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All Journal IJoLE: International Journal of Language Education JAZIRAH: JURNAL PERADABAN DAN KEBUDAYAAN
Eva Lathifah Fauzia
UIN Sunan Gunung Djati Bandung, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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TEACHING STRATEGIES AND METHODS IN THE ARABIC LANGUAGE CURRICULUM Ahmad Sobri Maulana; Acep Hermawan; Eva Lathifah Fauzia; Yoza Andi Putra
Jazirah: Jurnal Peradaban dan Kebudayaan Vol 7 No 1 (2026): Jazirah: Jurnal Peradaban dan Kebudayaan (Agustus 2026)
Publisher : Sekolah Tinggi Ilmu Adab dan Budaya Islam Riyadul 'Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51190/jazirah.v7i1.390

Abstract

Penelitian ini dilatarbelakangi oleh stagnasi metodologi konvensional dan rendahnya integrasi teknologi dalam kurikulum bahasa Arab yang menghambat kompetensi komunikatif abad ke-21. Masalah utama terletak pada kesenjangan antara teori kurikuler dan praktik kelas yang kaku. Tujuan penelitian ini adalah merumuskan model strategi pengajaran integratif untuk menyelaraskan tuntutan teoretis kurikulum dengan kebutuhan praktis di ruang kelas. Menggunakan metodologi kualitatif deskriptif dengan pendekatan studi pustaka, penelitian ini menganalisis berbagai literatur pedagogi dan dokumen kurikulum terkait secara mendalam. Hasil penelitian menunjukkan bahwa formulasi “Strategi Adaptif-Integratif” yang menggabungkan Differentiated Instruction, kearifan lokal, dan literasi digital mampu mentransformasikan materi tekstual menjadi langkah instruksional yang fleksibel dan kontekstual bagi siswa. Temuan ini menegaskan bahwa sinkronisasi antara aspek gramatikal dan fungsional secara holistik dapat menjawab tantangan keberagaman kompetensi linguistik siswa serta keterbatasan sarana prasarana. Implikasi penelitian ini memberikan panduan strategis bagi pendidik untuk menciptakan ekosistem pembelajaran bahasa Arab yang lebih inklusif, efektif, dan bermakna guna meningkatkan daya saing lulusan di kancah komunikasi internasional.
Representation of Gender Equality in Arabic Textbooks for Junior Schools in Indonesia Siti Sanah; Eva Lathifah Fauzia; Ade Arip Ardiansyah; Yuni Lutfiani
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82110

Abstract

Gender equality is a consideration that must be addressed in the preparation of learning materials. Therefore, analyzing textbook learning materials from a gender equality perspective is essential. The purpose of this study is to identify the reality of gender equality in the learning materials of the 2020 Arabic textbook for MTs (Ministry of Religion) and the 2017 Arabic textbook for SMP (Ministry of Education and Culture). This study employs a qualitative method, using documentation and quotation techniques to collect data and content analysis to analyze the data. The results indicate that both textbooks represent gender equality in their instructional content, as evidenced by the identification of gender equality themes within the instructional content, such as: equality in roles and relationships, equality in rights and opportunities, equality in economic and social development, and equality in education and potential development. Additionally, gender equality subjects were found in various forms, such as: names of people, isim mudzakkar and muannats, isim dhamir (ghaib, mukhatab, dan mutakallim ma’al ghair), isim isyaroh lil ‘aqil (qorib and ba’id), isim maushul lil ‘aqil, and fi’il mudzakkar and muannats. These results can serve as a reference for improving the quality of Arabic-language teaching materials to be gender-equitable, thereby ensuring that students' understanding of gender equality in these materials is balanced. This study recommends developing Arabic-language teaching materials grounded in gender equality.
Co-Authors Acep Hermawan Ade Arip Ardiansyah Ahmad Sobri Maulana Siti Sanah Yoza Andi Putra Yuni Lutfiani