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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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The Institutional Arabic Language Curriculum Based on Outcome-Based Education in Islamic Higher Education Institutions Isop Syafei
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.3312

This study aims to analyze the urgency of implementing Outcome-Based Education (OBE) in the development of the institutional Arabic language curriculum at Islamic Higher Education Institutions (PTKI), identify relevant learning outcomes for students, design a curriculum model in accordance with higher education standards and OBE principles, and evaluate the challenges and opportunities of its implementation within PTKI’s scientific and institutional context. A descriptive qualitative approach was employed to analyze the OBE-based institutional Arabic language curriculum at PTKI. Primary data were obtained through interviews and observations, while secondary data were derived from documents and literature. Miles and Huberman’s interactive analysis model was applied with source triangulation, producing a valid, applicable curriculum model aligned with higher education standards. The findings indicate that the implementation of OBE in the Arabic language curriculum at PTKI is urgent, as the current curriculum remains normative, lacks applicability, and is not measurable. Students require communicative, academic, professional, and Islamic-oriented competencies to strengthen global competitiveness. An ideal OBE-based curriculum should integrate institutional vision, specific outcomes, competency-based structure, and authentic evaluation. Despite challenges such as limited lecturer competence, facilities, and paradigm resistance, opportunities emerge through national regulations, digitalization, global demand, and international collaboration.

Outcome-Based Education Curriculum for Arabic Instruction in Islamic Higher Education Institutions Isop Syafei
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.3315

This study aims to analyze the integration of the concepts and principles of Outcome-Based Education (OBE) into the Arabic instructional curriculum, formulate and implement learning outcomes, examine the applied teaching and assessment strategies, and evaluate the effectiveness of OBE curriculum implementation in enhancing Arabic language competencies of students in Islamic higher education institutions. This research employs a descriptive qualitative approach to understand the OBE-based Arabic instructional curriculum. Primary data were obtained from lecturers, coordinators, and students, while secondary data came from curriculum documents. Data were collected through interviews, observations, and document studies. Descriptive qualitative analysis involved data reduction, presentation, and conclusion drawing, with triangulation to ensure the validity and reliability of findings. The results indicate that integrating OBE principles into the Arabic curriculum creates a structured learning environment focused on achieving student competencies. Specific and measurable learning outcomes facilitate comprehensive evaluation and active participation through self-reflection. Interactive, collaborative, and project-based learning strategies, supported by authentic assessment, enhance communication, writing, and understanding of Arab-Islamic culture, while strengthening students’ academic competence, character, and professional readiness.

The National Arabic Language Curriculum Based on Outcome-Based Education at Islamic Religious Higher Education Institutions Isop Syafei
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.3320

This study aims to analyze the urgency of implementing Outcome-Based Education (OBE) in the development of the National Arabic Language Curriculum at Islamic Religious Higher Education Institutions, identify relevant learning outcomes for students, design a curriculum model in accordance with higher education standards, and evaluate the challenges and opportunities of its implementation within the scientific and institutional context of PTKI. A descriptive qualitative approach was employed to gain an in-depth understanding of the concept and implementation of the OBE-based National Arabic Language Curriculum in PTKI. Primary data were collected through interviews with lecturers, program managers, and students, while secondary data were obtained from curriculum documents, policies, and academic literature. Data collection techniques included interviews, observations, and document analysis. The data were analyzed interactively through reduction, presentation, and conclusion drawing, which were then linked to OBE theory and the Indonesian National Qualifications Framework (KKNI) standards. The findings indicate that implementing Outcome-Based Education (OBE) in the National Arabic Language Curriculum at PTKI is crucial since the previous curriculum was less application-oriented. OBE requires measurable, contextual learning outcomes aligned with KKNI and SN-Dikti to ensure graduates’ global competitiveness. The curriculum model should cover foundational, scientific, and applicative blocks with performance-based assessment. Despite challenges related to lecturers, facilities, and student heterogeneity, opportunities emerge through policy support, digital technology, and collaboration with national and international Islamic educational institutions.

The Implementation of the Reading Comprehension Method in Arabic Language Learning at Islamic Senior High Schools: Teachers’ and Students’ Perspectives Isop Syafei; Kania Herliana Kurnia; Faiza Alipvia Khoerunnisa
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.3322

This study aims to examine the implementation of the reading comprehension method in improving Arabic language learning at Madrasah Aliyah from the perspectives of teachers and students. This research employs a descriptive qualitative approach to provide an in-depth description of how the reading comprehension method is applied in Arabic language learning at Madrasah Aliyah, based on insights from both teachers and students. Primary data were obtained through classroom observations, in-depth interviews, and documentation, while secondary data consisted of the curriculum, syllabus, lesson plans, teaching materials, and supporting literature. Data collection was carried out through observation, interviews, and documentation to obtain authentic and comprehensive information. Data were analyzed using an interactive model that includes data reduction, data display, and conclusion drawing, repeatedly conducted until valid findings were produced. The results indicate that both teachers and students perceive the reading comprehension method as highly important and effective in Arabic language learning. Teachers implement the stages of pre-reading, while-reading, and post-reading through strategies such as skimming, scanning, annotating, guided reading, and reciprocal teaching. Students reported that the method helps them learn more systematically, increases motivation, and enhances learning autonomy. Visual media also strengthens reading interest. Challenges encountered include heterogeneous student abilities, limited vocabulary, short instructional time, and the lack of varied reading texts. Despite these constraints, the method remains effective in improving text comprehension and critical thinking skills.

Innovative and Creative Arabic Language Learning Models in Madrasah Aliyah: A Descriptive Qualitative Study Isop Syafei; Muhammad Oleh Solehudin; Hanifa Hanifa
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.3330

This study aims to identify the forms and characteristics of innovative and creative Arabic language learning models implemented at Madrasah Aliyah, the factors that support and hinder their application, and the impact of these innovative models on students’ motivation and engagement in the learning process. This research employs a descriptive qualitative approach to provide an in-depth portrayal of Arabic language learning innovations in Madrasah Aliyah. Data were obtained from teachers, students, school principals, and documents through observations, interviews, and documentation. The analysis followed the Miles and Huberman model, data reduction, data display, and verification. Validity was ensured through triangulation, allowing the processes, contexts, and dynamics of learning to be understood comprehensively. The findings show that innovation in Arabic language learning at Madrasah Aliyah reflects a transformation from traditional methods toward collaborative, contextual, and technology-based learning. These innovations appear in project-based learning, digital learning activities, and socio-cultural contextualization. Their success is influenced by teacher competence, student motivation, institutional support, and technological facilities. The innovative models enhance students’ motivation, engagement, and confidence in using Arabic, while reinforcing a student-centered learning paradigm that is adaptive to 21st-century competencies.

Implementasi Pendidikan Nilai Islami Berbasis Manhaj al-Tazkiyah dalam Membentuk Kepribadian Muslim Nurhasan Nurhasan; Susan Sundari; Rudi Sulaeman; Isop Syafei; Izzudin Izzudin
Action Research Journal Indonesia (ARJI) Vol. 8 No. 1 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i1.671

Pendidikan nilai Islami menghadapi tantangan serius di era globalisasi yang ditandai dengan degradasi moral dan lemahnya kesadaran spiritual di kalangan santri. Penelitian ini bertujuan menganalisis konsep, strategi penerapan, serta faktor pendukung dan penghambat efektivitas strategi pendidikan nilai Islami berbasis Manhaj al-Tazkiyah dalam membentuk kepribadian Muslim di lembaga pendidikan pesantren. Penelitian menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Sampel penelitian adalah kiai, ustaz, dan santri di lembaga Pesantren Baitul Arqom Ciparay Bandung. Analisis data dilakukan dengan teknik analisis interaktif Miles dan Huberman meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa konsep Manhaj al-Tazkiyah diterapkan secara integral melalui tiga dimensi: sistem kurikulum bernuansa spiritual, kultur kelembagaan berbasis keteladanan kiai, dan pembinaan ruhani melalui amaliyah santri. Strategi penerapannya mencakup keteladanan (uswah hasanah), pembiasaan dan pengamalan nilai, internalisasi melalui pembelajaran spiritual, serta refleksi diri melalui muhasabah dan muraqabah. Faktor pendukungnya meliputi keteladanan kiai dan ustaz, budaya keagamaan pesantren, kurikulum integratif, dan dukungan sosial. Faktor penghambatnya berupa keterbatasan sumber daya spiritual, pengaruh budaya digital, dan heterogenitas latar belakang santri. Implikasi dari hasil penelitian ini adalah perlunya penguatan sistem pendidikan nilai yang berlandaskan Manhaj al-Tazkiyah secara lebih terstruktur, terukur, dan adaptif terhadap konteks zaman dalam membentuk kepribadian muslim paripurna (insan kamis) yang berilmu, berakhlak, dan berjiwa spiritual di tengah tantangan modernitas.

Implikasi Teori Belajar Kognitivisme terhadap Pembelajaran Bahasa Arab the Implications of Cognitive Learning Theory on Arabic Language Learning Isop Syafei
Attractive : Innovative Education Journal Vol. 7 No. 2 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i2.1788

This study aims to examine the application of cognitive theory in Arabic language learning and analyze its implications for the design, implementation, and evaluation of instruction, including its strengths and weaknesses. The method used is a literature review, examining various relevant and credible written sources. This approach is employed to gain a deeper understanding of the application of cognitive theory in the context of Arabic language learning. The analysis technique includes the processes of searching, selecting, critically evaluating, and thoroughly analyzing literature. The reliability and validity of the research are ensured through systematic and structured steps. The findings of the study show: (1) Cognitive theory supports Arabic language learning through strengthening mental processes, meaningful understanding, active participation, the use of metacognitive strategies, and the role of the teacher as a facilitator. (2) Cognitive-based learning aims to optimize students' cognitive processes through deep understanding, active participation, and the application of metacognitive strategies. Instructional design needs to be structured by considering information, context, and active language interaction. (3) The teacher and student roles are crucial in fostering collaborative interaction and using metacognitive strategies to support student understanding. (4) This theory influences the evaluation of learning through formative, authentic, understanding-based assessments and constructive feedback. (5) Its strengths encourage deep understanding and active participation, while its weaknesses overlook social and cultural aspects. Thus, this study integrates cognitive theory into Arabic language learning through meaningful understanding, active participation, metacognitive strategies, collaborative interaction, and context-based evaluation.

Analisis Sistem Kurikulum dan Pembelajaran Bahasa Arab: Tinjauan Aspek Input, Instrumental, dan Lingkungan di MTs Ashhabul Maimanah Susukan M Nurul Fajri; Isop Syafei
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.2975

Penelitian ini bertujuan menganalisis sistem kurikulum dan pembelajaran Bahasa Arab berdasarkan aspek input, instrumental, dan environmental untuk mengidentifikasi faktor-faktor yang memengaruhi efektivitas penyelenggaraan pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di salah satu lembaga pendidikan Islam yaitu MTs ashhabul Maimanah Susukan. Data dikumpulkan melalui observasi, wawancara mendalam dengan kepala lembaga, guru Bahasa Arab, dan peserta didik, serta studi dokumentasi terhadap kurikulum, perangkat pembelajaran, dan dokumen pendukung. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa efektivitas pembelajaran Bahasa Arab ditentukan oleh keterkaitan antara aspek input yang mencakup kompetensi pendidik, karakteristik peserta didik, dan kurikulum; aspek instrumental yang meliputi metode, media, sarana, dan evaluasi pembelajaran; serta aspek environmental berupa dukungan lingkungan sekolah, keluarga, dan budaya berbahasa. Sinergi ketiga aspek tersebut berkontribusi terhadap terciptanya proses pembelajaran Bahasa Arab yang lebih efektif dan berkelanjutan.

Inovasi Kurikulum Bahasa Arab di Madrasah Aliyah: Studi Kualitatif tentang Konsep dan Strategi Pengembangannya Anggia Putri; Jiya Ulhaq Nurwahidi; Muhammad Syahdan; Isop Syafei
Action Research Literate Vol. 10 No. 2 (2026): Action Research Literate
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/arl.v10i2.3104

Pembelajaran bahasa Arab di Madrasah Aliyah masih didominasi pendekatan gramatikal, rendahnya integrasi teknologi, dan belum sepenuhnya menjawab tuntutan kompetensi abad ke-21, sementara kajian terdahulu tentang inovasi kurikulum bahasa Arab masih terbatas pada aspek kebijakan dan implementasi tertentu. Penelitian ini bertujuan mendeskripsikan konsep inovasi kurikulum bahasa Arab di Madrasah Aliyah beserta landasan, tujuan, dan prinsip pengembangannya, serta menganalisis strategi pengembangannya secara komprehensif untuk mengisi kesenjangan tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif berbasis kajian pustaka (library research), dengan data primer dan sekunder dari buku, artikel jurnal, hasil penelitian, dan dokumen kurikulum yang dianalisis melalui teknik analisis isi (content analysis) dan triangulasi sumber. Hasil penelitian menunjukkan bahwa inovasi kurikulum bahasa Arab dilakukan melalui pembaruan tujuan, metode, media, dan evaluasi pembelajaran yang lebih komunikatif dan kontekstual, dilaksanakan melalui perencanaan, implementasi, dan evaluasi berkelanjutan yang didukung oleh kompetensi guru, kepemimpinan madrasah, dan pemanfaatan teknologi, meskipun keterbatasan sarana dan rendahnya motivasi belajar masih menjadi tantangan. Temuan ini berimplikasi pada perlunya sinergi antara kompetensi guru, kepemimpinan madrasah, dan pemanfaatan teknologi, serta diharapkan memperkaya kajian akademik dan menjadi rujukan strategis bagi guru, pengembang kurikulum, dan pembuat kebijakan dalam merancang kurikulum bahasa Arab yang lebih adaptif, komunikatif, dan berkelanjutan.

Tasybih Ḍimnī dalam Kitab Dīwān al-Imām al-Syāfi‘ī (Analisis Balaghah dan Nilai-Nilai Pendidikan Islam di dalamnya) Muhammad Miftah Fathurrohman; Isop Syafei
Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 4 No. 2 (2026): Juni: Perspektif : Jurnal Pendidikan dan Ilmu Bahasa
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/perspektif.v4i2.3009

This study aims to analyze the forms of tasybīh ḍimnī in Dīwān al-Imām al-Syāfi‘ī by Imam al-Shafi‘i, identify its elements (musyabbah, musyabbah bih, and wajh al-syabah), and examine the Islamic educational values contained within it. This research employs a descriptive qualitative approach using the content analysis method. The data consist of poetic verses containing tasybīh ḍimnī, focusing on 10 representative stanzas selected from 279 poems. The results show that tasybīh ḍimnī is an implicit form of simile that does not explicitly employ comparative particles, but is instead understood through contextual meaning relations. From the perspective of balaghah, this form is characterized by its implicit and argumentative nature, as well as its ability to construct meaning through logical analogy. The elements of tasybīh can still be identified through meaning reconstruction, even though they are not directly stated. Furthermore, the study reveals Islamic educational values encompassing the dimensions of īmān, islām, and ihsān. The value of īmān is reflected in dependence upon Allah, the value of islām in social life practices, and the value of ihsān in the cultivation of moral virtues such as patience and qanā‘ah (contentment). Thus, tasybīh ḍimnī functions not only as an aesthetic element, but also as an integrative educational medium.

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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