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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) JIMPI: Jurnal Inovatif Manajemen Pendidikan Islam
Bisri Mustofa
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Religion Humanities Education Library & Information Science Social Sciences Other

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Outcome-Based Curriculum (OBC) in Arabic Language Education: An Epistemological Analysis in Islamic Education Perspective Based on Rusdi Ahmad Thuaimah’s Thought Buhori Buhori; Sutaman Sutaman; Bisri Mustofa
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11858

Abstract

This study examines the development of an Outcome-Based Curriculum (OBC) in the Arabic Language Education Study Program (PBA) at IAIN Pontianak through an epistemological analysis grounded in Rusdi Ahmad Thuaimah’s thought. The research was motivated by the need to reconcile competency-based higher education reforms with the philosophical and pedagogical foundations of Arabic language education. Using a qualitative descriptive case-study design, data were collected from curriculum documents, interviews, observations, and institutional records, and analyzed through interactive qualitative analysis to identify structural, epistemological, and pedagogical patterns. The findings indicate that the PBA curriculum has evolved into an integrated OBC framework encompassing curriculum foundations, graduate profiles, CPL, and a tiered course structure aligned with national standards and Islamic sociocultural values. Epistemologically, it reflects Thuaimah’s view of Arabic as communicative, cultural, and cognitive practice, operationalized into measurable competencies, multidimensional graduate roles, and constructive alignment between learning design and authentic assessment””demonstrating compatibility between OBE principles and Arabic curriculum epistemology. The study concludes that meaningful curriculum reform in Arabic language education depends on the systemic integration of epistemology, curriculum design, and assessment practice rather than structural redesign alone. Practically, the integrative model requires strengthening communicative-experiential learning, performance-based assessment, lecturer pedagogical capacity, and institutional quality assurance. Future research should empirically test the model across institutions, track graduate outcomes longitudinally, and explore digital integration within OBE-oriented Arabic curricula to support adaptive curriculum development in Islamic higher education.
Outcome-Based Curriculum (OBC) in Arabic Language Education: An Epistemological Analysis in Islamic Education Perspective Based on Rusdi Ahmad Thuaimah’s Thought Buhori Buhori; Sutaman Sutaman; Bisri Mustofa
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11858

Abstract

This study examines the development of an Outcome-Based Curriculum (OBC) in the Arabic Language Education Study Program (PBA) at IAIN Pontianak through an epistemological analysis grounded in Rusdi Ahmad Thuaimah’s thought. The research was motivated by the need to reconcile competency-based higher education reforms with the philosophical and pedagogical foundations of Arabic language education. Using a qualitative descriptive case-study design, data were collected from curriculum documents, interviews, observations, and institutional records, and analyzed through interactive qualitative analysis to identify structural, epistemological, and pedagogical patterns. The findings indicate that the PBA curriculum has evolved into an integrated OBC framework encompassing curriculum foundations, graduate profiles, CPL, and a tiered course structure aligned with national standards and Islamic sociocultural values. Epistemologically, it reflects Thuaimah’s view of Arabic as communicative, cultural, and cognitive practice, operationalized into measurable competencies, multidimensional graduate roles, and constructive alignment between learning design and authentic assessment””demonstrating compatibility between OBE principles and Arabic curriculum epistemology. The study concludes that meaningful curriculum reform in Arabic language education depends on the systemic integration of epistemology, curriculum design, and assessment practice rather than structural redesign alone. Practically, the integrative model requires strengthening communicative-experiential learning, performance-based assessment, lecturer pedagogical capacity, and institutional quality assurance. Future research should empirically test the model across institutions, track graduate outcomes longitudinally, and explore digital integration within OBE-oriented Arabic curricula to support adaptive curriculum development in Islamic higher education.
Implementation of Management Functions in Arabic Language Development Programs Taftinatul Ilmiyah; Sitti Mutmainnah; Bisri Mustofa
Jurnal Inovatif Manajemen Pendidikan Islam Vol. 5 No. 2 (2026): July
Publisher : UII Darullughah Waddawah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jimpi.v5i2.4655

Abstract

The increasing urgency of mastering Arabic as a key to understanding Islamic scholarly sources highlights the importance of effective management of learning programs in Islamic boarding schools. This study aims to analyze the implementation of management functions in the Arabic language development program at LPBA MUBA, including planning, organizing, actuating, and controlling, as well as their integration with Islamic boarding school values. This research uses a qualitative approach with a case study method. The subjects include administrators, tutors and students. Data were collected through non-participant observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The results show that management functions are implemented in an integrated and systematic manner. Planning is based on clear vision, mission, and task division; organizing is supported by a functional and participatory structure; implementation is conducted in stages with various learning methods; and evaluation is carried out continuously for quality control. However, challenges remain in student participation and consistency in applying the Arabic language environment The study concludes that program effectiveness is supported by structured and adaptive management based on Islamic boarding school values.
Co-Authors Buhori Buhori Sitti Mutmainnah Sutaman Sutaman Taftinatul Ilmiyah