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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan PIJAR: Jurnal Pendidikan dan Pengajaran
Nuraeni Rahmawati
Universitas Darussalam Gontor, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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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.
Co-Authors Agus Yasin Ahmad Ario Sofian Fairuz Subakir Fairuz Subakir Nur Fera Khalifah Siti Nikmatul Rochma