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All Journal Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Filantropis: Jurnal Pengabdian kepada Masyarakat
Mustahar Ali Wardana
Universitas Islam Internasional Darullughah Wadda'wah, Pasuruan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Pelatihan Integrasi HOTS dalam Pengembangan Modul Ajar Kurikulum Merdeka pada Guru Bahasa Arab di Pesantren Darullughah Wadda’wah Mustahar Ali Wardana
Filantropis: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2026): June
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/filantropis.v2i1.4846

Abstract

Community Service activity aims to provide training on developing teaching modules for the Merdeka Curriculum in the Arabic language subject to enhance teachers' Higher Order Thinking Skills (HOTS), considering the numerous challenges faced by educators, particularly in adapting to the new curriculum. The applied methods are as follows: (1) Counseling, using techniques such as lectures, Q&A, and discussions on teaching module development; (2) Training, employing techniques like observing models, guiding, and mentoring teachers as they practice composing Arabic language modules according to their assigned duties; and (3) Demonstration, involving techniques such as presentations, simulations, and reflection on the training activities. The results indicate an increase in teachers' professionalism in designing learning tools and a more mature understanding of the Merdeka Curriculum system, reflected in the successful execution of the counseling and mentoring sessions which yielded ready-to-use draft teaching modules.
Teaching Arabic Speaking through Concise Daily Expressions: Evidence from Two Indonesian Secondary Schools Ahmad Harzaqil; Mustahar Ali Wardana
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 5 No. 2 (2022): Lughawiyyat: Jurnal Pendidikan Bahasa Dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v5i2.5666

Abstract

Concise daily expressions can bridge the gap between learners’ knowledge of Arabic vocabulary and grammar and their ability to communicate orally. This study examined the implementation of Kitāb al-‘Ibārāt al-Yaumiyyah al-Mūjazah in Arabic speaking instruction at Al-Khayriyyah Islamic Institute and Tihamah School in Cirebon, West Java. A qualitative comparative case-study design was employed, with data collected through classroom observations, semi-structured interviews, and document analysis. The data were analysed thematically through coding, categorization, within-case interpretation, and cross-case comparison. The findings revealed that both institutions used the book through explanation, teacher modelling, guided repetition, pronunciation correction, dialogue practice, and contextual speaking activities. Al-Khayriyyah integrated the expressions more systematically into daily Arabic routines, whereas Tihamah extended them through group conversations, speeches, public speaking, and dramatic performances. In both settings, the expressions helped students initiate speech, participate more actively, and develop greater confidence in oral interaction. Their effectiveness, however, depended on teacher mediation, institutional language environments, practice opportunities, learner readiness, time allocation, and supporting resources. Limited instructional time, differences in comprehension, and insufficient supplementary materials were the main constraints. The study concludes that concise daily expressions function most effectively as linguistic scaffolds when learners progress from memorization toward contextual substitution, interaction, and independent communication. The findings contribute a comparative institutional perspective to Arabic speaking pedagogy and highlight the importance of transforming formulaic expressions into flexible communicative resources.
Co-Authors Ahmad Harzaqil