Article Per Year (5 Year)
p-Index From 2020 - 2025
5.821
P-Index
This Author published in this journals
All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT PSYMPATHIC Jurnal Pendidikan Agama Islam Diwan : Jurnal Bahasa dan Sastra Arab Nady al-Adab Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Metalingua: Jurnal Penelitian Bahasa Lisanul Arab: Journal of Arabic Learning and Teaching TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Edusifa: Jurnal Pendidikan Islam Ukazh : Journal of Arabic Studies Asalibuna Gunung Djati Conference Series Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban RECOMS JURNAL PENELITIAN DAN PENGABDIAN
Syafei, Isop
UIN Sunan Gunung Djati Bandung
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

Published : 49 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 49 Documents
Search

 1   2   3   4   5 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.
Sociological 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study discusses the sociological foundations in the development of the Arabic language curriculum as a response to social dynamics, community needs, and global challenges that influence the educational process. The Arabic language curriculum cannot be separated from the socio-cultural context in which learning takes place, as language is an integral part of community life. The purpose of this study is to identify and analyze the sociological dimensions that play a role in shaping an Arabic curriculum that is relevant and adaptive to the changing times. This research employs a qualitative approach using a literature review method, examining various references on educational sociology theories, language policies, and curriculum practices within Islamic educational environments. Data collection was conducted through documentation of primary and secondary sources and analyzed using a descriptive-analytical approach. The results show that the development of a sociologically-based Arabic curriculum must consider factors such as students’ social backgrounds, intercultural communication needs, and the role of Arabic in fostering global Islamic solidarity. Such a curriculum can serve as a bridge between local values and global demands, promoting learning that is contextual, participatory, and inclusive in accordance with the learners’ social realities.
Analysis of Arabic Language Curriculum and Learning System: Instrumental Analysis Siti Muslimah, Anisa; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A clearly designed and applicable curriculum and learning system are essential for achieving educational goals. The purpose of this study is to identify the systems and instruments contained in the national education curriculum and the learning system used in Arabic language learning. The method used in this study is a systematic literature review. Data collection for the literature review was conducted through a literature review of relevant reference sources from books and journals for analysis and classification. The results obtained from this study are the K13 Curriculum system, which includes instruments for assessing attitudes, assessing knowledge, and assessing skills to achieve curriculum components. Meanwhile, in the Independent Curriculum, the instruments used to fulfill these components are assessments, both formative, summative, and diagnostic. Furthermore, in Arabic language learning, there are three learning systems: the unitary system, the branch system, and the combined system. All three systems share the same primary goal: to be able to use language correctly as a tool for communication, both directly and indirectly, both orally and in writing.
Planning Design in Arabic Language Curriculum Ahya Muthmainnah, Hilyah; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Arabic language learning has a strategic position in education, especially in Indonesia the largest Muslim country. For learning to be effective, careful and purposeful curriculum planning is required. This article aims to examine the design of curriculum planning in Arabic language learning, by highlighting the principles, foundations, stages, and management involved. This research uses a qualitative approach with a literature study method, namely through reviewing relevant literature related to the theory of Arabic curriculum planning and development. The study results show that Arabic curriculum planning must be based on the right educational philosophy, considering the needs of students, social demands, and scientific developments. The planning process includes setting goals, determining content, and methods, and evaluating integrated learning. In addition, the participation of teachers, students, and the community is an important element in curriculum decision-making. This study confirms that the success of Arabic language learning is largely determined by the quality of curriculum design that is contextual, realistic, and adaptive to changing times.
Efforts to Improve Students' Learning Interest in Speaking Skills Using Interactive Method for Grade VII Students in Cibojong Garut Zakia Mulkan, Ghina; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Speaking skills are essential abilities in language learning, yet many students encounter difficulties in speaking. This has prompted this research to investigate efforts to enhance students' interest in speaking skills through interactive methods in the seventh grade at Cibojong Garut. This descriptive qualitative study involved observation, interviews, and documentation to gather relevant data. The research findings indicate that interactive methods can increase students' learning interest, as evidenced by active participation, improved confidence, and enhanced learning outcomes in speaking activities. Supporting factors that contribute to this improvement include active student engagement during lessons, the use of engaging and varied media, as well as the teacher’s role in motivating students. On the other hand, several inhibiting factors were identified, such as student anxiety when speaking in front of others, limited vocabulary that restricts expression, and time constraints within the learning schedule. Therefore, implementing interactive methods consistently and creatively is crucial to foster a more positive and effective speaking learning environment.
Chomsky's Theory and Teaching Arabic for Special Purposes Hezam, Motea Naji Dabwan; Mardani, Dadan; Syafei, Isop
Ukazh: Journal of Arabic Studies Vol 6 No 2 (2025): Ukazh : Journal of Arabic Studies, June 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i2.1555

Abstract

This study aims to examine the characteristics of Arabic language instruction for specific purposes (ASP), assess the applicability of Noam Chomsky’s generative grammar theory within this context, and explore the major challenges faced in both Arab and non-Arab environments. Employing a qualitative-descriptive method with an inductive approach, the study is grounded in a literature review and critical analysis of instructional materials. The findings reveal that ASP instruction is marked by needs-based analysis, a strong emphasis on communicative competence, methodical flexibility, and specialized lexical-syntactic integration. Chomsky’s theory is shown to align with the ASP framework, as it promotes sentence generation capabilities over rote memorization. Nevertheless, the implementation faces multiple obstacles, including the lack of thematic textbooks, insufficient teacher training, diglossia, and the tendency to neglect cultural context in curriculum design. The study concludes with recommendations to develop Arabic language programs that are more responsive, context-driven, and linguistically sound.
Co-Authors A.Fathur Rohman Abdillah, Asep Abdul Kosim, Abdul Abdullah Husen Abdurahman, Pajar Ade Arip Ardiansyah Ahya Muthmainnah, Hilyah Ainun Hasyim Ardiansyah, Ade Arip Aria Ghaisan, Daffa Arip Ardiansyah, Ade Azizah, Zakiyah Dadan Mardani Dadan Nugraha edy El Haq Rahimahullah, Dinan Fakhrurrozi Furkony, Fadhli Fauzi Ali Mursyid Fauziah, Neng Nada Putri Fauziyah, Isma Hezam, Motea Naji Dabwan Hikmah Maulani Mahardianisa Mahardianisa Maryani, Lenni Selvi Maryani, Novy Mochamad Nur Ichsan Muhamad Ridwan, Rayhan Muhammad Hasan Mukarom Mukarom, Mukarom Musthafa, Izzuddin Muthmainah, Nur Qori Amarullah, Risal Rahmat, Nurkhalish Rohanda Rohanda, Rohanda Sanah, Siti Septia Rizpawa, Alfika Siti Muslimah, Anisa Suaidah, Ai Syukriya, Aini Ummu Ulfah, Ai Fitria Witrin Gamayanti, Witrin Yonan, Yonan Zaenal Abidin Zakia Mulkan, Ghina Zakiyah Nafsi