fairuz Subakir Ahmad; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2025): DESEMBER
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i2.15530

Abstract

This study examines the implementation of Arabic Master of Ceremony (MC) workshops as a form of curriculum innovation in enhancing communicative competence among female students at Pondok Modern Darussalam Gontor Putri Campus 1. The research employed a qualitative case study approach involving language coordinators, workshop instructors, teachers, and female students selected purposively based on their participation in the program. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Arabic MC workshops function not only as extracurricular activities but also as performance-based learning strategies integrated into the pesantren curriculum and institutional culture. The workshops contributed significantly to improving students’ Arabic speaking fluency, public speaking confidence, leadership skills, and organizational participation through authentic communicative practices. Furthermore, the program operated as a hidden curriculum transmitting discipline, responsibility, communication ethics, and institutional values through mentoring and collective participation. The study concludes that Arabic MC workshops represent an innovative educational model integrating communicative language teaching, experiential learning, and character formation within Islamic boarding school education. This study contributes theoretically to curriculum innovation discourse and practically offers an alternative model for performance-based Arabic language learning in pesantren contexts.
Co-Authors Agus Yasin Azis, Nafsil Muthmainnah Fairuz Subakir Ahmad Fikriyah, Fikriyah Hertiani, Kayla Julia Maulana Ashari Mujib Abdurrahman Nur Fera Khalifah Nuraeni Rahmawati Rahmat Hidayat Siti Nikmatul Rochma Yoke Suryadarma Za’imah Dzati Bayani Qoshdina Putri