Article Per Year (5 Year)
p-Index From 2021 - 2026
2.409
P-Index
This Author published in this journals
All Journal Jurnal Civics: Media Kajian Kewarganegaraan Progresiva : Jurnal Pemikiran dan Pendidikan Islam Jurnal Ushuluddin ARABIYAT Psikopedagogia Jurnal Adabiyah Manuju : Malahayati Nursing Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Islamic Guidance and Counseling Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Al-Manahij : Jurnal Kajian Hukum Islam SAGA: Journal of Technology and Information Systems
Zakaria, Gamal Abdul Nasir
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Public Health Social Sciences

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Religion, Leadership and School Principals; Symbolic Interactionism Perspective Asmuri, Asmuri; Zakaria, Gamal Abdul Nasir; Palawa, Alimuddin Hassan; Rahman, Rahman
JURNAL AL-TANZIM Vol 6, No 4 (2022)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v6i4.3823

Abstract

This study aims to analyze the leadership behavior of the madrasa principal in internalizing the religious values of the symbolic interactionalism perspective in the madrasa. This research was conducted using a phenomenological type of qualitative approach, in which researchers used interviews, observations, and documentation to obtain data in the field. The data analysis was carried out circularly through data presentation, data reduction, and concluding. The results showed that the leadership behavior of the madrasa principal in internalizing religious values from the symbolic interactionalism perspective was reflected in ritual practices as religious symbols that were displayed personally and collegially. In addition, sincerity is used as the basis for his perpetuation at the madrasa. This study implies that religious values must be internalized in every managerial activity in the madrasa to achieve the desired goals.
Prof. Ilyas Muhammad Ali (1908–1991): An Analysis of His Intellectual History and Contributions to Hadith Studies in the Malay World Husna, Jannatul; Zakaria, Gamal Abdul Nasir
Jurnal Ushuluddin Vol 33, No 2 (2025): December
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jush.v33i2.38433

Abstract

This article exploresthe intellectual history and contributions of Ilyas Muhammad Ali to hadith scholarship in the Malay-Indonesian archipelago. As an educator, mufti, and lecturer, he played pivotal roles in Islamic education, notably founding and developing IAIN Pekanbaru and IAIN Padang. However, scholarly research onhis biography and academic legacy remains limited among bothlocal and international researchers. Employing a qualitative methodology, this study utilizes documentary analysis and structured interviews. Primary data sources include his work, Durusal-Ahadithal-Nabawiyah(1939),as well astestimonies from family members and former students. Findings indicate that Ilyas made significant contributions to Islamic education in West Sumatra, Aceh, and Riau, particularly through his compilation of a forty-hadith collection designed as instructional material for Islamic secondary schools and the general public. The systematization of his compilation includes the hadith number, thematic title, textual transmission (matn), exegetical commentary, and pedagogical values. His Arba’in primarily addresses core Islamic ethical principles, spanning individual moral development to societal and civic life. Consequently, this study affirms that Ilyas’s scholarly output and intellectual contributions were instrumental in fostering ethical consciousness and moral character within Muslim society, guiding adherents toward virtuous conduct across diverse spheres of life.
Indonesian–Arabic Academic Translation Quality: A Comparative Content Analysis of ChatGPT and Google Translate Alfitri, Alfitri; Zakaria, Gamal Abdul Nasir; Misran, Misran; Nurdianto, Talqis
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.51510

Abstract

This study compares the quality of Indonesian–Arabic academic translations produced by Google Translate and ChatGPT (GPT-4), a topic rarely examined despite widespread MT use in Arabic Language Education programs. Using a qualitative descriptive design with content analysis, the data comprised ten purposively selected undergraduate thesis titles from Indonesian university repositories, including UIN Sunan Kalijaga, UIN Suska Riau, UIN Imam Bonjol Padang, and Universitas Muhammadiyah Makassar. Titles were selected for their academic rigor and need for conceptual precision and formal Arabic register. Translations were analyzed at the phrase level using a Hybrid MQM–Nababan–Baker rubric encompassing seven dimensions: accuracy, acceptability, readability, lexical equivalence, grammatical equivalence, cohesion and coherence, and academic fluency, each rated on a three-point scale. Validity was ensured through alignment with Arabic translation theory, equivalence frameworks, and MQM standards, while iterative consistency checks supported reliability. Results reveal clear differences. ChatGPT achieved an average score of 20.0 out of 21 points (93%), which is classified as Very Good and indicates strong suitability for academic publication. Google Translate scored 13.3 out of 21 points (63%), classified as Good, but requiring post-editing. ChatGPT excelled in contextual meaning, syntactic restructuring, accurate idhafah, case governance, consistent terminology, and scholarly style, whereas Google Translate showed literal transfer. This study enriches AI-assisted translation discourse by grounding evaluation in Arabic translation theory and pedagogy, emphasizing generative AI’s pedagogical potential as a complementary tool while reaffirming the indispensable role of human expertise in maintaining linguistic accuracy, rigor, and academic standards.
Outcome-Based Arabic Language Education: Leveraging Learning Analytics for Graduate Success Samin, Saproni Muhammad; Zakaria, Gamal Abdul Nasir; Pebrian, Rojja
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.v12i2.46603

Abstract

This study evaluates an Arabic Language Education Program's Outcome‑Based Education (OBE) implementation using a Goal‑Free Evaluation Model (GFEM). The research objectives were to: (1) link Graduate Learning Outcomes (GLO) with Course Learning Outcomes (CLO) and assessments, (2) appraise Student‑Centered Learning (SCL), authentic assessment, and facilities/IT support, and (3) synthesize educational outputs and graduate employability. The methodology employed a convergent, multi‑source design triangulating curriculum records, satisfaction and employer surveys, tracer coverage, academic indicators, research/engagement portfolios, facilities/IT audits, and stakeholder interviews conducted from 2022 to 2024. The results demonstrate consistent implementation from planning to outcomes: GLOs cascade effectively to CLOs; SCL (problem, project, case‑based) is routinely implemented; micro‑teaching is institutionalized across the program. Key findings include GPA 3.73, time‑to‑degree 3.8 years, on‑time graduation 52%, tracer coverage 92.86%, employability/entrepreneurship/further study 97.5%, and 4.8‑month waiting time. The study concludes that identity‑rooted OBE improvements with global responsiveness are achievable through systematic implementation, continuous monitoring, and cultural integration within educational frameworks.
Co-Authors Abdullah, Zaimah Hj Abubakari, Mussa S Abubakari, Mussa Saidi Agus Supriyanto Alfitri Alfitri Alimuddin Hassan Palawa Amien Wahyudi Amonov, Barot Anita Trisiana, Anita Arvinth, N Asmuri, Asmuri Astuti, Dyah Bambang Sumardjoko Desfa Yusmaliana Dody Hartanto Fadila, Erida Fatimah Setiani Fauziah, Mufied Gita Anggraini, Gita Hadi, Henrizal Haq, Muhammad Izzul Harun Joko Prayitno Heriyanto, Agus Hernawan Sulistyanto Husna, Jannatul Jayadi Jayadi Jumadi Jumadi Kalinaki, Kassim Liddini, Laily Misran Misran Muhammad Japar Muhammad Syahriandi Adhantoro Muhammad, Norhazlin Mukhtar Mukhtar Mulawarman Mulyana Abdullah mungin eddy wibowo, mungin eddy Musa, Juraidah Naqiyah Narongrakshakhet, Ibrahem Naufal Ishartono Nita Triana Nugraha, Ariadi Nurdianto, Talqis Pane, Ismail Pebrian, Rojja Rahman Rahman Rahman Sabar Narimo Sakinah Sakinah Saproni Muhammad Samin Setyabudi, Devary Pradana Supriyanto Supriyanto Thambu, Nadarajan Uray Herlina, Uray Usman Usman Wan Muhammad Fariq Yasir Sidiq Zaldi, Ahmad