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Ade Arip Ardiansyah

UIN Sunan Gunung Djati Bandung

Author-ID : 1372406

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Use of “LIBAT” Methods (See – Read – Write) to Improve Student Learning Outcomes in Arabic Lenguage Subjects Kitabah Materials Ade Arip Ardiansyah; Alna Ningsih; Iis Barokah
Gunung Djati Conference Series Vol. 26 (2023): The 1st Arabic Language Learning International Conference (ALLICO)
Publisher : UIN Sunan Gunung Djati Bandung

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This research stems from the problems of teaching Arabic that students feel in the ninth grade at "Ibnu Jabal" Islamic Secondary School, Cicalengka Bandung, which is their difficulty in writing. Therefore, the teacher needs to choose the appropriate teaching method to improve the students' academic achievement. The purposes of this research are to know the students' achievement in the Arabic language for writing before and after using the “LIBAT” method. Knowing the level of students' achievement in the Arabic language for writing after using it. As for the method used in this research, it is a semi-experimental method, with one group design, with pre- and post-test. Using a data collection method such as observation, interview, test and documentation. The use of this method in teaching the Arabic language to the subject of writing improves the students' academic achievement in the Arabic language for the subject of writing. As indicated by the result obtained from the value of the mean n-d at the rate of 0.51 or 51%, this result indicates a moderate degree in the interpretation criterion

Principles of Arabic Language Curriculum Design Fakhrurrozi Furkony, Fadhli; Syafei, Isop; Abdurahman, Pajar; Arip Ardiansyah, Ade
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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Learning Arabic is not just about memorizing vocabulary or understanding grammar, but requires a curriculum that is carefully designed to be able to answer the needs of students and adapt to the times. This study aims to discuss the main principles that must be the basis for compiling an Arabic curriculum, including the relevance of the material, continuity between levels, flexibility of content, and effectiveness and efficiency of implementation. This study uses a literature study method, the author examines various literature related to the design of the Arabic curriculum in Indonesia. The results of this study indicate that linguistic principles, communicative principles, attention to student needs, and a competency-based approach are key elements in creating a meaningful and contextual learning process. A curriculum built on these principles is believed to be more capable of supporting students in mastering Arabic actively and applicatively.

The Efforts to Improve Students' Speech Skills by Using The TPR (Total Physical Response) Learning Method in Grade IX Students of Al-Ihsan Junior High School Septia Rizpawa, Alfika; Musthafa, Izzuddin; Syafei, Isop; Arip Ardiansyah, Ade
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This study aims to improve students' maharatul kalam (speaking skills) through the implementation of the Total Physical Response (TPR) teaching method in class IX A at SMP al-Ihsan. The TPR method is a language teaching approach that combines physical movement with verbal instructions, designed to create a more enjoyable and effective learning environment. This research employs a classroom action research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of this study are 15 students from class IX A at SMP al-Ihsan. Data were collected through observation, pre-tests, and post-tests related to maharatul kalam. Data analysis was performed using quantitative descriptive methods with product moment correlation testing and paired t-tests. The results of the study indicate that the implementation of the TPR method significantly improves students' maharatul kalam. Students also reported that learning with the TPR method is more engaging and helps them more easily remember and use new vocabulary in everyday conversations. The TPR method has proven effective in enhancing the speaking skills of students in class IX A at SMP al-Ihsan. This method not only increases student participation and learning motivation but also improves their learning outcomes in speaking skills. Therefore, it is recommended that language teachers consider implementing the TPR method in their teaching processes to enhance students' speaking competencies. This study also suggests further research with larger samples and varied learning contexts to test the effectiveness of the TPR method more broadly.

The Use of The Make a Match Model in Arabic Language Learning to Improve Arabic Vocabulary Mastery of Grade VII Students at MTs Wanasari Aria Ghaisan, Daffa; Syafe'i, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This research aims to evaluate the effectiveness of using the Make a Match learning model in improving the Arabic vocabulary mastery of class VII students at MTs Wanasari. The Make a Match method is a cooperative learning strategy that involves students in looking for matching pairs of cards between questions and answers, which is designed to increase student interaction and active participation. This research uses a quasi-experimental method with a pretest-posttest design. The research subjects were class VII students who were chosen randomly. Data was collected through Arabic vocabulary tests before and after implementing the Make a Match model. The research results showed that there was a significant increase in students' mastery of Arabic vocabulary after implementing this learning model. Students become more motivated and active in the learning process, which has a positive impact on improving their learning outcomes. These findings indicate that the Make a Match model is effective in improving Arabic vocabulary mastery and can be recommended as an innovative learning strategy at MTs Wanasari.

The Implications of Behaviorist Learning Theory on Arabic Language Learning Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This study aims to examine the behaviorism theory in Arabic language learning and its impact on the design, implementation, and evaluation of the learning process. Additionally, it highlights the advantages and limitations of behaviorism in the context of Arabic language education. The research employs a literature review method, involving the process of searching, selecting, evaluating, collecting, and analyzing data from various sources. This approach allows researchers to gain a deeper understanding and synthesize relevant findings. The study’s findings indicate that: First, behaviorism emphasizes observable behavior, the use of positive reinforcement, clear feedback, repetition, and the active role of teachers as facilitators. Second, in behaviorism-based instructional design, key aspects include structured objectives, a supportive learning environment, positive reinforcement, and repeated practice. Third, teachers serve as leaders, facilitators, and feedback providers, while students play an active role in the learning process. Fourth, evaluation in Arabic language learning is conducted through objective assessment, progress monitoring, and feedback provision. Fifth, although effective in shaping behavior, this theory has limitations in addressing cognitive aspects, intrinsic motivation, and individual differences.

The Use of a Jigsaw-Type Cooperative Learning Model to Improve Reading Skills in Grade VIII Students of MTs Al-Irfan Tanjungsari Sumedang Nandang, Ade; Arip Ardiansyah, Ade; Dwi Putri, Delia
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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Eighth-grade students at MTs Al-Irfan Tanjungsari Sumedang are facing low reading skills in Arabic language lessons. This issue is caused by the conventional, teacher-centered teaching methods, which result in students being less active in the learning process. This study aims to determine how the jigsaw cooperative learning model is applied to improve the students' reading skills and whether this model can enhance their reading abilities. This research is a Classroom Action Research (CAR) of a descriptive nature. The data was collected from the Arabic language teacher as the research subject and the eighth-grade students as the research objects, using tests, observations, and documents for data collection. The data analysis method in this study used percentages. The results showed that after using the Cooperative Learning Model of the Jigsaw type, students' reading skills improved, reaching the Minimum Competency Criteria (KKM). In the first cycle, students' reading skills reached 50%, and in the second cycle, it increased to 80%. From these results, it can be concluded that there is an improvement in students' reading skills using the Cooperative Learning Model of the Jigsaw type.

Theological Foundations in the Development of the Arabic Language Curriculum Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This study explores the theological foundations in the development of the Arabic language curriculum as an integrative effort between Islamic values and contemporary educational needs. The Arabic language curriculum is not merely viewed as a linguistic instrument but also as a medium for character building, strengthening of Islamic faith (aqidah), and preservation of the Islamic scientific heritage. The aim of this study is to uncover theological dimensions that can serve as a basis for the planning, implementation, and evaluation of the Arabic language curriculum in Islamic educational institutions. This research employs a qualitative approach using a literature review method, critically examining primary and secondary sources such as the Qur’an, Hadith, Islamic educational literature, and curriculum documents. Data were collected through documentation and analyzed using a descriptive-analytical method. The results of the study reveal five main theological dimensions that can underpin the development of the Arabic language curriculum: monotheism (tawhid), revelation as a source of knowledge, worship (ibadah) as the goal of learning, Islamic education (tarbiyah Islamiyah) as a holistic educational process, and Islamic civilization as a historical and cultural framework. These findings emphasize the importance of integrating theological values in constructing an Arabic language curriculum that is not only academically functional but also spiritually transformative.

Ideological Foundations in the Development of the Arabic Language Curriculum Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This study examines the ideological foundations in the development of the Arabic language curriculum as part of a strategic effort to shape national identity, Islamic values, and cultural integrity within the educational system. The Arabic language curriculum functions not only as a medium for language learning but also as a means of internalizing educational ideologies that reflect Islamic, national, and humanistic visions. The study aims to identify and analyze the ideological dimensions that influence the direction and content of the Arabic language curriculum, particularly in Islamic educational institutions. A qualitative approach is employed using a literature review method, analyzing various sources related to educational ideology, curriculum, and language policy. Data were collected through documentation of primary and secondary sources and analyzed using descriptive-analytical methods. The findings reveal three main ideological foundations in the development of the Arabic language curriculum: religious ideology (Islam as a core value), national ideology (Arabic as part of the heritage of Indonesian Muslims), and humanistic ideology (character development and global ethics). These findings affirm that the Arabic language curriculum must be developed with consideration of ideological contexts that strengthen students’ identity as faithful, knowledgeable, and morally upright individuals.

Implementation of the Think Pair Share (TPS) Learning Model as an Effort to Improve the Arabic Language Essay Writing Ability (Insya) of Grade VIII Students of MTs Zamahsyari Ulfiah, Dwi; Arip Ardiansyah, Ade
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This research aims to evaluate the application of the Think Pair Share (TPS) learning model as an effort to improve the ability to write essays (insya) in Arabic for class VIII students at MTs Zamahsyari. The research uses the classroom action research (PTK) method which consists of four stages: planning, implementation, observation and reflection. The research subjects were class VIII students who had difficulty writing Arabic essays. Data was collected through writing tests, classroom observations, and interviews with students and teachers. The research results show that the application of the TPS model can improve students' writing skills significantly. This improvement can be seen from various aspects, such as the use of better grammar, richer vocabulary, and more regular essay structures. Apart from that, the TPS model also encourages active student participation in the learning process, increases interaction between students, and creates a more collaborative and enjoyable learning atmosphere. Thus, the TPS learning model can be considered effective in improving students' Arabic essay writing skills. This research recommends using the TPS model as an alternative learning strategy to improve students' writing skills.

Philosophical Foundations in the Development of the Arabic Language Curriculum Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

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This study discusses the philosophical foundations in the development of the Arabic language curriculum as a conceptual basis that determines the direction, content, and teaching methods. The Arabic curriculum is not only designed to teach linguistic skills but also to cultivate a deep understanding of human, intellectual, and spiritual values within the framework of educational philosophy. The aim of this study is to identify and analyze the philosophical aspects underlying the development of the Arabic curriculum, particularly from the perspectives of ontology, epistemology, and axiology. This research employs a qualitative approach using a literature review method, examining various primary and secondary sources such as books, journals, and relevant curriculum documents. Data collection was carried out through documentation and analyzed using descriptive-analytical techniques. The results show that the Arabic language curriculum should be built upon a comprehensive philosophical understanding: ontologically affirming the existence of language as a medium of revelation and culture; epistemologically supporting the construction of knowledge through both scientific and religious approaches; and axiologically emphasizing the importance of moral, ethical, and meaningful values in the learning process. These findings underscore the urgency of integrating philosophical dimensions in the development of the Arabic language curriculum to make it more holistic, relevant, and transformative.

Co-Authors Abdelhak Belabed Abdurahman, Pajar Acep Hermawan Acep Hermawan, Acep Agustiana, Firdan Aini Deo Rahmi Sudiana Aji Abdul Aziz Al-Hamdi, Ahmad Farouq Alna Ningsih Alpayed, Dody Andewi Suhartini Anway, Moh Alhan Faiz Alby Aria Ghaisan, Daffa Auliannisa, Faizziah Azhar Muhammad Aziz Firmansyah Aziz, Dzulkifli Azkia Muharom Albantani Bin Salman, Fahmi Mochammad Binti Jasni, Nur Salsabila Dadan Nugraha Dadan Nugraha Deden Nurdian Dedi Wahyudi Dedih Wahyudin, Dedih Dini Oktaviani Dwi Putri, Delia El Fikri, Faiza Geovani Fakhrurrozi Furkony, Fadhli Fauzia Alawia, Futri Fauzia, Eva Lathifah Fauziyyah, Fathin Fitrah, Aditya Hasan, Ahmad Mohammed Hikmah, Hilda Saripatul Iis Barokah Jannah, Atia Zahratul Kaffah, Tasya Silmy Karim, Agus Mahfuz Rizqi Mubarak Maryani, Novy Masripah, Aneu Maulana Mansyur, Faqih Mohamad Erihadiana, Mohamad Mubarok, Hipni Mukarom Mukarom Mukarom, Mukarom Musthafa, Izzuddin Mutmainnah, Ummul Nahdhiyyatussholiha, Nahdhiyyatussholiha Nanang Kosim Nanang Kosim Nandang, Ade Nur Salsabila Binti Jasni Nur Sopia, Hilda Nurwadjah Ahmad EQ Rahmadina, Annida Rizkina, Qisti Rafelita Rohmah, Alya Rozak, Abd. Sahrir, Muhammad Sabri Satria Wiwaha, Rizzaldy Sa’diyah, Hamidatul Septia Rizpawa, Alfika Siti Sanah Syafei, Isop Ulfiah, Dwi Usman, Dede Wulandari, Resti Namira Yuni Lutfiani, Yuni Yusuf Ali Shaleh Atha Zakiyah Nafsi Zubaidah

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