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Syafei, Isop

UIN Sunan Gunung Djati Bandung

Author-ID : 1556720

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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Analysis of Arabic Language Curriculum and Learning System: Instrumental Analysis Anisa Siti Muslimah; 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

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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 Hilyah Ahya Muthmainnah; 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

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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 Ghina Zakia Mulkan; 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

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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.

The Communicative Approach in Arabic Language Learning (Theoretical and Practical Perspectives) Isop Syafei; Ade Arip Ardiansyah; 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

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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.

Comparison Between Traditional and Modern Approaches in Arabic Language Teaching Isop Syafei; Ade Arip Ardiansyah; 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

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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 Isop Syafei; Ade Arip Ardiansyah; 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

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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 Isop Syafei; 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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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 Isop Syafei; 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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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 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

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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.

Analysis of Teachers’ Challenges in Implementing Arabic Language Learning Evaluation in Madrasah Aliyah and It’s Implementative Solutions Isop Syafei; Padilah Rizky Putri Rambe; Syahrul Jaki Ramadhan; Saad Abu Ramdani
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 | DOI: 10.15575/gdcs.v62i.3306

This study aims to describe the challenges faced by teachers in planning, implementing, and following up on Arabic language learning evaluation in Madrasah Aliyah, as well as to formulate applicable solutions for schools. The research employs a descriptive qualitative approach, with primary data obtained from interviews, observations, and teachers’ assessment documents, and secondary data derived from curriculum guidelines and supporting literature. Data were collected through semi-structured interviews, classroom observations, and analysis of evaluation tools. The data were then analyzed through processes of reduction, presentation, and conclusion drawing, with triangulation used to ensure validity. The findings indicate that teachers experience difficulties in developing skill-based assessment instruments, face limitations in conducting authentic assessments, and lack systematic follow-up procedures. Contributing factors include teachers’ competencies, limited facilities, curriculum demands, and the diverse abilities of students. The study also reveals that these challenges affect the accuracy of assessment and students’ achievement of learning competencies. Applicable solutions include providing guidance in instrument development, utilizing simple media, diversifying assessment formats, and implementing structured remedial and enrichment mechanisms.

Co-Authors A.Fathur Rohman Abdillah, Asep Abdul Basit Abdul Kodir Abdul Kosim, Abdul Abdullah Husen Acep Hermawan Ade Arip Ardiansyah Ade Nandang Aep Saepurrohman Ahmad Sururi Ahmad Syahid Aini Ummu Syukriya Ainun Hasyim Akbar, Ghufran Alfika Septia Rizpawa Anggia Putri Anisa Siti Muslimah Anwar Ridwan Nulloh Arief Yahya Sulaeman Arsal, Fathur Riyadhi Aulia Rahmi Aulia Rahmi, Aulia Azizah, Zakiyah D. Hidayat, D. Dabwan Hezam, Motea Naji Dadan Mardani Dadan Nugraha Dinan El Haq Rahimahullah Edy Etri Suryanti Fadhli Fakhrurrozi Furkony Faiza Alipvia Khoerunnisa Fauzi Ali Mursyid Fauziah, Neng Nada Putri Ghina Zakia Mulkan Gunawan Gunawan Hamzah Fathurrohman Arroja Hanifa Hanifa Harmanto Raharjo Hezam, Motea Naji Dabwan Hikmah Maulani Hilmi, Irpan Hilyah Ahya Muthmainnah Isma Fauziyah Izzuddin Izzuddin Musthafa Izzuddin Musthafa Izzudin Izzudin Izzudin Musthafa Izzudin Musthafa, Izzudin Jiya Ulhaq Nurwahidi Kania Herliana Kurnia M Nurul Fajri 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 Ihsan Muhammad Miftah Fathurrohman Muhammad Oleh Solehudin Muhammad Syahdan Muhammad Wildan Taufik MULYADI Mustafa, Izzuddin Musthafa, Izzuddin Muthmainah, Nur Naila Fauza Nugraha, Adhia Nurhasan Nurhasan Nurjanah, Naih Nurkhalish Rahmat Padilah Rizky Putri Rambe Pajar Abdurahman Raharjo, Harmanto Rayhan Muhamad Ridwan Refani, Afda Risal Qori Amarullah Rohanda Rohanda Rudi Sulaeman Saad Abu Ramdani Siti Ruai’ah Siti Sanah Suaidah, Ai Sukatin, Sukatin Susan Sundari Syahrul Jaki Ramadhan Syukriya, Aini Ummu Ulfah, Ai Fitria Usup Suparman Witrin Gamayanti, Witrin Yonan, Yonan Zaenal Abidin Zakiyah Nafsi

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