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All Journal Jurnal Ilmu Pendidikan Jurnal e-Biomedik ProNers Prosiding Semnastek CHEMPUBLISH JOURNAL AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Al-Fatih: Jurnal Pendidikan dan Keislaman Jurnal Pengabdian kepada Masyarakat Nusantara Hamalatul Qur'an : Jurnal Ilmu Ilmu Al-Qur'an Jurnal PkM MIFTEK Jurnal Algoritma HEUTAGOGIA: Journal of Islamic Education Jurnal Ilmiah Fokus Ekonomi, Manajemen, Bisnis & Akuntansi (EMBA) Jurnal Ilmu Komputer (JIK) Al Waraqah: Jurnal Pendidikan Bahasa Arab Fusion : Journal of Research in Engineering, Technology and Applied Sciences ELECTROPS : Jurnal Ilmiah Teknik Elektro Jurnal Sinergi Manajemen Marsipature Hutanabe: Jurnal Pengabdian Kepada Masyarakat Proceeding of International Conference on Social Science and Humanity
Rifaldi, Muhammad
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

Abstract

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.
Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

Abstract

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.
Inclusive Curriculum Management: Integrating Diverse Needs In Learning Sentryo, Izlan; Kamil Muttaqin, Sopian; Rifaldi, Muhammad
Jurnal Ilmu Pendidikan Vol 30, No 2 (2024): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i2p%p

Abstract

Inclusive education emphasizes the right of every learner to access quality education regardless of background, ability, or special needs. However, the implementation of inclusive practices in Indonesia remains inconsistent, particularly in the area of curriculum management the central component determining how inclusion is translated into classroom practice. This study examines the role of Inclusive Curriculum Management (ICM) in enhancing student participation and learning outcomes by focusing on the development, implementation, and evaluation of curricula that accommodate learner diversity. Employing a survey method with an experimental approach, the study involved 120 participants (30 teachers and 90 students) from three inclusive elementary schools in Kendari City. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, t-tests, ANOVA, and linear regression, while qualitative data from interviews were analyzed thematically and integrated through triangulation. The results reveal a significant improvement of 22% in student participation after implementing inclusive curriculum strategies. Teacher interviews highlight that professional training, collaboration, and administrative support are key enablers of successful inclusion. Conversely, limited resources and uneven teacher readiness remain major barriers. The findings confirm that well-managed inclusive curricula characterized by flexible planning, differentiated instruction, and fair evaluation are crucial for achieving equitable learning outcomes. This research contributes empirically and practically to inclusive education discourse, offering strategic insights for policymakers, educators, and administrators to strengthen inclusive curriculum implementation in Indonesia’s educational system.
Co-Authors Adhiyaksa, Cindy Agustiar agustiar Agustin, Novi Yuliani Ahmad Fadli Aisyah, ‘ Albrian, Muhammad Anggraeni, Motika Dian Apip, M Apip, M. Aprianti, Yolanda Ardian, Hendrik Delly Ardiansyah, Rifky Azwardhi, Miftah Yuzar Banjarnaor, Riadi Barokah, Nadya Buchori, Nizar Cahyani, Zahra Attika Dahriansah - Darimus, Darimus Defina Dwifano, Tacha Ellesia , Nindie Ellya Roza Faiqotussana, Faiqotussana Febri Dristyan Firdausi, Maulana Muhammad Hade Murti, Muhammad Hakiem, Fauzan Hakim, Lutfi Lukmanul Hariz, Abdul Hawary, M. Shofiyyur Rahman HENDRA GUNAWAN B11211055 Herlinda, Leni Ibrahim, Muhamad Faisal Juliana Ikhlasul Amal Ireland, Nova Audi Irfan Hania Jezy, Ahmad Kamil Muttaqin, Sopian Kamila, Yasmin Kukuh Sinduwiatmo Lathif, Ferdiansyah Leni Fitriani, Leni Lonia, Eka Masithoh, Masithoh Meilany F. Durry Mufrodi Mufrodi, Mufrodi Muhammad Ridwan Muliani, Oktarizki Nafisah, Salma Noerdiansyah, Septio Nugraha, Daffa Nurhidayanti, Shopi Nurhidayati, Salma Nursifa, Fadia Siti Nursya'adah, Alya Aulia Poppy M. Lintong Pramesti, Diana Putra R, Ramzi Putra, Raka Septyan Ratna Sari, Sintiany Dewi Revaly Prasasta Sudewo, Vieri Ridwan Setiawan Saifurrahman, Saifurrahman Sari, Anggun Puspita Sentryo, Izlan Siedik, Nizar Khoerul Anam Siti Rohayani, Siti Sri Helianty Sukarni Sukarni Sundari, Ayu Syaka, Hafiz Syari, Intan Julian Tata, Muhammad Triani, Lita Ubaidillah Ubaidillah Vicky F Sanjaya Viola, Resta Wati, Rika Sintia Winiyarti, Tiya Wiwik Sudarwati Yulistiani, Sri Zulfiqar, Zhafier