Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya
Mukhtar I Miolo
Institut Agama Islam Negeri Sultan Amai Gorontalo
Education Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Learning Arabic in Heterogeneous Classrooms: Experiences of Non-pesantren Students in Indonesian Islamic Higher Education Adittia Batalipu; Mukhtar I Miolo; Suharia Sarif
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11341

Abstract

 This study explores the lived learning experiences of non-pesantren students in Arabic language learning alongside pesantren students at IAIN Sultan Amai Gorontalo. Although previous studies have examined learning difficulties and competency disparities in Arabic language learning, limited attention has been paid to how non-pesantren students interpret their socio-academic experiences in heterogeneous classrooms. Employing a qualitative phenomenological approach, this study involved 20 non-pesantren students. Data were collected through reflective forms and semi-structured interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal that differences in educational background create initial competency gaps that shape students’ psychological and socio-academic experiences. Non-pesantren students initially experienced anxiety and low self-confidence; however, these challenges also fostered motivation and academic adaptation. Interaction with pesantren peers functioned as academic support through collaborative learning and peer assistance. Students also developed self-regulated learning strategies by utilizing digital resources and peer discussions. The study contributes to Arabic language learning research by demonstrating that heterogeneous classrooms function as spaces for academic identity negotiation, peer-mediated adaptation, and learner agency. Therefore, inclusive instructional management is needed to accommodate students from diverse educational backgrounds.
Co-Authors Adittia Batalipu Suharia Sarif