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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 Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al-Hasanah : Jurnal Pendidikan Agama Islam Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Edusifa: Jurnal Pendidikan Islam Ukazh : Journal of Arabic Studies Asalibuna HuRuf Journal : International Journal of Arabic Applied Linguistic Gunung Djati Conference Series Action Research Journal Indonesia (ARJI) Socio Politica : Jurnal Ilmiah Jurusan Sosiologi Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban SATHAR: JURNAL PENDIDIKAN BAHASA DAN SASTRA ARAB Journal of Arabic Language Learning and Teaching International Journal of Islamic Educational Research RECOMS JURNAL PENELITIAN DAN PENGABDIAN Ukazh: Journal of Arabic Studies Journal of Education and Social Culture Al Matla : Journal of Arabic Language Education
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

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REKONSTRUKSI KONSEP SIKLUS KEHIDUPAN MANUSIA DALAM PERSPEKTIF TEOLOGI PENDIDIKAN ISLAM Akbar, Ghufran; Mulyadi; Raharjo, Harmanto; Izzuddin; Syafe'i, Isop
Al-Hasanah : Jurnal Pendidikan Agama Islam Vol 10 No 2 (2025): Al-Hasanah : Jurnal Pendidikan Agama Islam
Publisher : STAI Pelabuhan Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51729/1021827

Abstract

Classical Islamic education emphasizes the integration of knowledge, ethics, and spirituality, yet modern educational practices often face challenges such as value fragmentation, moral crises, and academic pragmatism. This study aims to describe the concepts of knowledge, teacher, and peer according to Burhanuddin Az Zarnuji in Ta‘līm al-Muta‘allim, analyze the ethical, epistemic, and socio-pedagogical values embedded in it, and explore the relevance of these ideas for contemporary Islamic education. A qualitative library research method with descriptive-analytical approach was employed. Data were collected from classical and contemporary literature, including Ta‘līm al-Muta‘allim, books on Islamic education, and indexed journal articles, and analyzed through content analysis to interpret educational concepts and values relevant to the modern context. The results indicate that Az Zarnuji regards knowledge as a spiritual light requiring sincerity, perseverance, and moral internalization. Teachers serve as mediators of knowledge and ethical role models, while peers and the learning environment support the development of student dispositions and character. Values such as sincerity, humility, discipline, and respect for teachers are shown to be relevant for cultivating holistic, humanistic, and contextual Islamic education. These findings have significant implications for curriculum design, character development, lifelong learning strategies, and reinforcing the integration of knowledge and ethics in modern Islamic education.  
EPISTEMOLOGICAL INTEGRATION OF RATIONALISM AND SUFISM IN ISLAMIC EDUCATION: TOWARD A HOLISTIC LEARNING PARADIGM Raharjo, Harmanto; Musthafa, Izzudin; Syafei, Isop; Rahmi, Aulia; Refani, Afda
Al-Hasanah : Jurnal Pendidikan Agama Islam Vol 10 No 2 (2025): Al-Hasanah : Jurnal Pendidikan Agama Islam
Publisher : STAI Pelabuhan Ratu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51729/1021860

Abstract

This study aims to analyze the relationship between rationalist and Sufi methods in the pursuit of truth and their implications for Islamic education. The discussion focuses on three aspects: (1) the epistemological characteristics of rationalist and Sufi methods, (2) the dialectical relationship between rationality and inspiration, and (3) their synthesis in holistic Islamic learning. The research applies a descriptive-analytical and comparative approach through library research, examining both classical works of Muslim scholars such as al-Farabi, Ibn Sina, al-Ghazali, and Ibn ‘Arabi, and relevant contemporary literature. The findings reveal that rationalism provides logical and systematic structures, while Sufism offers spiritual depth and transcendental meaning. Their dialectical interaction produces an epistemological synthesis with implications for integrative curricula, the transformation of teachers’ roles as mu‘allim and murabbī, and the formation of insān kāmil—an intelligent, wise, and spiritually grounded individual.
Al-Dalālāt al-Kināʾiyyah fī al-Qurʾān al-Karīm wa Tawẓīfuhā fī Tadrīs al-Lughah al-ʿArabīyah (Dirāsah Uslūbīyah wa-Tadāwulīyah) Saepurrohman, Aep; M Yunus, Badruzzaman; Syafei, Isop
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v5i2.9479

Abstract

The Qur'an exhibits a distinctive linguistic style characterized by various rhetorical techniques, including kināyah (euphemism), used to convey divine messages with subtlety and refinement. This study explores the use of kināyah in the Qur'an from both stylistic and pragmatic perspectives and examines its implementation in Arabic language teaching. The research aims to provide an overview of kināyah in the Qur'an, identify its linguistic features through stylistic and pragmatic analysis, and highlight its pedagogical relevance. Theoretically, kināyah is seen as an elegant form of expression that stylistically involves word choice and placement, while pragmatically relating to communicative function, implicature, and speech acts. Using a qualitative approach and descriptive methods, the study employs content and discourse analysis. Key findings include: (a) the Qur'an presents kināyah across various themes—such as morality, psychological traits, and eschatology; (b) stylistically, it reveals semantic deviation and rhetorical strength; (c) pragmatically, it reflects implicit meanings and performative force; and (d) the study of kināyah offers valuable insights for enhancing Arabic language instruction.
Implementation of Arabic Language Learning Evaluation in Madrasah Aliyah: a Qualitative Descriptive Study on Teachers’ Assessment Practices Syafei, Isop; Ruai’ah, Siti; Fauza, Naila
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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

Abstract

This study aims to examine the implementation of Arabic language learning evaluation in Madrasah Aliyah, covering evaluation planning, the implementation of formative and summative assessments, the use of instruments assessing cognitive, affective, and psychomotor domains, the processing of assessment results, and follow-up actions such as remedial instruction, enrichment, and improvements in teaching strategies. This focus is intended to portray teachers’ actual assessment practices within the context of Arabic language learning at the Madrasah Aliyah level. The study employs a descriptive qualitative method using in-depth interviews, direct classroom evaluation observations, and document analysis, including lesson plans, assessment instruments, and student score records. Data were analyzed through the stages of reduction, data presentation, and conclusion drawing following the Miles and Huberman model. The findings indicate that teachers have implemented authentic assessments; however, the development of affective and psychomotor instruments remains insufficiently systematic. Evaluation is carried out through written tests, observations, and performance assessments of reading and speaking skills, although time constraints and large class sizes limit its effectiveness. Assessment results are processed using the e-report system, while follow-up actions include remedial programs, enrichment activities, and variations in teaching methods to enhance students’ Arabic language proficiency.
Rekonstruksi Maqām Ruhani dalam Tasawuf al-Ghazālī: Analisis Kualitatif atas Iḥyā’ ‘Ulūm ad-Dīn Ahmad Syahid; Muhammad Arwani; Isop Syafei; Izzuddin Musthafa
Journal of Education and Social Culture Vol. 1 No. 2 (2025): Journal of Education and Social Culture
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/jesc.v1i2.29

Abstract

Sufism constitutes a central dimension of Islamic scholarship, focusing on inner spiritual cultivation through maqāmāt and aḥwāl as means of approaching Allah. Imam al-Ghazālī, through his seminal work Iḥyā’ ‘Ulūm ad-Dīn, plays a pivotal role by integrating Sufism, sharī‘ah, and ethics. Although widely influential, the conceptual construction of maqām rūḥānī in this work has not been systematically reconstructed using a qualitative textual approach. Prior studies have discussed maqām in Islamic psychotherapy, psychology of religion, and spiritual education, yet they rarely address its structural and dynamic dimensions within al-Ghazālī’s framework. This study adopts qualitative library research employing content analysis and contextual-hermeneutic interpretation of Iḥyā’ ‘Ulūm ad-Dīn. The findings indicate that al-Ghazālī’s concept of maqām rūḥānī is integrative, dynamic, and non-hierarchical, reflecting a continuous process of ethical and spiritual transformation connected to tazkiyat al-nafs. Its adaptive structure corresponds to the spiritual condition of the sālik, rendering it relevant for contemporary Islamic education spirituality.
Moral Character Education via Social Media: Youth in Urban Bandung Mosques Kodir, Abdul; Syafei, Isop
Socio Politica : Jurnal Ilmiah Jurusan Sosiologi Vol. 16 No. 1 (2026): Socio Politica : Jurnal Ilmiah Jurusan Sosiologi
Publisher : Prodi Magister Sosiologi UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/socio-politica.v16i1.50028

Abstract

Social media increasingly shapes urban youth's moral development, including mosque youth expected to model religious values—a challenge prior character education efforts, focused on cognitive and ritual aspects, have failed to address amid digital advances. Adolescents struggle to filter information, resist negative content, and sustain moral behavior online and offline. This study innovates by empowering mosque youth as moral agents blending religious values with digital literacy. Objectives include describing social media's moral impacts, evaluating character education's role, and assessing mosque-based community service in Bandung. Using qualitative case studies of three mosque youth groups (via observation, interviews, and documentation), findings reveal social media's ambivalent effects: bolstering religious identity yet risking degradation. Mosque-rooted programs effectively build moral literacy, self-control, and value-based networks, underscoring adaptive, community-driven models for youth morality in the social media era.
Chomsky's Theory and Teaching Arabic for Special Purposes Dabwan Hezam, Motea Naji; Dadan Mardani; Isop Syafei
Ukazh : Journal of Arabic Studies Vol. 6 No. 2 (2025): Ukazh: Journal of Arabic Studies, June 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i2.217

Abstract

This study aimed to examine the characteristics of Arabic language instruction for specific purposes (ASP), assessed  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. The method employed in this study is a qualitative-descriptive 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 concluded the recommendations to develop Arabic language programs that are more responsive, context-driven, and linguistically sound.
Principles of Arabic Language Curriculum Design Fadhli Fakhrurrozi Furkony; Isop Syafei; Pajar Abdurahman; Ade Arip Ardiansyah
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

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 Dinan El Haq Rahimahullah; Isop Syafei; Dadan Nugraha
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

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 Nurkhalish Rahmat; Isop Syafei
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 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.
Co-Authors A.Fathur Rohman Abdillah, Asep Abdul Basit Abdul Kodir Abdul Kosim, Abdul Abdullah Husen Ade Arip Ardiansyah Ahmad Syahid Aini Ummu Syukriya Ainun Hasyim Akbar, Ghufran Alfika Septia Rizpawa Anisa Siti Muslimah Anwar Ridwan Nulloh Arief Yahya Sulaeman Arsal, Fathur Riyadhi Aulia Rahmi, Aulia Azizah, Zakiyah Budi, Firmansah Setia D. Hidayat, D. Dabwan Hezam, Motea Naji Dadan Mardani Dadan Nugraha Dedih Wahyudin, Dedih Dinan El Haq Rahimahullah edy Etri Suryanti Fadhli Fakhrurrozi Furkony Faiza Alipvia Khoerunnisa Fauzi Ali Mursyid Fauziah, Neng Nada Putri Fauziyah, Isma Ghina Zakia Mulkan Gunawan Gunawan Hanifa Hanifa Hezam, Motea Naji Dabwan Hikmah Maulani Hilmi, Irpan Hilyah Ahya Muthmainnah Izzuddin Izzuddin Musthafa Izzuddin Musthafa Izzudin Izzudin Izzudin Musthafa Izzudin Musthafa, Izzudin Kania Herliana Kurnia M Yunus, Badruzzaman Mahardianisa Mahardianisa Mahdi, Tubagus Ahmad Maryani, Lenni Selvi Maryani, Novy Maulana Yusup, Maulana Mefta Rahmat Fauzi Mochamad Nur Ichsan Muhammad Arwani Muhammad Hasan Muhammad Oleh Solehudin MULYADI Mustafa, Izzuddin Musthafa, Izzuddin Muthmainah, Nur Naila Fauza Nugraha, Adhia Nurhasan Nurhasan Nurjanah, Naih Nurkhalish Rahmat Padilah Rizky Putri Rambe Pajar Abdurahman Qori Amarullah, Risal Raharjo, Harmanto Rayhan Muhamad Ridwan Refani, Afda Rohanda Rohanda Ruai’ah, Siti Rudi Sulaeman Saad Abu Ramdani Saepurrohman, Aep Siti Sanah Suaidah, Ai Sukatin, Sukatin Susan Sundari Syahrul Jaki Ramadhan Syukriya, Aini Ummu Taufik, Muhammad Wildan Ulfah, Ai Fitria Usup Suparman Witrin Gamayanti, Witrin Yonan, Yonan Zaenal Abidin Zakiyah Nafsi