Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Al-Ibanah IJED IJED
Achmad Muharam Basyari
Institut Agama Islam Persis Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Strategi Integrasi Kurikukum Studi Islam dan Bahasa Arab dalam Kemahiran Berbahasa dan Literasi Keberagamaan Achmad Muharam Basyari
AL-IBANAH Vol. 10 No. 2 (2025): Journal Al-Ibanah
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/2banah.v10i2.487

Abstract

This study aims to analyze the strategy of integrating Islamic studies and Arabic language curricula in strengthening Arabic language proficiency and religious literacy at Ma’had Al Imarat Bandung. The research employed a qualitative method with a case study approach. Data were collected through direct classroom observations, in-depth interviews with administrators and educators, and curriculum document analysis. The findings reveal that the integration of Islamic studies and Arabic language curricula is implemented through a thematic approach, where Arabic language materials are contextualized within Islamic teachings. This strategy creates significant synergy in enhancing students’ Arabic language skills while simultaneously deepening their understanding of Islamic values comprehensively. This study contributes to the field of Islamic education by offering an effective and applicable model of curriculum integration. The implications suggest that strengthening language proficiency and religious literacy through integrated curricula can serve as a reference for curriculum development in other Islamic educational institutions, supporting the realization of holistic Islamic education goals.
Strategi Integrasi Kurikukum Studi Islam dan Bahasa Arab dalam Kemahiran Berbahasa dan Literasi Keberagamaan Achmad Muharam Basyari
AL-IBANAH Vol. 10 No. 2 (2025): Journal Al-Ibanah
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/2banah.v10i2.487

Abstract

This study aims to analyze the strategy of integrating Islamic studies and Arabic language curricula in strengthening Arabic language proficiency and religious literacy at Ma’had Al Imarat Bandung. The research employed a qualitative method with a case study approach. Data were collected through direct classroom observations, in-depth interviews with administrators and educators, and curriculum document analysis. The findings reveal that the integration of Islamic studies and Arabic language curricula is implemented through a thematic approach, where Arabic language materials are contextualized within Islamic teachings. This strategy creates significant synergy in enhancing students’ Arabic language skills while simultaneously deepening their understanding of Islamic values comprehensively. This study contributes to the field of Islamic education by offering an effective and applicable model of curriculum integration. The implications suggest that strengthening language proficiency and religious literacy through integrated curricula can serve as a reference for curriculum development in other Islamic educational institutions, supporting the realization of holistic Islamic education goals.
Integration of General Knowledge and Religion: Strategies for Building Holistic Education in a Multidisciplinary Era Asdianur Hadi; Leni Pitriani; Mega Hadistia; Achmad Muharam Basyari
Islamic Journal of Education Vol. 3 No. 2 (2024): IJED: Islamic Journal of Education in proses
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/vj2ccc16

Abstract

This article aims to explore strategies for integrating general and religious knowledge within Islamic education as an approach to building a holistic educational system aligned with the demands of the multidisciplinary era. Using a descriptive qualitative method through literature review, this study analyzes integrative practices in Islamic educational institutions, the strategic role of teachers, as well as the challenges and opportunities for strengthening integration. The findings indicate that integration models are implemented through unified curricula, thematic learning, and value-based project assignments that combine scientific and spiritual approaches. Teachers act as key agents who not only deliver subject content but also embody values through interdisciplinary teaching. Despite facing challenges such as dichotomous paradigms, limited teacher competencies, and the scarcity of integrative teaching materials, integration can be strengthened through teacher training, curriculum reform, institutional policies, and collaboration among stakeholders. Through this approach, Islamic education can cultivate insan kamil individuals who are intellectually excellent, spiritually grounded, and globally competitive.
Implementasi Kurikulum Pesantren Muadalah dalam Bingkai Kurikulum Merdeka: Analisis Kebijakan dan Adaptasi Pedagogis Achmad Muharam Basyari; Ela Komala; Anie Rohaeni
AL-IBANAH Vol. 11 No. 2 (2026): Journal Al-Ibanah artikel on progres
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/hbkxyp77

Abstract

Integrasi nilai positif Kurikulum Merdeka ke dalam ekosistem pesantren muadalah merupakan kondisi ideal pendidikan holistik, namun realitas di lapangan menunjukkan kesenjangan berupa dilema pedagogis dan beban kognitif guru dalam mengadaptasi pembaruan tersebut ke dalam struktur tradisional yang kaku. Penelitian ini bertujuan mengeksplorasi bagaimana guru memaknai dan mengadaptasi kebijakan kurikulum dalam praktik sehari-hari, serta merumuskan model implementasi kontekstual. Menggunakan pendekatan kualitatif interpretif dengan desain multiple case study, data dikumpulkan dari Pondok Pesantren Al Basyariyah dan Darussalam melalui wawancara mendalam, observasi partisipatif, Focus Group Discussion (FGD), dan studi dokumentasi, dengan instrumen berbasis kerangka Policy Enactment dan Pedagogical Content Knowledge (PCK). Hasil penelitian menunjukkan bahwa meskipun tidak mengadopsi label administratif Kurikulum Merdeka, kedua pesantren secara organik menyerap esensinya—seperti pembelajaran berdiferensiasi dan berbasis projek—ke dalam kurikulum terpadu 24 jam melalui praktik otentik seperti Fathul Kutub dan Amaliyah Tadris. Guru bertransformasi menjadi navigator kultural yang memanfaatkan kekuatan ekologi relasional untuk menavigasi keterbatasan regulasi makro. Temuan ini berkontribusi pada khazanah keilmuan dengan membuktikan konsep Third Space (hibriditas), di mana modernitas pedagogis dan tradisi salaf-khalaf berpadu harmonis tanpa kehilangan jati diri. Implikasi penelitian menegaskan perlunya pemberian otonomi epistemologis bagi pesantren untuk mengakui asesmen kinerja tradisional sebagai ekuivalen kompetensi nasional yang sah. Selain itu, negara perlu menyediakan dukungan sistemik guna mencegah kelelahan profesional guru, alih-alih memaksakan standarisasi administratif yang kaku yang berpotensi menggerus identitas spiritual lembaga.
Implementasi Kurikulum Pesantren Muadalah dalam Bingkai Kurikulum Merdeka: Analisis Kebijakan dan Adaptasi Pedagogis Achmad Muharam Basyari; Ela Komala; Anie Rohaeni
AL-IBANAH Vol. 11 No. 2 (2026): Journal Al-Ibanah artikel on progres
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/hbkxyp77

Abstract

Integrasi nilai positif Kurikulum Merdeka ke dalam ekosistem pesantren muadalah merupakan kondisi ideal pendidikan holistik, namun realitas di lapangan menunjukkan kesenjangan berupa dilema pedagogis dan beban kognitif guru dalam mengadaptasi pembaruan tersebut ke dalam struktur tradisional yang kaku. Penelitian ini bertujuan mengeksplorasi bagaimana guru memaknai dan mengadaptasi kebijakan kurikulum dalam praktik sehari-hari, serta merumuskan model implementasi kontekstual. Menggunakan pendekatan kualitatif interpretif dengan desain multiple case study, data dikumpulkan dari Pondok Pesantren Al Basyariyah dan Darussalam melalui wawancara mendalam, observasi partisipatif, Focus Group Discussion (FGD), dan studi dokumentasi, dengan instrumen berbasis kerangka Policy Enactment dan Pedagogical Content Knowledge (PCK). Hasil penelitian menunjukkan bahwa meskipun tidak mengadopsi label administratif Kurikulum Merdeka, kedua pesantren secara organik menyerap esensinya—seperti pembelajaran berdiferensiasi dan berbasis projek—ke dalam kurikulum terpadu 24 jam melalui praktik otentik seperti Fathul Kutub dan Amaliyah Tadris. Guru bertransformasi menjadi navigator kultural yang memanfaatkan kekuatan ekologi relasional untuk menavigasi keterbatasan regulasi makro. Temuan ini berkontribusi pada khazanah keilmuan dengan membuktikan konsep Third Space (hibriditas), di mana modernitas pedagogis dan tradisi salaf-khalaf berpadu harmonis tanpa kehilangan jati diri. Implikasi penelitian menegaskan perlunya pemberian otonomi epistemologis bagi pesantren untuk mengakui asesmen kinerja tradisional sebagai ekuivalen kompetensi nasional yang sah. Selain itu, negara perlu menyediakan dukungan sistemik guna mencegah kelelahan profesional guru, alih-alih memaksakan standarisasi administratif yang kaku yang berpotensi menggerus identitas spiritual lembaga.
Co-Authors Asdianur Hadi Ela Komala Leni Pitriani Mega Hadistia Rohaeni, Anie