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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

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The Communicative Approach in Arabic Language Learning (Theoretical and Practical Perspectives) Syafei, Isop; Ardiansyah, Ade Arip; 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 study explores the communicative approach in Arabic language learning from both theoretical and practical perspectives as a response to the need for functional and contextual language proficiency. In the context of modern education, Arabic language learning can no longer rely solely on grammatical mastery; instead, it must be directed toward the ability to communicate effectively in various real-life situations. The purpose of this study is to examine the communicative approach in Arabic language teaching from both theoretical and practical aspects. A qualitative approach was employed, using library research and limited field observation in Arabic teaching practices. Data were collected through documentation, field notes, and analysis of learning materials, and then analyzed descriptively and critically. The findings show that the communicative approach theoretically emphasizes the use of Arabic in real-life contexts, based on language acquisition theory and communicative competence. Practically, it requires interactive methods, teacher training, contextual materials, and digital technologies to enhance students’ language skills, motivation, and understanding of religious and social values in an integrated manner. These findings affirm that the communicative approach should be systematically integrated into the Arabic language curriculum and instructional strategies to make learning more relevant, effective, and meaningful.
Didactic Transposition in Reading Material : Linking Knowledge to be Taught and Assessment for Learning Maulani, Hikmah; Syafei, Isop; Muthmainah, Nur
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol. 11 No. 2 (2025): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i2.15375

Abstract

This study aims to elaborate on the assessment of instructional planning (lesson plan), particularly how planning emerges from the teacher's internal didactic transposition. It focuses on the diffusion of knowledge by teachers from the curriculum and textbooks into the form of teaching modules or lesson plans. A qualitative approach through phenomenological research method was employed in this study. The data sources include the Arabic language teaching module for Grade 3 Madrasah Ibtidaiyah in Bandung and Arabic language teacher as participants. The selection of one Arabic teacher as a participant in this study can be justified methodologically with a purposive sampling approach. Data collection techniques consisted of document analysis and in-depth interviews, followed by a praxeological review as an analytical tool. The assessment results identified learning barriers faced by students in the Qiraah (reading) skill material. In this context, internal didactic transposition defined as the transformation of theoretical material into teaching practice plays a crucial role in aligning instructional content with students’ needs and learning objectives. The process of internal transposition in Qiraah instruction positively impacts students’ reading skills, especially when teaching materials are adapted contextually and made relevant to the students’ proficiency levels. These findings pave the way for deeper investigation into the influence of teacher-student verbal exchanges and teaching approaches on students’ comprehension of vocabulary and their reading strategies in Arabic text-based instruction.
Comparison Between Traditional and Modern Approaches in Arabic Language Teaching 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 analyze the similarities, differences, strengths, and weaknesses between traditional and modern approaches in teaching Arabic. Employing a qualitative approach through a comparative study method, the research examines both approaches to identify their respective advantages and limitations in Arabic language instruction. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, presentation, and inductive conclusion drawing, resulting in a comprehensive portrayal grounded in empirical findings and theoretical literature. The results indicate that Arabic language teaching has evolved from traditional methods centered on memorization and grammar toward modern approaches emphasizing communication, collaboration, and technology integration. Both approaches share the goal of equipping students with oral and written skills, with the teacher’s role and assessment remaining essential. The traditional approach excels in grammatical depth, while the modern approach excels in interactivity. The shortcomings of each approach necessitate that teachers select strategies aligned with students’ needs and learning objectives. The findings recommend combining the best elements of both approaches to develop an Arabic language teaching model that is balanced, relevant to contemporary needs, and firmly rooted in scholarly traditions and Arab-Islamic cultural values.
Pedagogical Competence of Arabic Language Teachers Based on the National Education Standards 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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Abstract

This study aims to examine the pedagogical competence of Arabic language teachers in accordance with the National Education Standards. A descriptive qualitative approach was employed to provide an in-depth depiction of teachers’ pedagogical competence based on these standards, covering the stages of lesson planning, implementation, and evaluation. Primary data were obtained through interviews, observations, and documentation, while secondary data were collected from official documents and relevant literature. Data collection techniques included observation, semi-structured interviews, and document analysis with triangulation to ensure accuracy. Data analysis followed the Miles and Huberman model through reduction, presentation, and inductive conclusion drawing to produce valid and contextual findings. The results indicate that the pedagogical competence of Arabic language teachers encompasses understanding students, planning, implementing, evaluating, and developing learners’ potential by integrating language skills and Islamic values. Teachers are required to master learning theories, develop curricula, utilize technology, and conduct valid assessments. Moreover, teachers are expected to foster students’ creativity and 21st-century skills, thereby making learning more effective, meaningful, and aligned with the National Education Standards. This study recommends enhancing the pedagogical competence of Arabic language teachers through continuous professional development, integration of educational technology, and strengthening of Islamic value-based curricula to support students’ 21st-century skills.
Personality Competence of Arabic Language Teachers From the Perspective of Islamic Educational Philosophy Syafei, Isop; Rohanda, Rohanda
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 purpose of this study is to conduct an in-depth examination of the personality competence of Arabic language teachers based on the principles of Islamic educational philosophy. This research employs a qualitative approach with a literature study method to analyze the personality competence of Arabic language teachers from the perspective of Islamic educational philosophy. Primary and secondary data were collected from classical and modern literature, including the works of al-Ghazali and policy documents. Data collection techniques involved document review and evaluation of sources based on their credibility and relevance. Data analysis was conducted using descriptive-analytical content analysis to interpret meanings and patterns within the texts, resulting in a profound philosophical understanding of the personality competence of Arabic language teachers. The findings indicate that Islamic educational philosophy positions Arabic language teachers as moral exemplars and spiritual guides. Personality competence encompasses tauhid (the oneness of God), moral integrity, emotional balance, professionalism, cultural wisdom, and commitment to spiritual development. By integrating Qur’anic values and language skills, teachers play a strategic role in shaping students’ faith, morality, and competencies, thereby making education holistic, relevant, and beneficial for the welfare of the community. These findings affirm that Arabic language teachers must develop personality competencies including tauhid, moral integrity, emotional balance, professionalism, cultural wisdom, and spiritual commitment. This is essential to realizing Arabic language learning that is holistic, meaningful, and aligned with the values of Islamic educational philosophy for the betterment of society.
Professional Competence of Arabic Language Teachers Based on the National Education Standards Syafei, Isop; Ardiansyah, Ade Arip
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 study aims to analyze the professional competence of Arabic language teachers based on the National Education Standards (NES). It employs a descriptive qualitative approach to provide an in-depth portrayal of Arabic language teachers’ professional competence in accordance with the NES. Primary data were obtained through interviews and observations, while secondary data were sourced from official documents. Data collection techniques included in-depth interviews, participatory observation, and document analysis. Data analysis followed the interactive model of Miles, Huberman, and Saldana, incorporating source, method, and time triangulation to ensure the validity and credibility of the findings. The results indicate that Arabic language teachers play a vital role in improving education quality in line with the NES through mastery of language materials both theoretically and practically, language skills, and the development of relevant teaching materials. They integrate Arab-Islamic culture, utilize educational technology, and conduct Classroom Action Research to improve teaching methods. With these competencies, teachers can create effective, adaptive, and relevant learning environments, thus achieving the optimal goals of Arabic language education. The findings suggest that Arabic language teachers should continuously enhance their professional competence through ongoing training, the use of educational technology, and the development of contextual learning materials. Strengthening the integration of Arab-Islamic cultural values and the application of Classroom Action Research is essential for refining teaching strategies. These efforts will contribute to the creation of effective, adaptive, and contemporary learning, thereby optimizing the achievement of Arabic language learning objectives.
Social Competence of Arabic Language Teachers Based on the National Education Standards 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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Abstract

This study aims to identify the social competence of Arabic language teachers based on the indicators of the National Education Standards (SNP). A descriptive qualitative approach was employed to portray the social competence of Arabic language teachers according to the SNP indicators. Primary data were obtained through interviews, observations, and documentation, while secondary data were gathered from official documents. Data analysis followed the Miles and Huberman model, which includes data reduction, data display, and inductive conclusion drawing to produce valid findings. The results indicate that the social competence of Arabic language teachers within the SNP framework includes the ability to communicate effectively, empathetically, and politely; to socialize within the school and the community; to respect diversity; to adapt to local culture; and to integrate Islamic values. Such competence is essential for conveying Arab-Islamic cultural values in the Indonesian context, ensuring that learning not only teaches the language but also fosters character building, tolerance, and harmonious social relations in educational and community settings. These findings suggest that Arabic language teachers should engage in continuous professional development focusing on effective communication, cross-cultural understanding, and the integration of Islamic values. Schools are encouraged to support community-based collaborative programs to strengthen teachers’ roles in fostering character, tolerance, and harmonious social relations in alignment with Indonesia’s cultural context.
Peningkatan Motivasi Siswa dalam Pembelajaran Bahasa Arab Melalui Penerapan Metode Edutainment Fauziyah, Isma; Syafei, Isop
Jurnal Recoms Vol 1 No 2 (2024): Recoms: Jurnal Penelitian dan Pengabdian
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/rc.v1i2.291

Abstract

Motivation is essential for the success of Arabic language learning, as students' internal drive affects their engagement and effort in understanding the material. However, enhancing this motivation can be challenging. The edutainment method is considered a potential solution to improve student motivation in learning Arabic. This study aims to increase motivation through the edutainment method at Al-Mu'izz Islamic Elementary School in Bandung. Using a quantitative approach, data were collected through observation, achievement tests, and documentation. The findings show that the edutainment method significantly impacts the motivation of fifth-grade students at Al-Mu'izz Islamic Elementary School. The average pretest score was 47.22, while the posttest score was 84.00, demonstrating a clear improvement. The difference is further confirmed by the t-test result, which shows a significance value of 0.001, less than 0.05. Therefore, it can be concluded that the edutainment method significantly enhances student motivation in Arabic learning at this school.
IMPLEMENTATION OF BEHAVIORISM LEARNING THEORIES IN ARABIC LEARNING PLANNING Syafe'i, Isop; Ulfah, Ai Fitria
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 3 No 2 Oktober 2020
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.063 KB) | DOI: 10.35931/am.v3i2.298

Abstract

The purpose of this research to know the theory of learning behaviorism through BF Skinner's thinking in planning Arabic learning. This research method is literature study with qualitative approach, data is extracted through literature study and analyzed through content analysis. The primary data source in this study is The Theories of Learning by Ratna Willis Dahar. While secondary data in this study were obtained from literature exploration related to the discussion. The results of the analysis show that the BF Skinner theory can be applied in Arabic learning planning that is the material being studied is analyzed up to the units organically, the subject matter is used a module system, learning evaluation must be notified to students, if incorrectly corrected and if properly strengthened, more tests emphasized for the sake of diagnostics, in education prioritizing changing the environment to avoid violations so as not to punish, prioritizing the needs that will lead to operant behavior, the behavior desired by educators are rewarded, the desired behavior is analyzed in small ways, increasingly reaching goals, implementing mastery learning is to learn the material thoroughly according to each time because each child has a different rhythm.
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