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All Journal Jurnal Ilmiah Sosiologi Agama (JISA) Lugawiyyat Rabbayani: Jurnal Pendidikan dan Peradaban Islami
Moh. Subthi Buchori
UIN Maulana Malik Ibrahim Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Translanguaging in Arabic Language Learning: Patterns, Impacts, and Pedagogical Implications for Students Moh. Subthi Buchori; M. Ainur Roziqi; Moh. Anwar; Sugeng Ali Mansur
Lugawiyyat Vol 7, No 2 (2025): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v7i2.36756

Abstract

The phenomenon of translanguaging is increasingly prevalent in language classrooms, including Arabic language learning in higher education. Students not only use Arabic but also blend it with Indonesian or regional languages to clarify meaning and enhance comprehension. This study aims to identify the patterns of translanguaging employed by students, analyze its impact on the learning process, and explore the pedagogical implications of this phenomenon.Using a descriptive quantitative approach through questionnaires distributed to students in the Arabic Language Development Program at several public and private universities in Malang, data were analyzed using descriptive statistics (percentages and means) alongside simple thematic analysis of open-ended questions to complement quantitative findings. The results indicate that translanguaging not only helps students understand material more effectively but also increases participation and self-confidence. However, this practice may also lead to overreliance on the first language.Pedagogically, translanguaging holds significant implications. It can be positioned as a teaching strategy in the early stages of language learning. Instructors need to develop their ability to use translanguaging strategically and avoid excessive reliance. Furthermore, accommodating translanguaging in the design of Arabic language curricula in Indonesia is essential. Thus, it is crucial for educators to manage translanguaging strategically in Arabic language instruction. 
KESENJANGAN IMAN DAN PRAKTIK ETIKA WAKTU ISLAM DALAM INSTITUSIONALISASI PERILAKU MASYARAKAT MULTIKULTURAL Moh . Nadhif; Moh. Subthi Buchori; Rifqi Abqoriya; Ahmad Naweed Rahimi Khamosh; Ouail Brahim Sabri
Jurnal Ilmiah Sosiologi Agama (JISA) Vol 9, No 2 (2026)
Publisher : Sociology of Religion Study Program, Faculty of Social Sciences, North Sumatra State Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jisa.v9i2.28890

Abstract

This study examines the faith-practice gap in Islamic time ethics by explaining why values such as punctuality, commitment, amanah, and accountability, although strongly emphasized in Islamic teaching, are not always translated into consistent time-discipline behavior. Using an explanatory sequential mixed-methods design, the study analyzes survey data from 356 professionals in Muslim and Western organizational contexts and deepens the interpretation through semi-structured interviews. The quantitative phase uses PLS-SEM to test the effects of Islamic Temporal Ethics on moral internalization, institutionalization, and time-discipline behavior, while the qualitative phase explores how respondents interpret religious language, organizational rules, and multicultural time norms. The findings show that Islamic Temporal Ethics strengthens both moral internalization and institutionalization, yet its effect on time-discipline behavior operates mainly through these two mechanisms. Institutionalization appears more decisive than internalization because rules, sanctions, routines, and accountability systems stabilize ethical behavior beyond personal intention. Multicultural context moderates the process: monochronic and institutionally tight environments are more effective in transforming ethical values into visible practice. The article proposes Islamic Temporal Ethics Decoupling as a sociological concept for understanding the gap between religious ideals and everyday conduct.
From Education about Islam to Education according to Islam:Reconstructing the Paradigm of Islamic Education Based on Tawhid and Ta'dib: Dari Pendidikan tentang Islam menuju Pendidikan menurut Islam: Merekonstruksi Paradigma Pendidikan Islam Berdasarkan Tauhid dan Ta'dib Moh. Nadhif; Siti Imaniatul Muflihatin; Moh. Subthi Buchori; Ouail Brahim Sabri
RABBAYANI: Jurnal Pendidikan dan Peradaban Islami Vol. 6 No. 01 (2026): Juni 2026
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/x2rkbz21

Abstract

This article examines the conceptual ambiguity of Islamic education: whether it should be understood as education about Islam or education according to Islam. The study argues that education about Islam, understood as the teaching of Islamic subject matter, is necessary but insufficient when it is detached from Islamic worldview, moral formation, and the ordering of knowledge. Using qualitative conceptual library research, the article analyzes foundational works of Syed Muhammad Naquib al-Attas on ta'dib, Ismail Raji al-Faruqi on tawhid, and contemporary scholarship on Islamic pedagogy, educational purpose, and knowledge integration. The findings show that tawhid functions as the ontological and epistemological foundation of Islamic education, while ta'dib functions as its formative and pedagogical foundation. A reconstructed paradigm therefore requires more than adding religious content to curriculum; it demands integration of purpose, knowledge, pedagogy, assessment, teacher formation, and institutional culture. The article contributes a conceptual model that distinguishes Islam as object of instruction from Islam as educational paradigm. It concludes that Islamic education becomes genuinely Islamic when Islamic content is situated within a tawhidic worldview and embodied through ta'dib, producing learners who are intellectually competent, morally disciplined, spiritually aware, and socially responsible.
Co-Authors Ahmad Naweed Rahimi khamosh M. Ainur Roziqi Moh . Nadhif Moh. Anwar Moh. Nadhif Ouail Brahim Sabri Ouail Brahim Sabri Rifqi Abqoriya Siti Imaniatul Muflihatin Sugeng Ali Mansur