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All Journal Al-Manar : English and Arabic Journal ARABIYAT Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabiyatuna : Jurnal Bahasa Arab Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan The International Journal of Education Management and Sociology Jurnal Internasional Jurnal Masyarakat Mengabdi (JUMADI) Jurnal Dedikasi Pengabdian Pendidikan
Akzam, Ismail
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Integrasi Pendidikan Bahasa Arab Tradisional dan Metode Modern dalam Kurikulum Bahasa Arab Murni Akzam, Ismail; Hayati, Najmi
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.53

Abstract

The transformation of education and the demands of 21st-century competencies demand linguistically strong Arabic language learning, as well as being communicative and adaptive to technology. Traditional education in Islamic boarding schools and kuttabs has advantages in mastering turats, thoroughness of nahwu–sharaf, memorization, talaqqi, and sanad. In contrast, modern methods, such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and blended learning, are effective in enhancing communicative competence and promoting independent learning. This article aims to identify the characteristics of traditional Arabic education, assess the relevance of modern methods, and formulate an integrative curriculum model for pure Arabic language instruction. The research employs a qualitative-descriptive design, utilizing an integrative literature review that is thematically analyzed in light of sociocultural theory, constructivism, educational linguistics, and Fogarty's curriculum integration model. The results showed that traditional approaches excelled in language deepening and adab formation, but were weak in communication and ICT utilization; In contrast, modern approaches enhance practical skills but can reduce the deepening of turats if they are not balanced. The synthesis of the two resulted in an integrative curriculum model that combines talaqqi, memorization, and book study with communicative tasks, collaborative projects, and the use of digital platforms. This model offers a practical framework for institutions to maintain the purity of the Arabic language while meeting the demands of contemporary learning.
Evaluating the Student Facilitator and Explain (SFE) Model for Enhancing Critical Thinking in ‘Ilm al-Ma‘ânî at University Level Zubaidah; Thonthowi, Thonthowi; Akzam, Ismail; Khairani, Riska; Zaitawa, Mukhtar Aminu
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47214

Abstract

This study qualitatively evaluates the use of the Student Facilitator and Explain (SFE) model in enhancing students’ cognitive skills in the ‘Ilm al-Ma’ânî course at the university level. It further explores the correlation between the implementation of the SFE model and student learning outcomes, particularly regarding their comprehension of ‘Ilm al-Ma’ânî concepts, communication skills, and higher-order thinking skills (HOTS), in contrast to traditional instructional approaches. The data were gathered through in-depth interviews, classroom observations, and analysis of relevant academic documents to gain insight into how the SFE model functions and influences the development of students’ thinking abilities. The findings suggest that the model significantly improves students’ critical, analytical, and creative thinking by actively involving them as facilitators and explainers among their peers. In addition, the model promotes interactive learning and deeper cognitive engagement, thereby enhancing the overall quality of classroom instruction. The study concludes by recommending broader implementation of the SFE model in higher education, particularly in courses that traditionally rely on classical methods, to support the growth of students' thinking and independent learning skills.
Co-Authors Antoni Putra , Ary Daharmi Astuti Fikriansyah, Mahmud Harits Hamawiya, Adham Khairani, Riska Mawardi Ahmad, Mawardi Muhammad Samin, Saproni Musaddad Harahap najmi hayati, najmi Pebrian, Rojja Saproni Muhammad Samin supriady, harif Supriyady, Harif Syarif , Miftah Thonthowi Thonthowi Yaacob, Solehah Yenni Yunita Zaitawa, Mukhtar Aminu Zubaidah Zubaidah R, Zubaidah