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All Journal GEMBIRA (Pengabdian Kepada Masyarakat) Naatiq: Journal of Arabic Education Muaddib: Journal of Arabic Language and Literature
Laili Mas Ulliyah Hasan
Universitas Sunan Giri Surabaya, Indonesia
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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KEGIATAN PONDOK RAMADHAN BERSAMA SISWI SMAN 20 SURABAYA: PUASA DAN PRESTASI UNTUK MENINGKATKAN DISIPLIN, FOKUS, DAN TANGGUNG JAWAB Ilham Syufi Dzikrulloh; Muhammad Fikrul Islam; Achmad Rizka; Muhammad Asrori; Sirojjudin Abror; Laili Mas Ulliyah Hasan
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 03 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan melalui Pondok Ramadhan bersama siswi SMAN 20 Surabaya dengan tema “Puasa dan Prestasi: Meningkatkan Disiplin, Fokus, dan Tanggung Jawab.” Kegiatan ini bertujuan meningkatkan pemahaman peserta mengenai nilai-nilai puasa sebagai sarana pembentukan karakter yang mendukung prestasi akademik. Metode yang digunakan adalah Asset-Based Community Development (ABCD) melalui tahapan identifikasi masalah, perencanaan program, pelaksanaan materi, diskusi interaktif, dan refleksi bersama. Hasil kegiatan menunjukkan antusiasme dan partisipasi aktif peserta selama sesi materi dan tanya jawab. Peserta memperoleh pemahaman bahwa puasa tidak hanya merupakan ibadah ritual, tetapi juga mampu membentuk sikap disiplin, meningkatkan fokus belajar, serta menumbuhkan tanggung jawab terhadap tugas akademik dan ibadah. Kegiatan ini juga memperkuat motivasi belajar serta membangun kolaborasi positif antara Universitas Sunan Giri Surabaya dan SMAN 20 Surabaya dalam pembinaan karakter peserta didik.
Implementation of Explicit Instruction Strategy in Muhadatsah Material for ADHD Students in Inclusive Classrooms Laili Mas Ulliyah Hasan; Muhammad Tareh Aziz; Muhammad Rido’i
Naatiq: Journal of Arabic Education Vol. 3 No. 1 (2026): June 2026
Publisher : Universitas Islam Tribakti Lirboyo, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/naatiq.v3i1.7156

Abstract

Teaching muhadatsah (Arabic conversation) in inclusive classrooms presents challenges, particularly for students with Attention Deficit Hyperactivity Disorder (ADHD) who experience difficulties in attention regulation, focus, and verbal expression. Previous studies have discussed ADHD in general language learning contexts; however, research focusing on muhadatsah instruction using structured strategies in inclusive Islamic secondary schools remains limited. This study aims to examine the implementation of the Explicit Instruction strategy in muhadatsah learning to enhance engagement, speaking confidence, and communication independence among ADHD students. This research employed a qualitative approach with a case study design conducted at MTs Wachid Hasyim Surabaya. The participants consisted of five eighth-grade students diagnosed with ADHD, one inclusive education teacher, and Arabic language subject teachers as key informants. Data were collected through classroom observations, semi-structured interviews, and documentation of learning activities, and analyzed using thematic analysis involving data reduction, categorization, and interpretation. The findings indicate that Explicit Instruction, supported by visual media and paired practice, facilitated students’ understanding of sentence structures, increased verbal participation, and encouraged greater independence in responding during muhadatsah activities. Indicators of effectiveness were observed in improved attention during learning, increased speaking courage, more frequent student-initiated responses, and reduced dependence on teacher guidance. This study highlights the uniqueness of applying Explicit Instruction in muhadatsah learning as an adaptive and effective approach for addressing the specific needs of ADHD students in inclusive Islamic school settings. 
TOMLINSON'S THEORY IN ARABIC LANGUAGE LEARNING INNOVATION IN INCLUSIVE SCHOOLS: TEORI TOMLINSON DALAM INOVASI PEMBELAJARAN BAHASA ARAB DI SEKOLAH INKLUSIF Laili Mas Ulliyah Hasan; Siti Durotun Naseha; Gautama Veri Vetiana
Muaddib: Journal of Arabic Language and Literature Vol. 2 No. 1 (2025): Muaddib: Journal of Arabic Language and Literature
Publisher : Program Studi Bahasa dan Sastra Arab STIABI Riyadul 'Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51190/muaddib/v02i01.43

Abstract

Arabic language learning in inclusive schools faces challenges in accommodating the diversity of students with special needs. MTs Wachid Hasyim Surabaya, as an inclusive school, has implemented a differentiated learning approach based on Tomlinson's Theory, which focuses on adjusting content, process, product, and learning environment according to the individual needs of students. This school has students with various special needs, including hearing impairments, speech impairments, ADHD, slow learners, and special emotional needs, who require innovative learning strategies in order to actively participate in Arabic language learning. This study aims to investigate innovations in Arabic language learning based on curriculum differentiation according to Tomlinson's Theory at MTs Wachid Hasyim Surabaya. A qualitative approach using a single case study method was used to identify the forms of learning innovation applied and their effectiveness in improving Arabic language comprehension and skills for students with special needs. Data collection was conducted through classroom observation, interviews with teachers and students, and analysis of learning documents. The results showed that the application of Tomlinson's Theory in differentiated learning had a positive impact on the motivation, participation, and understanding of students with special needs in Arabic language learning. The learning innovations applied included: (1) content differentiation through adjusting the level of complexity of vocabulary and sentence structure; (2) process differentiation through the use of multisensory methods and visual-auditory-based interactive media; (3) product differentiation through varying assessment forms and tasks according to student abilities; and (4) learning environment differentiation through flexible and supportive classroom settings. These strategies have been proven to help increase student engagement in learning. Thus, this Tomlinson Theory-based learning differentiation model can be used as a reference in the development of Arabic language learning in other inclusive schools.
Co-Authors Achmad Rizka Gautama Veri Vetiana Ilham Syufi Dzikrulloh Muhammad Asrori Muhammad Fikrul Islam Muhammad Rido’i Muhammad Tareh Aziz Sirojjudin Abror Siti Durotun Naseha