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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Shaut Al-'Arabiyah Lisanudhad Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab IJoLE: International Journal of Language Education Alsuna: Journal of Arabic and English Language Nazhruna: Jurnal Pendidikan Islam IZDIHAR Metalingua: Jurnal Penelitian Bahasa Harmoni Matan: Journal of Islam and Muslim Society Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alibbaa': Jurnal Pendidikan Bahasa Arab Kalamuna Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Al-Mu'arrib: Jurnal Pendidikan Bahasa Arab Gunung Djati Conference Series Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Pendidikan Islam Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Indonesian Journal of Islamic Religious Education (INJIRE) Al-Tadris: Jurnal Pendidikan Bahasa Arab Arabiyyatī: Journal of Arabic Language Education
Ade Arip Ardiansyah
UIN Sunan Gunung Djati Bandung
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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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.
Implementation of Muhadharah Activities and Arabic Language Week to Improve the Arabic Language Ability of Students at Al-Ittihad Islamic Boarding School, Cianjur Maulana Mansyur, Faqih; 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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As an Islamic educational institution, Al-Ittihad Islamic Boarding School Cianjur primarily focuses on teaching the Arabic language. To enhance the Arabic language skills of its students, Al-Ittihad Islamic Boarding School Cianjur organizes various activities, including Muhadharah and Arabic Language Week. This research examines the implementation of Muhadharah and Arabic Language Week at Al-Ittihad Islamic Boarding School Cianjur and their impact on the students' Arabic language skills. The results of the study indicate that both activities have been well-structured and effectively implemented, providing a significant positive impact on the students' Arabic language proficiency. This is evidenced by the improvement in the students' Arabic language skills after participating in Muhadharah and Arabic Language Week. The improvement demonstrates that these activities are effective in enhancing the students' vocabulary, grammar, and speaking skills in Arabic. In conclusion, Muhadharah and Arabic Language Week are appropriate and effective strategies for the language instructors and administrators to enhance the Arabic language skills of students at Al-Ittihad Islamic Boarding School Cianjur. Therefore, these activities should be maintained and further developed to improve the quality of Arabic language education at Al-Ittihad Islamic Boarding School Cianjur. This research also provides recommendations for administrators of other boarding schools to organize similar activities to improve their students' Arabic language skills. Additionally, this study can serve as a foundation for further research on developing effective Arabic language learning strategies in the environment of Islamic boarding schools.
Sociological 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 sociological foundations in the development of the Arabic language curriculum as a response to social dynamics, community needs, and global challenges that influence the educational process. The Arabic language curriculum cannot be separated from the socio-cultural context in which learning takes place, as language is an integral part of community life. The purpose of this study is to identify and analyze the sociological dimensions that play a role in shaping an Arabic curriculum that is relevant and adaptive to the changing times. This research employs a qualitative approach using a literature review method, examining various references on educational sociology theories, language policies, and curriculum practices within Islamic educational environments. Data collection was conducted through documentation of primary and secondary sources and analyzed using a descriptive-analytical approach. The results show that the development of a sociologically-based Arabic curriculum must consider factors such as students’ social backgrounds, intercultural communication needs, and the role of Arabic in fostering global Islamic solidarity. Such a curriculum can serve as a bridge between local values and global demands, promoting learning that is contextual, participatory, and inclusive in accordance with the learners’ social realities.
Efforts to Improve Students' Muhadtsah Abilities Through a Communicative Approach at MA Al-Istiqamah in Learning Arabic Language on Ta'aruf Material Auliannisa, Faizziah; Arip Ardiansyah, Ade; Satria Wiwaha, Rizzaldy
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 explore the efforts in improving students' muhadatsah ability through communicative approach at Madrasah Aliyah Al-Istiqamah Tanjungsiang in Arabic language learning, especially in ta'aruf material. The communicative approach is implemented through the use of dialog, group discussion, role play, and project-based activities to strengthen students' speaking ability and increase their confidence in using Arabic in real situations. This study used a qualitative approach involving classroom observation, interviews with teachers, and document analysis as data collection methods. The results show that the communicative approach is effective in creating a supportive learning environment for the development of Arabic speaking proficiency. Although faced with some challenges such as time constraints and variations in students' initial abilities, full support from school leadership and teachers' commitment became key factors in the successful implementation. The implication of this study is the importance of continuing to develop adaptive learning strategies in accordance with the dynamic and diverse context of Islamic education.
Strategies to Improve the Activeness of Grade III Students in Learning Arabic Language Through the Use of Wordwall Applications: a Case Study at STAT Insanmulia Fauziyyah, Fathin; Wahyudin, Dedih; Arip Ardiansyah, Ade; Fitrah, Aditya
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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The study aimed to explore the use of the Wordwall application in enhancing the engagement of third-grade students in Arabic language learning at STAT InsanMulia. The research was conducted in two cycles, with the first cycle evaluating the pre-Wordwall conditions and the second cycle after implementing Wordwall in the learning process. The qualitative research method used a case study approach. Data were collected through observations, interviews with teachers, and school documentation analysis. The results of the first cycle showed that student engagement in Arabic language learning was limited by minimal student interaction, low-quality questions, and limited innovative learning media. The second cycle revealed significant improvements in student participation, the quality of their written assignments, and deeper discussions in class. Integrating Wordwall as the main learning medium achieved a high level of satisfaction from both teachers and students, with around 95% of learning activities using Wordwall for interactive quizzes and other exercises. This study provides evidence that the use of educational technology, particularly the Wordwall application, can contribute positively to enhancing interactivity and the quality of learning in educational settings. The implications of this study emphasize the importance of developing curricula that support the use of technology in learning and the need for continuous training for teachers to optimize the potential of technology in enhancing the effectiveness of the learning process.
Application of the Drill and Practice Method to Improve Arabic Vocabulary Mastery of Students in the Mutawasith Class of Ma'had Lughawy Nur Sopia, Hilda; Sanah, Siti; 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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The use of non-varied methods in teaching Arabic vocabulary to the students of Ma'had Lughawy has made it difficult for them to understand and master Arabic vocabulary. This research aims to improve the mastery of Arabic vocabulary among the students of Ma'had Lughawy Kelas Mubtadi through the Drill and Practice method. This study employs a classroom action research design with two cycles. Data were collected through observations, tests, and interviews. The results indicate that the Drill and Practice method is effective in improving the mastery of Arabic vocabulary among the students of Ma'had Lughawy Kelas Mubtadi. This is evidenced by the increase in vocabulary test scores, observations showing the students' active participation and enthusiasm, and positive feedback from the students regarding this method.
Efforts to Improve Students' Motivation to Learn Arabic Language Through the Implementation of the Reward and Punishment System in Grade VII of MTsN 2 Bandung City Fauzia Alawia, Futri; Karim, Agus; 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 explore the effectiveness of the implementation of reward and punishment system in increasing the motivation to learn Arabic language of seventh grade students at MTsN 2 Bandung. The research method used is an experiment with a pre-test and post-test control group design. The research participants consisted of two groups, namely the experimental group that would apply the reward and punishment system, and the control group that did not apply the system. The results of this study show that the implementation of reward and punishment system has a significant impact on students' learning motivation. The experimental group showed a significant increase in Arabic learning motivation compared to the control group. In addition, observations of students' participation, concentration level, and level of interest in Arabic lessons also showed a significant increase in the experimental group. The findings of this study indicate that the use of reward and punishment system can be an effective strategy in increasing students' motivation to learn Arabic in class VII H at MTsN 2 Bandung. The implication of this study is the importance of considering the application of motivational strategies based on reward and punishment as part of efforts to improve the quality of Arabic language learning in secondary schools.
The Communicative Approach in Arabic Language Learning (Theoretical and Practical Perspectives) Syafei, Isop; Ardiansyah, Ade Arip; 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 communicative approach in Arabic language learning from both theoretical and practical perspectives as a response to the need for functional and contextual language proficiency. In the context of modern education, Arabic language learning can no longer rely solely on grammatical mastery; instead, it must be directed toward the ability to communicate effectively in various real-life situations. The purpose of this study is to examine the communicative approach in Arabic language teaching from both theoretical and practical aspects. A qualitative approach was employed, using library research and limited field observation in Arabic teaching practices. Data were collected through documentation, field notes, and analysis of learning materials, and then analyzed descriptively and critically. The findings show that the communicative approach theoretically emphasizes the use of Arabic in real-life contexts, based on language acquisition theory and communicative competence. Practically, it requires interactive methods, teacher training, contextual materials, and digital technologies to enhance students’ language skills, motivation, and understanding of religious and social values in an integrated manner. These findings affirm that the communicative approach should be systematically integrated into the Arabic language curriculum and instructional strategies to make learning more relevant, effective, and meaningful.
Comparison Between Traditional and Modern Approaches in Arabic Language Teaching 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 analyze the similarities, differences, strengths, and weaknesses between traditional and modern approaches in teaching Arabic. Employing a qualitative approach through a comparative study method, the research examines both approaches to identify their respective advantages and limitations in Arabic language instruction. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, presentation, and inductive conclusion drawing, resulting in a comprehensive portrayal grounded in empirical findings and theoretical literature. The results indicate that Arabic language teaching has evolved from traditional methods centered on memorization and grammar toward modern approaches emphasizing communication, collaboration, and technology integration. Both approaches share the goal of equipping students with oral and written skills, with the teacher’s role and assessment remaining essential. The traditional approach excels in grammatical depth, while the modern approach excels in interactivity. The shortcomings of each approach necessitate that teachers select strategies aligned with students’ needs and learning objectives. The findings recommend combining the best elements of both approaches to develop an Arabic language teaching model that is balanced, relevant to contemporary needs, and firmly rooted in scholarly traditions and Arab-Islamic cultural values.
Pedagogical Competence of Arabic Language Teachers Based on the National Education Standards 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 pedagogical competence of Arabic language teachers in accordance with the National Education Standards. A descriptive qualitative approach was employed to provide an in-depth depiction of teachers’ pedagogical competence based on these standards, covering the stages of lesson planning, implementation, and evaluation. Primary data were obtained through interviews, observations, and documentation, while secondary data were collected from official documents and relevant literature. Data collection techniques included observation, semi-structured interviews, and document analysis with triangulation to ensure accuracy. Data analysis followed the Miles and Huberman model through reduction, presentation, and inductive conclusion drawing to produce valid and contextual findings. The results indicate that the pedagogical competence of Arabic language teachers encompasses understanding students, planning, implementing, evaluating, and developing learners’ potential by integrating language skills and Islamic values. Teachers are required to master learning theories, develop curricula, utilize technology, and conduct valid assessments. Moreover, teachers are expected to foster students’ creativity and 21st-century skills, thereby making learning more effective, meaningful, and aligned with the National Education Standards. This study recommends enhancing the pedagogical competence of Arabic language teachers through continuous professional development, integration of educational technology, and strengthening of Islamic value-based curricula to support students’ 21st-century skills.
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 Aulia, Neneng Novita 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 Paduka, Wanasmah 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