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All Journal Millatuna: Jurnal Studi Islam Al-I'roby : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Muhammad Aqil Abror
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Typology of Nahdlatul Wathan’s Traditionalist Islamic Thought from Seyyed Hossein Nasr’s Perspective Hadziq, Muhammad Fadhil; Muhammad Aqil Abror; M. Zainuddin; Siti Nurkholisoh; Indana Ilma Ansharah; Desi Hariyanti Harahap
Millatuna: Jurnal Studi Islam Vol. 3 No. 03 (2026): Studi Islam
Publisher : Fakultas Agama Islam, Universitas Hasyim Asy'ari Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/mjsi.v3i03.12450

Abstract

This study examines the typology of Nahdlatul Wathan (NW) Islamic thought through Seyyed Hossein Nasr’s concept of Traditional Islam. Using a qualitative library research design, the study analyzes Nasr’s theoretical framework alongside official NW documents and 17 relevant scholarly sources published between 2019 and 2026. The findings reveal five interconnected dimensions characterizing NW’s Islamic thought. First, revelation-centered traditionalism positions the Qur’an and Sunnah as the foundational sources of religious authority, interpreted through the Aswaja scholarly tradition. Second, continuity of turāth and knowledge transmission is maintained through classical Islamic scholarship, sanad, teacher–student relationships, and educational institutions. Third, NW demonstrates an integrative Aswaja structure by connecting aqidah, Shafi‘i jurisprudence, and Sunni tasawwuf as complementary dimensions of religious life. Fourth, NW exhibits a selective and value-oriented engagement with modernity, adapting educational, organizational, da‘wah, and social institutions without abandoning its sacred foundations. Fifth, scholarly authority and the sacredness of knowledge remain central through the roles of ulama, tuan guru, religious education, and intergenerational transmission. Synthesizing these findings, the study proposes “Adaptive Aswaja Traditional Islam” as a typological category that explains how NW preserves the substantive foundations of traditional Sunni Islam while contextually adapting their institutional and socio-religious expressions to contemporary realities. The study contributes a conceptual model for understanding traditionalist Islamic movements beyond static classifications of traditionalism and modernism.
Innovative Classroom Management for Arabic Listening Instruction Based on Digital Transformation: A POAC Perspective of George R. Terry Hadziq, Muhammad Fadhil; Desi Hariyanti Harahap; Muhammad Aqil Abror; Bulqis; Sri Jomila Oktari; Muh. Thahilal Jahidul Hasyb; Riki Janwir Hidayat
Al-I’roby: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 3 No 2 (2026): Al-I'roby: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Universitas Hasyim Asy'ari Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jbai.v3i2.12386

Abstract

Digital transformation has influenced Arabic language education, particularly listening instruction (mahārah al-istimā’). However, digital media such as Spotify does not automatically ensure effective learning and requires appropriate classroom management. This study examines classroom management in digitally transformed Arabic listening instruction through George R. Terry’s POAC framework at SMP Muhammadiyah 06 Dau, Malang, Indonesia. This qualitative study employed a case study design. Data were collected through classroom observations, in-depth interviews, and documentation involving an Arabic language teacher using Spotify. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with credibility established through source, technique, and time triangulation. The findings show that the teacher integrates Spotify through four interconnected practices. In planning, students are mapped according to proficiency levels, materials are differentiated for mubtadi’ and mutaqaddim learners, authentic native-speaker audio is selected, and preliminary materials are shared through WhatsApp. In organizing, mubtadi’ students are grouped into teams of five with individual vocabulary responsibilities, while mutaqaddim students receive more complex individual tasks. Spotify activities involve repeated listening, vocabulary identification, pronunciation practice, and gradual translation. In actuating, the teacher provides continuous guidance, motivational reinforcement through additional scores, and support through repeated listening, enrichment, and supplementary quizzes. In controlling, participation is monitored through interactive quizzes and multiple-choice tests, while learning loads are adjusted for struggling beginners. The findings demonstrate that Spotify facilitates flexible and repeated listening, but beginner learners still require structured organization, teacher guidance, motivation, and continuous monitoring. Thus, effective digital Arabic listening instruction depends on adaptive teacher management rather than technology alone.
Co-Authors Bulqis Desi Hariyanti Harahap Hadziq, Muhammad Fadhil Indana Ilma Ansharah Muh. Thahilal Jahidul Hasyb Riki Janwir Hidayat Rini Susanti and Zainuddin SITI NURKHOLISOH Sri Jomila Oktari