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All Journal EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Pradi Khusufi Syamsu
UIN Siber Syekh Nurjati Cirebon

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Urgensi Pengembangan Media Berbasis Digital Pada Pembelajaran Bahasa Arab Pradi Khusufi Syamsu
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v13i2.18700

Abstract

Artikel ini mengkaji tentang urgensi pengembangan media digital untuk pembelajaran bahasa Arab. Artikel ini merupakan hasil penelitian menggunakan metode studi literatur dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa pemanfaatan media berbasis digital dalam pembelajaran bahasa Arab terbukti memberikan pengaruh positif terhadap pembelajaran bahasa Arab, media berbasis digital meminimalisir keterbatasan (ruang, waktu, dan jarak), media berbasis digital dapat menambah pembendaharaan kosakata Arab bagi siswa, dan penggunaan media berbasis digital meningkatkan keterampilan berbahasa Arab serta motivasi belajar siswa. Oleh karenaya penting pengembangan media berbasis digital pada pembelajaran bahasa Arab di mana guru harus melakukan inovasi seperti pengembangan media berbasis digital.  Sedikitnya terdapat lima model pengembangan media pembelajaran berbasis digital yang sesuai untuk pembelajaran bahasa Arab, yaitu: model Hannafin & Peck, model 4D, model Borg & Gall, model Dick & Carey, dan model ADDIE.
Revisiting Ibn Khaldun's Arabic Language Education Theory: A Pedagogical Framework for Contemporary Learning Pradi Khusufi Syamsu; Muhamad Towil Akhirudin
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/40vz8h07

Abstract

Contemporary Arabic language education faces a serious pedagogical crisis: the dominance of grammatical rote learning, the absence of immersive language environments, and the failure to integrate socio-cultural dimensions into curricula. Despite numerous studies on Ibn Khaldun's thought, no research has constructed a unified, operational pedagogical framework from his work. This study aims to construct a comprehensive pedagogical framework from Ibn Khaldun's Arabic language education theory in Al-Muqaddimah and elaborate its relevance for contemporary Arabic language learning. Employing a qualitative approach with a systematic literature review (SLR) design and thematic-comparative content analysis, this study examines the primary source Al-Muqaddimah alongside 76 secondary sources in Indonesian and English, collected via Google Scholar, SINTA, and Scopus. Source triangulation ensures data trustworthiness. The study identifies six pedagogical pillars in Ibn Khaldun: malakah (linguistic habitus), tadarruj (gradual staging), tikrār (structured repetition), munāẓarah (scholarly dialogue), riḥlah (authentic experience), and asabiyyah (socio-cultural ecology). These pillars correspond profoundly to Vygotsky's scaffolding, spaced repetition, CLT, Kolb's experiential learning, and Wenger's community of practice — establishing Ibn Khaldun as a pedagogical pioneer six centuries ahead of these theories. This study contributes an operational six-pillar pedagogical framework and identifies asabiyyah as a critically neglected pedagogical variable, with implications for Arabic language curriculum reform and the design of digital learning platforms.
Co-Authors Muhamad Towil Akhirudin