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All Journal Daarus Tsaqofah Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Al-Muarrib: Journal Of Arabic Education
Muhammad Rido'i
Sekolah Tinggi Ilmu Bahasa Arab dan Dakwah Masjid Agung Sunan Ampel Surabaya
Religion Humanities Education Social Sciences

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Telaah Kritis Evaluasi dan Implementasi Kurikulum Pembelajaran Bahasa Arab di Lingkungan Pesantren Muhammad Tareh Aziz; Laili Mas Ulliyah Hasan; Muhammad Rido'i
DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Vol. 3 No. 2 (2026): Juli 2026
Publisher : Pascasarjana Universitas Qomaruddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62740/rmzkvq85

Abstract

Arabic language instruction has long been a hallmark of the historical excellence of Islamic boarding school education in Indonesia, although evaluation and curriculum implementation vary significantly across institutions. This paper aims to present a critical review of the evaluation and implementation of Arabic language curricula in Islamic boarding schools by summarizing a number of previous studies. The approach used is library research through thematic content analysis, with the Context, Input, Process, Product (CIPP) curriculum evaluation model used as a benchmark for comparing various cases. Three main conclusions emerge from this review. First, the diversity of Islamic boarding school Arabic language curricula is quite broad, ranging from Salafiyah Islamic boarding schools, whose curriculum relies on the authority of the kiai (Islamic scholars) and the tradition of the yellow books (kitab kuning), to Khalafiyah Islamic boarding schools, which implement the national curriculum in its entirety, to a combination of the two. Second, curriculum evaluation in various institutions still focuses primarily on product evaluation through learning achievement tests, while context and process evaluation are relatively understudied, resulting in a fragmented picture of curriculum success. Third, a gap has emerged between the direction of national policy, which requires communicative mastery of the four language skills, and the actual learning conditions, which are still closely tied to the grammar-translation approach, particularly in traditional Islamic boarding schools. This paper proposes a more responsive implementation-evaluation framework, one that combines the characteristics of the Islamic boarding school curriculum with the demands of national-scale communicative competency standards. The results of this review are expected to be useful as considerations for Islamic boarding school managers, policymakers, and future researchers in developing a more comprehensive and contextualized Arabic language curriculum evaluation system.
Pengaruh Pembelajaran Fonetik terhadap Persepsi Siswa dalam Pembelajaran Bahasa Arab: Studi Kasus Kesalahan Pelafalan Huruf Arab Laili Mas Ulliyah Hasan; Muhammad Rido'i
AL-MUARRIB: JOURNAL OF ARABIC EDUCATION Vol. 4 No. 2 (2024): Al-Muarrib: Journal Of Arabic Education
Publisher : Institut Agama Islam Negeri Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/al-muarrib.v4i2.4722

Abstract

This study explores the impact of phonetic teaching on the perception of fifth-grade students Madrasah Ibtidaiyah Miftahul Ulum Al Ghazali Paterongan Galis Bangkalan in learning Arabic, focusing on the mispronunciation of Arabic letters. It was found that the lack of attention from teachers to the correct sounds of Arabic letters led to pronunciation errors among students. The research methods included classroom observation, interviews with teachers and students, and phonetic tests. The results showed that students who received more focused phonetic instruction exhibited significant improvement in the pronunciation of Arabic letters. Students taught with proper phonetic methods were better able to distinguish and pronounce Arabic letters correctly compared to those who did not receive adequate phonetic instruction. The conclusions of this study emphasize the importance of correct phonetic teaching in the Arabic learning process to reduce pronunciation errors and enhance student fluency. Recommendations for teaching practices include teacher training in Arabic phonetics and integrating phonetic methods into the learning curriculum.
Co-Authors Laili Mas Ulliyah Hasan Laili Mas Ulliyah Hasan Muhammad Tareh Aziz