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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 UIN Palangka Raya Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Alsuna: Journal of Arabic and English Language 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 Ascarya: Journal of Islamic Science, Culture and Social Studies 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 Al-Muarrib: Journal Of Arabic Education Jurnal Pendidikan Bahasa dan Sastra Arab
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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Efforts to Improve Students' Muhadtsah Abilities Through a Communicative Approach at MA Al-Istiqamah in Learning Arabic Language on Ta'aruf Material Faizziah Auliannisa; Ade Arip Ardiansyah; Rizzaldy Satria Wiwaha
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 Fathin Fauziyyah; Dedih Wahyudin; Ade Arip Ardiansyah; Aditya Fitrah
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 Hilda Nur Sopia; Siti Sanah; 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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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 Futri Fauzia Alawia; Agus Karim; 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 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) 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 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 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 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 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 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.
Professional Competence of Arabic Language Teachers Based on the National Education Standards 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 analyze the professional competence of Arabic language teachers based on the National Education Standards (NES). It employs a descriptive qualitative approach to provide an in-depth portrayal of Arabic language teachers’ professional competence in accordance with the NES. Primary data were obtained through interviews and observations, while secondary data were sourced from official documents. Data collection techniques included in-depth interviews, participatory observation, and document analysis. Data analysis followed the interactive model of Miles, Huberman, and Saldana, incorporating source, method, and time triangulation to ensure the validity and credibility of the findings. The results indicate that Arabic language teachers play a vital role in improving education quality in line with the NES through mastery of language materials both theoretically and practically, language skills, and the development of relevant teaching materials. They integrate Arab-Islamic culture, utilize educational technology, and conduct Classroom Action Research to improve teaching methods. With these competencies, teachers can create effective, adaptive, and relevant learning environments, thus achieving the optimal goals of Arabic language education. The findings suggest that Arabic language teachers should continuously enhance their professional competence through ongoing training, the use of educational technology, and the development of contextual learning materials. Strengthening the integration of Arab-Islamic cultural values and the application of Classroom Action Research is essential for refining teaching strategies. These efforts will contribute to the creation of effective, adaptive, and contemporary learning, thereby optimizing the achievement of Arabic language learning objectives.
Integration of Basic Competencies, Methods, and Assessment in Arabic Language Lesson Plans at Madrasah Aliyah: a Qualitative Study Ade Arip Ardiansyah; Resti Namira Wulandari; Moh Alhan Faiz Alby Anway
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3299

Abstract

This study aims to examine the integration of basic competencies, instructional methods, and assessment components in Arabic language lesson plans (RPP) at Madrasah Aliyah. The research employs a descriptive qualitative approach to provide an in-depth description of how basic competencies, teaching methods, and assessment are integrated within Arabic language lesson plans in the Madrasah Aliyah context. Primary data were obtained through interviews, observations, and document analysis of the lesson plans, while secondary data were derived from curriculum guidelines, textbooks, policy documents, and relevant studies. Data were collected through semi-structured interviews, documentation, and limited classroom observations. The analysis followed the Miles and Huberman model, data reduction, data display, and conclusion drawing, supported by triangulation to ensure the validity of findings. The study seeks to produce a comprehensive overview of the quality of component integration within lesson plans as implemented in practice. The findings indicate that the integration of basic competencies, instructional methods, and assessments in Arabic language lesson plans at Madrasah Aliyah remains weak. Basic competencies are listed formally, yet the indicators are not measurable, resulting in limited guidance for method selection and assessment design. Teachers tend to rely on generic, teacher-centered methods, while communicative approaches are rarely implemented. Assessment emerges as the weakest component, as performance-based instruments such as speaking (kalam) and listening (istima’) tests are seldom utilized. The lack of alignment among components highlights the need for improved teacher competence, intensive training, mentoring in lesson-plan development, and strengthened supervision to ensure more effective instructional planning.
Teachers’ Strategies in Developing Istima’ (Listening) Skills in Arabic Language Learning at Madrasah Aliyah: A Descriptive Qualitative Study Dede Usman; Ade Arip Ardiansyah; Faiza Geovani El Fikri; Hamidatul Sa’diyah
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3318

Abstract

This study aims to identify the strategies used by teachers to develop istima’ (listening) skills, the supporting and inhibiting factors in the development of these skills, and the efforts made by teachers to overcome obstacles in enhancing students’ istima’ abilities at Madrasah Aliyah. The research employs a descriptive qualitative approach to provide an in-depth description of teachers’ strategies in developing listening skills. Primary data were obtained through interviews, observations, and documentation, while secondary data were sourced from relevant literature and learning documents. Data collection was carried out using triangulation techniques. The analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing, to produce a comprehensive understanding of teaching practices and their supporting factors. The results reveal that the development of istima’ skills at Madrasah Aliyah is conducted through audio-based, visual-based, collaborative, and technology-assisted strategies tailored to students’ needs. The success of these strategies is influenced by adequate media, a conducive learning environment, and student motivation. However, obstacles remain, such as limited teacher competence, insufficient facilities, and students’ low vocabulary mastery. Therefore, teachers need to be creative, utilize technology, strengthen mufrodat (vocabulary), and collaborate integratively with students and the institution.
Co-Authors Abdelhak Belabed Abdul Rozak Acep Hermawan Acep Hermawan, Acep Ade Nandang Aditya Fitrah Aditya Fitrah Agus Karim Agus Sufyan Ahmad Farouq Al-Hamdi Aini Deo Rahmi Sudiana Aji Abdul Aziz Alfika Septia Rizpawa Alna Ningsih Alpayed, Dody Andewi Suhartini Aneu Masripah 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 Dini Oktaviani Dwi Ulfiah Eva Lathifah Fauzia Fadhli Fakhrurrozi Furkony Faiza Geovani El Fikri Faizziah Auliannisa Faqih Maulana Mansyur Fathin Fauziyyah Firdan Agustiana 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 Mahmud Fajar Harahap Maryani, Novy Moh Alhan Faiz Alby Anway Mohamad Erihadiana, Mohamad Mubarok, Hipni Muhamad Jaeni Muhammad Sabri Sahrir Mukarom Musthafa, Izzuddin Nadatul Paujiyah Nahdhiyyatussholiha Nahdhiyyatussholiha Nanang Kosim Nanang Kosim Neneng Novita Aulia Nur Salsabila Binti Jasni Nurwadjah Ahmad EQ Odang Odang 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 Yusuf Ali Shaleh Atha Zakiyah Nafsi Zubaidah Zubaidah