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All Journal Hayula: Indonesian Journal of Multidisciplinary Islamic Studies ASALIBUNA LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Asalibuna Al Mitsali : Jurnal Penelitian dan Pendidikan Bahasa Arab ARKHAS: Journal of Arabic Language Teaching Journal of Arabic Language Learning and Teaching Proceeding International Conference on Education Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Afyuddin, Moh Sholeh
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A Multidisciplinary Approach to Integrating Islamic Values and Local Culture into STEM Pedagogy in Arabic Language Learning Fahraini, Sovia; Abdurrahman, Muzakki; Alribdi, Nada Ibrahim; Thohir, Muhammad; Afyuddin, Moh Sholeh
Hayula: Jurnal Indonesia Studi Islam Multi-disiplin Vol 10 No 1 (2026): Hayula: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/hayula.010.01.06

Abstract

Arabic language learning has been dominated by traditional methods that emphasize memorization and analysis of classical texts, thus not supporting the development of 21st-century skills. This study aims to formulate an Arabic language learning model based on a multidisciplinary approach that integrates STEM, Islamic values, and local culture to create applicable, contextual, and meaningful learning experiences. The research method is a library research with a critical-analytical approach to the latest national and international literature, particularly those discussing STEM pedagogy, language learning, Islamic values-based education, and the local cultural context. The results of the study indicate that STEM integration allows Arabic to be used as a medium for exploration, discussion, and project production, while Islamic values ​​such as amanah (trust), adab, ta'āwun (respect), and ṣidq (compassion) serve as ethical guidelines in every activity. Local culture serves as a living and relevant context, strengthening motivation and meaning in learning. The proposed operational model emphasizes identification of real problems, linguistic exploration, cross-disciplinary integration, work production, and reflection and evaluation, in accordance with Vygotsky's principles of social constructivism. The contribution of this research is to present a holistic pedagogical framework that combines cognitive, affective, spiritual, and contextual aspects, so that Arabic language learning not only builds language competence, but also Islamic character, cultural awareness, and 21st-century skills that are relevant to global challenges.
Istima’ (Listening) Learning Strategy Used by Arabic Education Students adminojs, adminojs; Afyuddin, Moh Sholeh; Ma’arif, M. Syamsul
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 6 No. 1 (2023): March
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v6i1.769

Abstract

This study aims to reveal the learning strategies that are reported more often used by Arabic language education students in studying maharah istima' and to elaborate on the practices to provide a comprehensive overview of how to learn istima'. This study is a mixed method with a sequential explanatory design, where the researcher takes quantitative data first, then explores it in more depth through qualitative data. The quantitative data taken through a questionnaire, adapted from O'Malley and Chamot, and Vandergrift's taxonomy of learning strategies, reported that cognitive learning strategies are used by 50.3%, metacognitive learning strategies are used by 39.1%, while socio-affective learning strategies are used by 44.5%. The qualitative data collected by follow-up interviews reported that the cognitive strategies used by students included inferencing, elaboration, imagery, translation, summarization, note-taking, and substitution. Inferencing, elaboration, imagery, and translation strategies are reported to be the most used, compared to summarization, note-taking, and substitution. Metacognitive strategies are reported to be used entirely, namely planning, monitoring, evaluation, and problem identification. Meanwhile, the socio-affective strategy was reported to be the least used of the three learning strategies and only used lowering anxiety, taking emotional temperature, and questioning for clarification.
Co-Authors abdurrahman, muzakki adminojs, adminojs Ahmad Sholihuddin Al Izzah, Isy Firrohmah Almaliki, Muhammad Fikri Almustakim, Zezen Alribdi, Nada Ibrahim Dina Arum Fahraini, Sovia Firdaus, Mohammad Anang Gunawan , Riski Gunawan, Riski Ida Ayu Putu Sri Widnyani Imamah, Ayunda Irhas, Moh Khoiru Nidak M Syamsul Maarif Ma'arif, M. Syamsul Machrup Eko Cahyono Ma’arif, M. Syamsul Muammaroh, Ani Tazkiyatum Muhammad Nur Kholis Muhammad Thohir Munawwir, Ahmad Muslimah, Maziyyatul Permata, Bagus Andrian Pradana, Satria Adi Qulub, Eka Nur Isnayny Syifa’i Rahmawati, Rina Dian Sa'idah, Ratna Sholihah, Qintan Emilia Zunairoh, Yuyun