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All Journal RESLAJ: Religion Education Social Laa Roiba Journal Journal of Islamic Education
Nuraini Nuraini
Universitas Muhammadiyah Ponorogo, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Implementasi Metode Muhadatsah dalam Meningkatkan Keterampilan Berbicara Bahasa Arab di Pondok Modern Darussalam Gontor Putra 2 Ponorogo Fatana Bira Suli; Nuraini Nuraini; Devid Dwi Erwahyudin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 6 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i6.12001

Abstract

This study aims to analyze the implementation of the muhadatsah method in improving the Arabic speaking skills of students at Pondok Modern Darussalam Gontor Putra 2 in Ponorogo. This study employs a qualitative method in which data were collected through field research. The research subjects consisted of Arabic language teachers at Pondok Modern Darussalam Gontor Putra 2. Data were collected through direct observation, in-depth interviews, and documentation related to the learning process. Data analysis was conducted comprehensively to understand the interaction process between teachers and students as well as the method’s influence on the theoretical understanding and practice of the Arabic language. The research results indicate that the muhadatsah method at Pondok Modern Darussalam Gontor Putra 2 is implemented systematically through language activities, including: determining the muhadatsah theme, vocabulary (mufrodat) instruction, constructing sentences in Arabic, direct conversation practice, and intensive supervision by the Language Advisory Council (LAC). This program helps improve students’ speaking skills through the talaqqi or ilqo’iyyah method, daily communication practice, natural vocabulary enrichment, and the development of a positive mindset and self-confidence in Arabic. Furthermore, this program plays a crucial role in fostering a disciplined language environment through a strict monitoring system, the imposition of consequences, and the exemplary conduct of dormitory staff and teachers. Thus, the implementation of the muhadatsah method plays a significant role in improving speaking skills and establishing a strong Arabic communication culture at Pondok Modern Darussalam Gontor Putra 2.
Hamka's Ethical Thought and the Transformation of the Islamic Education Curriculum in Indonesia Muh Taofiq Abdul Wahab; Nuraini Nuraini; Ayu Wulansari; Siti Marpuah
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i1.742

Abstract

The transformation of the Islamic education curriculum in Indonesia faces challenges in strengthening students' character development amid globalisation, social change, and various moral crises. This study aims to analyse the relevance of Buya Hamka's ethical thought in Falsafah Hidup to the transformation of the Islamic education curriculum in Indonesia. This study employs a literature review (library research) method using a figure-centered approach and conceptual analysis. Data were collected through documentation of Buya Hamka’s works and relevant scholarly literature, analysed thematically, and validated through source triangulation. The findings indicate that Buya Hamka positions ethics as a core element of education that must be internalised through a balance of rational and spiritual dimensions. His ethical thought is relevant to curriculum transformation through the integration of moral values into learning, the strengthening of experiential learning, the optimisation of teachers' roles as role models, and the development of character-oriented assessment systems. This study offers a framework for integrating Hamka's moral values into curriculum development. It highlights their potential contribution to forming insan kamil—individuals who are knowledgeable, morally upright, and responsive to contemporary challenges. The findings affirm that Buya Hamka’s thought remains relevant as a philosophical foundation for a holistic Islamic education curriculum.
Co-Authors Ayu Wulansari Devid Dwi Erwahyudin Fatana Bira Suli Muh Taofiq Abdul Wahab Siti Marpuah