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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 Digital Media to Enhance Arabic Writing Skills at Madrasah Aliyah: a Qualitative Study Ardiansyah, Ade Arip; Masripah, Aneu; Agustiana, Firdan
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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This study aims to examine the use of digital media in enhancing Arabic writing skills at Madrasah Aliyah. A descriptive qualitative method was employed to provide an in-depth description of how digital media are utilized in Arabic writing instruction. Primary data were collected through interviews, observations, and analysis of teacher and student writing tasks, while secondary data were obtained from school documents and relevant literature. Data collection techniques included semi-structured interviews, participatory observations, and documentation. Data analysis followed the Miles and Huberman model through ongoing processes of data reduction, data display, and conclusion drawing. The findings reveal that digital media such as Google Docs, Google Classroom, WhatsApp, Padlet, Canva, and educational videos greatly support Arabic writing instruction at Madrasah Aliyah. These tools facilitate material delivery, writing practice, and rapid feedback through digital comments. Both teachers and students hold positive perceptions, as digital media enhance understanding of sentence structure, vocabulary acquisition, and motivation. Despite challenges related to devices and internet connectivity, the use of digital media has been proven to improve students’ linguistic accuracy, paragraph coherence, creativity, and self-confidence.

Representation of Gender Equality in Arabic Textbooks for Junior Schools in Indonesia Sanah, Siti; Fauzia, Eva Lathifah; Ardiansyah, Ade Arip; Lutfiani, Yuni
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

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.

Optimizing Vocabulary Mastery Among Elementary Students Through the Baamboozle Application Kosim, Nanang; Ardiansyah, Ade Arip; Rohmah, Alya; Rahmadina, Annida; Jannah, Atia Zahratul; Alpayed, Dody; Aziz, Dzulkifli
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 2 (2025): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v5i2.194

This study was motivated by low Arabic vocabulary (mufradat) mastery among third-grade students of SD Ar-Rafi JOY in Kiaracondong, Bandung. This research aimed to improve students’ vocabulary acquisition using the interactive learning application Baamboozle. This study employed Classroom Action Research (CAR), consisting of two cycles: planning, implementation, observation, and reflection. The research subjects were 27 students. The findings showed a significant improvement in students' learning outcomes. In Cycle I, the average pre-test score was 50.59, which increased to 64.04 in the post-test. In Cycle II, the average pre-test score rose to 80.50, while the post-test reached 96.96. These results indicate that the use of Baamboozle was effective in enhancing students’ mastery of Arabic vocabulary. The interactive and engaging features of the application contributed to increased student motivation and participation in the learning process. This research suggests that digital media such as Baamboozle can be valuable tools for developing more attractive and effective Arabic language instruction. Future studies are recommended to explore the use of Baamboozle in improving other Arabic language skills, including speaking (kalām), listening (istimā‘), reading (qirā’ah), and writing (kitābah).

Exploration of Bilingual Approach Implementation in Arabic Language Teaching during the International Teaching Internship Program in Thailand/Istiksyaf Tathbiq al-Madkhal Tsunaiya al-Lughah fi Ta’lim al-Lughah al-Arabiyah Khilala Barnamaj Mumarasat al-Dauliyah fi Thailand Aulia, Neneng Novita; Paduka, Wanasmah; Wahyudin, Dedih; Ardiansyah, Ade Arip
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.571

Teaching Arabic in an international context often faces complex communication challenges, especially in a double-foreign language environment where teachers and students do not share the same mother tongue. This study aims to explore the implementation of a bilingual approach, the integration of interactive digital media, and the application of cooperative methods in Arabic language learning in the International Field Experience Program (PPL) in Thailand. Using a descriptive qualitative approach with a case study method, data were collected through participatory observation, documentation, and interviews. Data analysis was conducted inductively through the stages of data reduction, data presentation, and conclusion drawing according to the Miles and Huberman model. The study's results show that using English as an instructional bridge serves as cognitive scaffolding, minimizing communication barriers. From the students' perspective, this approach provides added value by offering opportunities to master two foreign languages simultaneously, despite the limitations of the English vocabulary. The success of this process is supported by the synergy between interactive media and collaborative methods such as Teams Games Tournament (TGT), which can transform cognitive load into participatory learning activities. This study provides practical contributions to international practitioners in managing multilingual classrooms through adaptive, contextually grounded pedagogical strategies. غالباً ما يواجه تعليم اللغة العربية في السياق الدولي عقبات تواصل معقدة، لا سيما في بيئات "اللغة الأجنبية المزدوجة" (double-foreign language) حيث لا يتشارك المعلم والطلاب لغة أماً واحدة. تهدف هذه الدراسة إلى استكشاف تطبيق المنهج ثنائي اللغة، ودمج الوسائط الرقمية التفاعلية، وتطبيق أساليب التعلم التعاوني في تعليم اللغة العربية ضمن برنامج التدريب الميداني الدولي (PPL) في تايلاند. تعتمد الدراسة على المنهج الكيفي الوصفي مع أسلوب دراسة الحالة، حيث جُمعت البيانات من خلال الملاحظة بالمشاركة، والتوثيق، والمقابلات. كما تم تحليل البيانات استقرائياً عبر مراحل خفض البيانات، وعرضها، واستخلاص النتائج وفق نموذج "مايلز وهوبيرمان". وأظهرت النتائج أن استخدام اللغة الإنجليزية كجسر تعليمي يعمل كـ "سقالات معرفية" (scaffolding cognitive) تساهم في تقليل انقطاع التواصل. ومن وجهة نظر الطلاب، يوفر هذا المنهج قيمة مضافة تتمثل في فرصة إتقان لغتين أجنبيتين في آن واحد، رغم وجود تحديات تتعلق بمحدودية المفردات الإنجليزية المعقدة. وقد تعزز نجاح هذه العملية من خلال التآزر بين الوسائط التفاعلية والأساليب التعاونية مثل "مباريات الألعاب الجماعية" (TGT) التي نجحت في تحويل العبء المعرفي إلى أنشطة تعليمية تشاركية. تقدم هذه الدراسة مساهمة عملية للمتدربين الدوليين في إدارة الفصول الدراسية متعددة اللغات من خلال استراتيجيات تربوية تكيفية وسياقية.

Principles of Arabic Language Curriculum Design Fadhli Fakhrurrozi Furkony; Isop Syafei; Pajar Abdurahman; Ade Arip Ardiansyah
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 Alfika Septia Rizpawa; Izzuddin Musthafa; Isop Syafei; Ade Arip Ardiansyah
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 Daffa Aria Ghaisan; Isop Syafe'i; Ade Arip Ardiansyah; Dadan Nugraha
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 Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
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 Ade Nandang; Ade Arip Ardiansyah; Delia Dwi Putri
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 Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
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.

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

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