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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT PSYMPATHIC Jurnal Pendidikan Agama Islam Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Diwan : Jurnal Bahasa dan Sastra Arab Nady al-Adab Arabiyatuna : Jurnal Bahasa Arab Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Metalingua: Jurnal Penelitian Bahasa Lisanul Arab: Journal of Arabic Learning and Teaching Al Mahara: Jurnal Pendidikan Bahasa Arab alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Attractive : Innovative Education Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Kalamuna Teaching and Learning Journal of Mandalika (Teacher) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Hasanah : Jurnal Pendidikan Agama Islam Al-Kawakib Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Bulletin of Pedagogical Research Edusifa: Jurnal Pendidikan Islam Ukazh : Journal of Arabic Studies Asalibuna HuRuf Journal : International Journal of Arabic Applied Linguistic Gunung Djati Conference Series Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Journal of Arabic Language Learning and Teaching International Journal of Islamic Educational Research RECOMS JURNAL PENELITIAN DAN PENGABDIAN
Syafei, Isop
UIN Sunan Gunung Djati Bandung
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Journal : Gunung Djati Conference Series

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Principles of Arabic Language Curriculum Design Fakhrurrozi Furkony, Fadhli; Syafei, Isop; Abdurahman, Pajar; Arip Ardiansyah, Ade
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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Learning Arabic is not just about memorizing vocabulary or understanding grammar, but requires a curriculum that is carefully designed to be able to answer the needs of students and adapt to the times. This study aims to discuss the main principles that must be the basis for compiling an Arabic curriculum, including the relevance of the material, continuity between levels, flexibility of content, and effectiveness and efficiency of implementation. This study uses a literature study method, the author examines various literature related to the design of the Arabic curriculum in Indonesia. The results of this study indicate that linguistic principles, communicative principles, attention to student needs, and a competency-based approach are key elements in creating a meaningful and contextual learning process. A curriculum built on these principles is believed to be more capable of supporting students in mastering Arabic actively and applicatively.
Sociological, Psychological, Scientific and Technological Foundations in Designing Arabic Language Curriculum El Haq Rahimahullah, Dinan; Syafei, Isop; Nugraha, Dadan
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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To truly understand Arabic and its intricacies, effective and efficient Arabic language learning is necessary. To achieve effective and efficient Arabic learning, careful planning in the form of a curriculum is required. In teaching Arabic language, the curriculum is developed based on certain foundations. The purpose of this paper is to describe the foundations in designing an Arabic language curriculum. This paper focuses solely on the sociological, psychological, scientific, and technological foundations. This study uses qualitative data, which is presented in verbal form rather than in numbers. Data was collected using the literature review technique, namely by studying theories from various relevant sources. After collecting the data, it is presented in the discussion section. The findings of this paper reveal that there are many fundamental aspects to consider before designing an Arabic language curriculum. However, this paper specifically discusses the sociological, psychological, scientific, and technological aspects. The sociological aspect ensures that the curriculum is relevant to social needs. The psychological aspect helps in understanding the mental and emotional development of learners, so that Arabic teaching methods can be adapted to their age, interests, and abilities. Science serves as the foundation for selecting theories that support language skills, while technology facilitates the learning process. These aspects complement each other to create an effective and innovative Arabic language curriculum, so that Arabic learning is not only theoretical but also practical and contextual.
Sustainability Principles of Arabic Language Curriculum Design: Contextual and Cultural, Flexibility Principles, Evaluation and Feedback Principles Rahmat, Nurkhalish; Syafei, Isop
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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Abstract

The Arabic language curriculum plays a crucial role in building a well-planned and relevant learning process. An effective curriculum design must be based on fundamental principles that support the success of learning, including relevance, integration, balance, flexibility, and sustainability. The principle of relevance highlights the need for a curriculum that aligns with students' needs and their social contexts, whether in religious, educational, or career aspects. Integration requires the combination of language skills and linguistic components, while balance ensures the appropriate proportion between theory and practice. Flexibility allows the curriculum to adapt to changing times and the diverse characteristics of students. The principle of sustainability demands that the curriculum be adaptive, proactive, and visionary, in line with social development, technological advancement, and the ongoing process of globalization. Therefore, sustainability is essential in the development of the Arabic language curriculum and in creating an educational system that is both enduring and competitive in the 21st century.
The Efforts to Improve Students' Speech Skills by Using The TPR (Total Physical Response) Learning Method in Grade IX Students of Al-Ihsan Junior High School Septia Rizpawa, Alfika; Musthafa, Izzuddin; Syafei, Isop; Arip Ardiansyah, Ade
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 improve students' maharatul kalam (speaking skills) through the implementation of the Total Physical Response (TPR) teaching method in class IX A at SMP al-Ihsan. The TPR method is a language teaching approach that combines physical movement with verbal instructions, designed to create a more enjoyable and effective learning environment. This research employs a classroom action research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects of this study are 15 students from class IX A at SMP al-Ihsan. Data were collected through observation, pre-tests, and post-tests related to maharatul kalam. Data analysis was performed using quantitative descriptive methods with product moment correlation testing and paired t-tests. The results of the study indicate that the implementation of the TPR method significantly improves students' maharatul kalam. Students also reported that learning with the TPR method is more engaging and helps them more easily remember and use new vocabulary in everyday conversations. The TPR method has proven effective in enhancing the speaking skills of students in class IX A at SMP al-Ihsan. This method not only increases student participation and learning motivation but also improves their learning outcomes in speaking skills. Therefore, it is recommended that language teachers consider implementing the TPR method in their teaching processes to enhance students' speaking competencies. This study also suggests further research with larger samples and varied learning contexts to test the effectiveness of the TPR method more broadly.
The Use of The Make a Match Model in Arabic Language Learning to Improve Arabic Vocabulary Mastery of Grade VII Students at MTs Wanasari Aria Ghaisan, Daffa; Syafe'i, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
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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Abstract

This research aims to evaluate the effectiveness of using the Make a Match learning model in improving the Arabic vocabulary mastery of class VII students at MTs Wanasari. The Make a Match method is a cooperative learning strategy that involves students in looking for matching pairs of cards between questions and answers, which is designed to increase student interaction and active participation. This research uses a quasi-experimental method with a pretest-posttest design. The research subjects were class VII students who were chosen randomly. Data was collected through Arabic vocabulary tests before and after implementing the Make a Match model. The research results showed that there was a significant increase in students' mastery of Arabic vocabulary after implementing this learning model. Students become more motivated and active in the learning process, which has a positive impact on improving their learning outcomes. These findings indicate that the Make a Match model is effective in improving Arabic vocabulary mastery and can be recommended as an innovative learning strategy at MTs Wanasari.
Artificial Intelligence Based Instructional Curriculum Design Muhamad Ridwan, Rayhan; Syafei, Isop
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 curriculum is one of the main components in education that acts as a guideline in organizing learning in order to achieve educational goals. The curriculum regulates the entire educational process, from planning to evaluation. This study aims to discuss the design of an AI-based instructional curriculum. The method used is qualitative research with a library research approach, namely reviewing various literature related to curriculum development. The results of the study indicate that the development of technology, especially AI, can be optimized in the design of an instructional curriculum to achieve predetermined learning goals efficiently. AI can support personalized learning, automate administrative tasks, and provide data-driven insights that help educators make more informed decisions. Integrating AI into curriculum design also encourages the development of digital competencies among students and teachers, fostering innovation and adaptability in educational environments. Therefore, collaboration between educators, technologists, and policymakers is essential to ensure the effective implementation of AI in instructional design. This integration has the potential to transform conventional learning systems into more adaptive and responsive educational models.
The Implications of Behaviorist Learning Theory on Arabic Language Learning Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
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 behaviorism theory in Arabic language learning and its impact on the design, implementation, and evaluation of the learning process. Additionally, it highlights the advantages and limitations of behaviorism in the context of Arabic language education. The research employs a literature review method, involving the process of searching, selecting, evaluating, collecting, and analyzing data from various sources. This approach allows researchers to gain a deeper understanding and synthesize relevant findings. The study’s findings indicate that: First, behaviorism emphasizes observable behavior, the use of positive reinforcement, clear feedback, repetition, and the active role of teachers as facilitators. Second, in behaviorism-based instructional design, key aspects include structured objectives, a supportive learning environment, positive reinforcement, and repeated practice. Third, teachers serve as leaders, facilitators, and feedback providers, while students play an active role in the learning process. Fourth, evaluation in Arabic language learning is conducted through objective assessment, progress monitoring, and feedback provision. Fifth, although effective in shaping behavior, this theory has limitations in addressing cognitive aspects, intrinsic motivation, and individual differences.
Theological Foundations in the Development of the Arabic Language Curriculum Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
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 theological foundations in the development of the Arabic language curriculum as an integrative effort between Islamic values and contemporary educational needs. The Arabic language curriculum is not merely viewed as a linguistic instrument but also as a medium for character building, strengthening of Islamic faith (aqidah), and preservation of the Islamic scientific heritage. The aim of this study is to uncover theological dimensions that can serve as a basis for the planning, implementation, and evaluation of the Arabic language curriculum in Islamic educational institutions. This research employs a qualitative approach using a literature review method, critically examining primary and secondary sources such as the Qur’an, Hadith, Islamic educational literature, and curriculum documents. Data were collected through documentation and analyzed using a descriptive-analytical method. The results of the study reveal five main theological dimensions that can underpin the development of the Arabic language curriculum: monotheism (tawhid), revelation as a source of knowledge, worship (ibadah) as the goal of learning, Islamic education (tarbiyah Islamiyah) as a holistic educational process, and Islamic civilization as a historical and cultural framework. These findings emphasize the importance of integrating theological values in constructing an Arabic language curriculum that is not only academically functional but also spiritually transformative.
Ideological Foundations in the Development of the Arabic Language Curriculum Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
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 examines the ideological foundations in the development of the Arabic language curriculum as part of a strategic effort to shape national identity, Islamic values, and cultural integrity within the educational system. The Arabic language curriculum functions not only as a medium for language learning but also as a means of internalizing educational ideologies that reflect Islamic, national, and humanistic visions. The study aims to identify and analyze the ideological dimensions that influence the direction and content of the Arabic language curriculum, particularly in Islamic educational institutions. A qualitative approach is employed using a literature review method, analyzing various sources related to educational ideology, curriculum, and language policy. Data were collected through documentation of primary and secondary sources and analyzed using descriptive-analytical methods. The findings reveal three main ideological foundations in the development of the Arabic language curriculum: religious ideology (Islam as a core value), national ideology (Arabic as part of the heritage of Indonesian Muslims), and humanistic ideology (character development and global ethics). These findings affirm that the Arabic language curriculum must be developed with consideration of ideological contexts that strengthen students’ identity as faithful, knowledgeable, and morally upright individuals.
Philosophical Foundations in the Development of the Arabic Language Curriculum Syafei, Isop; Arip Ardiansyah, Ade; Nugraha, Dadan
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 discusses the philosophical foundations in the development of the Arabic language curriculum as a conceptual basis that determines the direction, content, and teaching methods. The Arabic curriculum is not only designed to teach linguistic skills but also to cultivate a deep understanding of human, intellectual, and spiritual values within the framework of educational philosophy. The aim of this study is to identify and analyze the philosophical aspects underlying the development of the Arabic curriculum, particularly from the perspectives of ontology, epistemology, and axiology. This research employs a qualitative approach using a literature review method, examining various primary and secondary sources such as books, journals, and relevant curriculum documents. Data collection was carried out through documentation and analyzed using descriptive-analytical techniques. The results show that the Arabic language curriculum should be built upon a comprehensive philosophical understanding: ontologically affirming the existence of language as a medium of revelation and culture; epistemologically supporting the construction of knowledge through both scientific and religious approaches; and axiologically emphasizing the importance of moral, ethical, and meaningful values in the learning process. These findings underscore the urgency of integrating philosophical dimensions in the development of the Arabic language curriculum to make it more holistic, relevant, and transformative.
Co-Authors A.Fathur Rohman Abdillah, Asep Abdul Basit Abdul Kodir Abdul Kosim, Abdul Abdullah Husen Abdurahman, Pajar Ade Arip Ardiansyah Ahya Muthmainnah, Hilyah Aini Ummu Syukriya Ainun Hasyim Akbar, Ghufran Anwar Ridwan Nulloh Aria Ghaisan, Daffa Arief Yahya Sulaeman Arsal, Fathur Riyadhi Aulia Rahmi, Aulia Azizah, Zakiyah D. Hidayat, D. Dadan Mardani Dadan Nugraha Dadan Nugraha edy El Haq Rahimahullah, Dinan Etri Suryanti Fakhrurrozi Furkony, Fadhli Fauzi Ali Mursyid Fauziah, Neng Nada Putri Fauziyah, Isma Feri Rustandi Hafshoh Nursyofiah Harun Hezam, Motea Naji Dabwan Hikmah Maulani Hilmi, Irpan Izzuddin Izzudin Musthafa Izzudin Musthafa, Izzudin M Yunus, Badruzzaman Mahardianisa Mahardianisa Mahdi, Tubagus Ahmad Maryani, Lenni Selvi Maryani, Novy Maulana Yusup, Maulana Mefta Rahmat Fauzi Mochamad Nur Ichsan Muhamad Ridwan, Rayhan Muhammad Arwani Muhammad Hasan Muhammad Ihsan Mukarom Mukarom, Mukarom MULYADI Mustafa, Izzuddin Musthafa Izzuddin Musthafa, Izzuddin Muthmainah, Nur Naila Fauza Nugraha, Adhia Nurjanah, Naih Qori Amarullah, Risal Raharjo, Harmanto Rahmat, Nurkhalish Ramadhan, Muhammad Faiz Refani, Afda Rohanda Rohanda Ruai’ah, Siti Saepurrohman, Aep Saomi, Muhamad Rizka Septia Rizpawa, Alfika Siti Muslimah, Anisa Siti Sanah Solihat, Rizqy Nur Suaidah, Ai Syofiah Pribadi Syukriya, Aini Ummu Ulfah, Ai Fitria Usup Suparman Witrin Gamayanti, Witrin Yonan, Yonan Zaenal Abidin Zakia Mulkan, Ghina Zakiyah Nafsi