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All Journal Indonesian Journal of Humanities and Social Sciences Asalibuna Indonesian Journal of Humanities and Social Sciences
Mohammad Syah Rizal Niqie
Universitas Islam Tribakti Lirboyo
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Desain Kurikulum Pembelajaran Bahasa Arab Kontemporer Mohammad Syah Rizal Niqie; Nur Ahid
Indonesian Journal of Humanities and Social Sciences Vol. 4 No. 1 (2023): Indonesian Journal of Humanities and Social Sciences, March, 2023
Publisher : Institut Agama Islam Tribakti (IAIT) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhass.v4i1.3939

Abstract

The Arabic language learning curriculum plays a very important role in the development of Arabic competence in learners. An effective and structured design of this curriculum can facilitate a continuous learning process, provide clear guidelines for instructors and students, and promote the attainment of desired learning goals. This paper describes several important aspects that need to be considered in the design of an Arabic learning curriculum. The several aspects that must be considered in the design of learning curriculum are curriculum design as a scientific discipline, student-oriented curriculum design, community-oriented curriculum design, and technological curriculum design. After knowing some of the aspects above, it will then be described how the design of the Arabic learning curriculum is applied. The research method used is to use qualitative descriptive technique procedures, namely research using qualitative data and then describing it to be able to produce a clear, precise and detailed description of a case studied in this case regarding the design of the Arabic language learning curriculum. The results obtained from this paper are Arabic learning curriculum design using curriculum design as a scientific discipline, student-oriented curriculum design, community-oriented curriculum design, technological curriculum design as long as it still includes 4 students' Arabic proficiency, namely listening ability, ability speaking, reading ability, and writing ability.
Desain Kurikulum Pembelajaran Bahasa Arab Kontemporer Mohammad Syah Rizal Niqie; Nur Ahid
Indonesian Journal of Humanities and Social Sciences Vol. 4 No. 1 (2023): Indonesian Journal of Humanities and Social Sciences, March, 2023
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhass.v4i1.3939

Abstract

The Arabic language learning curriculum plays a very important role in the development of Arabic competence in learners. An effective and structured design of this curriculum can facilitate a continuous learning process, provide clear guidelines for instructors and students, and promote the attainment of desired learning goals. This paper describes several important aspects that need to be considered in the design of an Arabic learning curriculum. The several aspects that must be considered in the design of learning curriculum are curriculum design as a scientific discipline, student-oriented curriculum design, community-oriented curriculum design, and technological curriculum design. After knowing some of the aspects above, it will then be described how the design of the Arabic learning curriculum is applied. The research method used is to use qualitative descriptive technique procedures, namely research using qualitative data and then describing it to be able to produce a clear, precise and detailed description of a case studied in this case regarding the design of the Arabic language learning curriculum. The results obtained from this paper are Arabic learning curriculum design using curriculum design as a scientific discipline, student-oriented curriculum design, community-oriented curriculum design, technological curriculum design as long as it still includes 4 students' Arabic proficiency, namely listening ability, ability speaking, reading ability, and writing ability.
Implementation of Differentiated Learning in Arabic for Children with Special Needs Muhammad Iqbal Fuadhi; Mohammad Syah Rizal Niqie; Almar'atul Muttaqiyah; Naufal Ulya; Hisbullah Huda
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.5807

Abstract

This study aims to identify the implementation of differentiated learning in the context of Arabic language subjects for children with special needs at Muhammadiyah 1-2 Taman Primary School and its supporting and inhibiting factors. The subjects studied include inclusion assistant teachers, subject teachers, students with special needs. The method used is descriptive qualitative where data is collected from observation, interviews and documentation, the results show that in its application differentiated learning is carried out with several stages of mapping learning needs, implementing differentiation of content, process and product in learning. several supporting factors such as active collaboration between the principal and parents in providing support, high enthusiasm and interest of students, comfortable and happy learning situations inhibiting factors in the application of differentiated learning in Arabic language subjects for children with special needs include limited ability to read and write Arabic and minimal learning motivation, unstable emotions, difficulty in concentration, limited teacher understanding in conducting initial assessments of the abilities and learning readiness of students with special needs.   Penelitian ini bertujuan untuk mengidentifikasi implementasi pembelajaran diferensiasi dalam konteks mata pelajaran Bahasa Arab untuk anak berkebutuhan khusus di SD Muhammadiyah 1-2 Taman serta faktor pendukung dan penghambatnya. Subjek penelitian meliputi guru pembantu inklusi, guru mata pelajaran, dan siswa berkebutuhan khusus. Metode yang digunakan adalah deskriptif kualitatif di mana data dikumpulkan dari observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa dalam penerapannya, pembelajaran diferensiasi dilakukan dengan beberapa tahapan pemetaan kebutuhan belajar, implementasi diferensiasi isi, proses, dan produk dalam pembelajaran. Beberapa faktor pendukung seperti kolaborasi aktif antara kepala sekolah dan orang tua dalam memberikan dukungan, antusiasme dan minat siswa yang tinggi, situasi belajar yang nyaman dan menyenangkan. Faktor penghambat dalam penerapan pembelajaran diferensiasi pada mata pelajaran Bahasa Arab untuk anak berkebutuhan khusus meliputi kemampuan membaca dan menulis Bahasa Arab yang terbatas dan motivasi belajar yang minimal, emosi yang tidak stabil, kesulitan berkonsentrasi, pemahaman guru yang terbatas dalam melakukan penilaian awal kemampuan dan kesiapan belajar siswa berkebutuhan khusus.
Co-Authors Almar'atul Muttaqiyah Huda, Hisbullah Muhammad Iqbal Fuadhi Naufal Ulya Nur Ahid