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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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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

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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

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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.

Teachers’ Strategies in Developing Kitabah (Writing) Skills Among Madrasah Aliyah Students: A Descriptive Qualitative Study Ade Arip Ardiansyah; Nahdhiyyatussholiha Nahdhiyyatussholiha; Ummul Mutmainnah
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 describe the strategies used by teachers in developing students’ kitabah (Arabic writing) skills at Madrasah Aliyah. The research employs a descriptive qualitative approach, with the subjects consisting of Arabic language teachers and students from grades X to XII. Data were collected through observations, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers implement various strategies, including the use of the communicative approach, gradual practice (tadarruj), text modeling, and the provision of continuous feedback. In addition, teachers utilize learning media such as worksheets, authentic texts, and digital platforms to enhance students’ motivation and writing proficiency. Supporting factors for these strategies include teachers’ professional competence and the availability of learning resources, while inhibiting factors involve limited instructional time and the heterogeneity of students’ abilities. The study concludes that varied and contextually grounded teacher strategies play a significant role in the development of kitabah skills among Madrasah Aliyah students.

The Use of E-Book Learning in Arabic Language Instruction to Improve Reading Skills Nanang Kosim; Ade Arip Ardiansyah; Rina Yulianingtiyas Hajir; Neneng Novita Aulia; Putri Nabila; Pahmi Paturohman; R. Muhammad Hasbi Albar Romli
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 was motivated by the low level of students’ Arabic reading skills among seventh-grade students at MTs Islam Bakti Asih. One of the main contributing factors is the limited availability of engaging and appropriate instructional media. To address this issue, this study implemented E-book-based learning as an instructional medium to improve students’ reading skills. This research employed a Classroom Action Research (CAR) design conducted in two cycles. The participants consisted of 24 students from class VII A. The instructional process used a cooperative learning model to promote student interaction and collaboration. Each cycle included four stages: planning, action, observation, and reflection. Data were collected through observation, pre-tests and post-tests, and documentation, and were analyzed using both quantitative and qualitative descriptive techniques. The results revealed a significant improvement in students’ reading skills following the implementation of E-book learning. Initial improvement was observed in the first cycle, with further enhancement evident in the second cycle, as indicated by the increasing number of students meeting the minimum mastery criteria. Therefore, integrating e-book learning within a cooperative learning framework proved effective in enhancing students’ Arabic reading skills.

The Application of Chain Drill Techniques in Arabic Language Learning to Improve Students' Speaking Skills Fitrah, Aditya; Fauzia, Eva Lathifah; Ardiansyah, Ade Arip
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 2 (2026): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i2.299

This research explores the impact of the chain drill method on enhancing Arabic speaking skills in seventh-grade students at MTsN 2 Kota Bandung throughout the 2024–2025 academic year. Even with the increasing focus on communicative competence in Arabic teaching, numerous students still find it challenging to create coherent, meaningful spoken sentences. This study seeks to fill this gap by investigating if structured repetition via chain drill activities can meaningfully improve students' speaking skills. A quasi-experimental design was utilized, consisting of an experimental group and a control group, with both groups containing 27 students. Classroom observations and speaking tests were utilized to gather data, with assessments conducted as pre-test and post-test. An independent samples t-test was utilized to analyze the data and assess the significance of group differences. The results from the pre-test showed similar initial proficiency levels (M = 52.30 for the experimental group and M = 51.20 for the control group). Post-intervention, the experimental group demonstrated a significant enhancement (M = 80.50), surpassing the control group (M = 70.23), with the difference being statistically significant (p < 0.05). These results indicate that the chain drill method effectively improves students' Arabic speaking skills by encouraging repetitive practice, reinforcing sentence formation, and fostering active participation. This research adds to the educational advancement of teaching the Arabic language by offering empirical data on the effectiveness of drill-based methods in enhancing oral skills within classroom environments.

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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