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All Journal Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Welly Kuswanto
Universitas Islam Internasional Darullughah Wadda'wah, Pasuruan
Religion Education Languange, Linguistic, Communication & Media Other

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Optimizing Manahij al-Tarjamah Learning Outcomes: A Goal-Free Evaluation of Contextual Systemic Collaboration Ade Agung Prayoga; Musleh Harry; Welly Kuswanto
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 7 No. 2 (2024): 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.v7i2.5680

Abstract

This study examines the consequences of contextual systemic collaboration in a Manahij al-Tarjamah course without using the programme's declared objectives as the initial frame of judgment. A qualitative goal-free evaluation was conducted to identify actual, unintended, positive, and constraining effects emerging from Arabic-Indonesian translation learning. The evidence corpus comprised lecturer and student interviews, classroom observations, reflective records, peer-feedback traces, and translation artefacts associated with contextual cases. ATLAS.ti was used to organise document groups, conduct open and process coding, compare code-document patterns, develop analytic memos, and construct a network of consequences. To reduce goal contamination, formal course targets were withheld during first-cycle coding and consulted only after the emergent effect map had stabilised. The analysis produced six interrelated findings. Contextual cases shifted students from method naming toward situational diagnosis; role-based collaboration made translation reasoning more visible; multi-source feedback deepened revision; digital tools broadened alternatives but also created verification dependency; reflective portfolios strengthened evaluative judgment and professional identity; and linguistic accuracy, participation equity, and fidelity-readability trade-offs remained uneven. An unintended benefit was the emergence of a shared metalanguage for defending translation decisions. Unintended burdens included documentation fatigue, time pressure, and the possibility that assigned roles became procedural rather than genuinely collaborative. The goal-free judgment is therefore conditional: contextual systemic collaboration optimised reasoning, feedback uptake, and revision more consistently than it optimised all features of final-text accuracy. The study recommends a genre-balanced case bank, rotating role audits, staged feedback, machine-translation literacy protocols, terminology calibration, and concise decision memos. It contributes a consequence-centred evaluation framework for translation-methodology courses in Arabic higher education.
Fostering Learner Autonomy through Contextual Teaching and Learning: Stake’s Countenance Evaluation at UII Dalwa Achmad Naufal As Shiddiqy; Welly Kuswanto; Muhammad Khoirul Umam
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 8 No. 2 (2025): 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.v8i2.5682

Abstract

This study evaluates how Contextual Teaching and Learning (CTL) fosters learner autonomy among Arabic Language Education students at Universitas Islam Internasional Darullughah Wadda'wah (UII Dalwa). A qualitative evaluative design was organised through Stake's Countenance Model, which examines antecedents, transactions, and outcomes while comparing intended instructional conditions with observed practice and evaluative standards. The empirical corpus comprised semi-structured lecturer interviews, classroom observations, and learning artefacts reported during the odd semester of the 2025/2026 academic year. The materials were organised in ATLAS.ti through document grouping, open coding, code consolidation, analytic memoing, and network mapping. The analysis identified a consequential movement across the three countenance components. Antecedent conditions were characterised by dependence on talaqqi, examination-oriented motivation, weak goal setting, and reliance on lecturer-provided resources despite an Arabic-rich pesantren environment. Transactional practices that disrupted these patterns included contextual problem orientation, guided inquiry, probing questions, rotating roles in learning communities, multiple forms of modelling, learning contracts, performance-based assessment, and weekly reflection. Outcomes were visible in more independent use of Maktabah Syamilah, Sinta-indexed journals, and digital dictionaries; improved self-evaluation; student-initiated Arabic discussion groups; and the production of Arabic educational content beyond the classroom. The evaluation nevertheless indicates that autonomy remained scaffold-dependent and uneven rather than complete. The study contributes an evidence-based account of how CTL can convert contextual exposure into purposeful learner agency when tasks, feedback, resources, and reflection are designed as an integrated cycle.
Co-Authors Achmad Naufal As Shiddiqy Ade Agung Prayoga Muhammad Khoirul Umam Musleh Harry