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All Journal Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Muhammad Umar Zaid Alkhindi
Universitas Islam Negeri Sunan Ampel Surabaya
Arts Education Languange, Linguistic, Communication & Media Other

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Ibn Taymiyyah's Philosophy of Education and Its Relevance to Arabic Language Learning Muhammad Umar Zaid Alkhindi; Kamal Yusuf
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 9, No 2 (2023)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i1.24180

Abstract

Ibn Taymiyyah is a philosopher who has made important contributions to Islamic science in several areas, including philosophy of education. Ibn Taymiyyah's philosophy of education places a strong emphasis on character development, the integration of reason and revelation, and the value of practical knowledge. The purpose of this research is to examine how Ibn Taymiyyah's philosophy of education relates to Arabic language learning. Ibn Taymiyyah's writings, including Majmu' al-Fatawa, Dar'u Ta'arud al-'Aql wa an-Naql, and As-Siyasah as-Shari'ah, as well as additional supporting material, are analyzed and interpreted using a qualitative library research strategy. To determine the main idea of its philosophy of education and investigate its applicability to Arabic language learning, the data underwent both descriptive analysis of educational philosophy. The findings of the study demonstrate that Ibn Taymiyyah's philosophical concept in education encompasses knowledge as a divine mandate, knowledge as a rational search guided by revelation, and knowledge as a means of applying Islamic values. These principles are reflected in the learning of Arabic, where language understanding is not only a means of communication, but also a medium for accessing authentic Islamic texts. In addition, Ibn Taymiyyah's approach is in line with the importance of character development and deep understanding in language learning. It is evident that the implementation of Ibn Taymiyyah's educational philosophy within the context of Arabic language acquisition can foster enhancement not only of linguistic proficiency but also of spiritual development, within the paradigm of Islamic education.
An Analysis of Arabic Language Learning Models in Takhassus Programs: Evidence from an Indonesian Pesantren Muhammad Umar Zaid Alkhindi; Fiko Savero; Dimas Surya Nata; Anan Marliansyah; Hisbullah Huda; Mohamed Nasser
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 5 No. 1 (2026): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v5i1.54320

Abstract

This study aims to comprehensively examine the planning, implementation, and supporting and inhibiting factors of the Arabic Language Takhassus Program at As-Sakinah Islamic Boarding School in Sidoarjo. This research employs a qualitative, descriptive method, using observation, in-depth interviews with teachers and students, and analysis of curriculum documents. The findings reveal that the Takhassus Program is systematically designed through clearly defined objectives, tiered student grouping, and intensive evening learning schedules, with a strong emphasis on grammatical mastery and the study of classical Islamic texts (kitāb kuning). In its implementation, classroom instruction integrates traditional methods such as sorogan and bandongan with eclectic and communicative approaches. These are further reinforced through extracurricular language activities, including muḥāḍarah (public speaking), muḥādathah (conversation practice), and language olympiads. The program’s effectiveness is supported by strong institutional commitment, qualified instructors, and adequate facilities. However, several challenges persist, including inconsistent use of Arabic outside the classroom, heterogeneous student proficiency levels, the absence of standardized syllabi and lesson plans, and the suboptimal integration of educational technology. The study recommends strengthening curriculum design, standardizing instructional tools, and integrating educational technology to more comprehensively enhance the effectiveness and diversity of Takhassus-based Arabic learning models in Indonesia.
Co-Authors Anan Marliansyah Dimas Surya Nata Fiko Savero Huda, Hisbullah Kamal Yusuf Mohamed Nasser