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All Journal Al Ibrah Journal of Arabic Language Education Jurnal Pustaka Cendekia Pendidikan
Husnatul Hamidiyyah Siregar
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Arts Education Languange, Linguistic, Communication & Media Mathematics Other

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O Optimalisasi Pembelajaran Bahasa Arab Berbasis Kurikulum Merdeka dan Teori George C. Edward III di SMP-IT Al-Fauzan Bangkinang: Optimalisasi Pembelajaran Bahasa Arab Berbasis Kurikulum Merdeka dan Teori George C. Edward III di SMP-IT Al-Fauzan Bangkinang Miftahul Jannatil Harvina; Nicky Bima Koni Ramadhan; Muhammad Fariz Aqila Aqila; Husnatul Hamidiyyah Siregar
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.344

Abstract

This study aims to analyze the optimization of Arabic language learning at Al-Fauzan IT Junior High School Bangkinang based on the Independent Curriculum and George C. Edward III management principles. The focus of the research lies in the development of adaptive, participatory, and contextual learning strategies through strengthening teacher-student communication, collaboration between students, and active involvement of schools and parents. The research uses a descriptive qualitative method with data collection through participatory observation, semi-structured interviews with school principals, teachers, students, and parents, as well as documentation of teaching modules, KOSP, and supporting facilities. The analysis was carried out thematically and triangulated the sources to ensure the validity of the findings. The results of the study show that the integration of the Independent Curriculum with Edward III's management principles makes Arabic learning more effective, innovative, and student-centered. Teachers act as facilitators who encourage active communication and collaborative practices, students experience improved language skills and confidence, while the involvement of schools and parents creates a conducive learning environment. These findings provide practical guidance for the development of contextual and collaborative Arabic learning strategies in modern Islamic boarding schools.
EVALUASI KURIKULUM BAHASA ARAB DENGAN MODEL CIPP (CONTEXT, INPUT, PROCESS, PRODUCT) DI SMA IT IMAM SYAFI’I CENDIKIA Karina Dwi Nabila; Husnatul Hamidiyyah Siregar
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.10871

Abstract

Penelitian ini bertujuan untuk mengevaluasi implementasi kurikulum Bahasa Arab di SMA IT Imam Asy-Syafi’i Cendikia menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dokumentasi, dan analisis data hasil belajar siswa. Hasil penelitian menunjukkan bahwa pada aspek context, kurikulum Bahasa Arab telah disusun berdasarkan kebutuhan siswa, institusi, dan masyarakat. Pada aspek input, guru memiliki latar belakang pendidikan yang relevan, penggunaan buku Al-‘Arabiyyah Bayna Yadaik jilid 1 serta media pembelajaran berbasis teknologi seperti aplikasi Wouyground telah mendukung pelaksanaan pembelajaran, meskipun lingkungan berbahasa masih perlu diperkuat. Pada aspek process, pembelajaran telah menggunakan berbagai metode dan media pembelajaran, namun implementasi empat keterampilan berbahasa belum berjalan secara seimbang karena pembelajaran masih lebih dominan pada keterampilan membaca dan penguasaan tata bahasa. Pada aspek product, kemampuan siswa tergolong cukup baik, khususnya dalam membaca dan memahami teks, tetapi keterampilan berbicara dan menulis belum berkembang secara optimal. Hasil penelitian menunjukkan bahwa keempat komponen model CIPP saling berkaitan dalam menentukan keberhasilan implementasi kurikulum. Oleh karena itu, diperlukan pengembangan kurikulum Bahasa Arab yang lebih komunikatif, inovatif, dan berbasis kebutuhan siswa melalui penguatan metode pembelajaran, pemanfaatan teknologi, dan pembentukan lingkungan bahasa yang lebih kondusif.  
THE EPISTEMOLOGY OF CLASSICAL ARABIC GRAMMAR: FROM BASHRAH–KUFAH PARADIGM SHIFTS TO CONTEMPORARY LINGUISTICS Siti Aminah; Siti Arfah; Siti Sumaiah; Husnatul Hamidiyyah Siregar
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.10941

Abstract

Epistemological studies of classical Arabic grammar have so far tended to focus on historical descriptions and methodological comparisons between the Basra and Kufa schools, without interpreting their dialectic as a shift in the scientific paradigm that impacts contemporary Arabic linguistics; consequently, the relationship between classical heritage and modern challenges (including pedagogical needs and developments in language technology) has not yet been systematically formulated. This study aims to analyse the epistemological paradigm shift in grammar from the Basra School to the Kufa School and to formulate its implications for the development of contemporary Arabic linguistics. The research employs a qualitative approach utilising a literature review and a historical-philosophical analytical design. The research subjects consist of primary classical nahwu texts, specifically representative works of the Basra and Kufa schools, which are analysed through documentation techniques, conceptual comparison, and diachronic paradigm reconstruction. The research findings indicate that Basra represents a systematic rational-prescriptive paradigm based on qiyas and ta‘lil, whilst Kufa presents an empirical-descriptive paradigm that is more accommodating of linguistic variation and auditory data. The dialectic between the two gave rise to an epistemological crisis that culminated in a methodological synthesis in subsequent developments. The integration of the Bashrah school’s systemic rationality and the Kufah school’s empirical flexibility is theoretically relevant for the reconstruction of the epistemology of nahwu and has practical implications for the development of Arabic language pedagogy and corpus-based linguistic models in the digital age.
Co-Authors Karina Dwi Nabila Miftahul Jannatil Harvina Muhammad Fariz Aqila Aqila Nicky Bima Koni Ramadhan Siti Aminah Siti Arfah Siti Sumaiah