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Integrative Diniyah Curriculum in Formal Schools at Tebuireng Pesantren Jombang Sholihuddin, Ahmad; Nidak, Khoiru
Didaktika Religia Vol. 11 No. 2 (2023): December
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v11i2.10

This article explores the steps of diniyah integration in formal institutions, improving the quality of diniyah learning organization, and developing diniyah integration in formal institutions in Tebuireng. With a qualitative approach and case study type, the primary data is in the form of learning activities at SMP A. Wahid Hasyim and MTs Salafiyah Syafi'iyah Tebuireng Jombang, curriculum structure documents and learning tools, with resource persons the manager and teachers, and learning activities. Data collection uses documentation, interviews, and observation, with data analysis techniques according to Miles Huberman's theory. The results of the study show that integration with the integrative-interconnective model is in the form of incorporating the curriculum of madrasah diniyah pondok pesantren with the levels of I'dâd, Ûlâ, Wusthâ, and 'Ulyâ into schools through adjustments to grade levels 7, 8, and 9. Starting from the calculation of hours and subjects of diniyah, then identifying students based on the level of madrasah diniyah pondok pesantren, which results in the integration of Ûlâ classes in major to junior and senior high schools, and Wusthâ in minor. For MTs, the Wusthâ class curriculum is integrated in major and ‘Ulyâ in minor. The MA level integrates the ‘Ulyâ class fifty-fifty with the Wusthâ class. Improving the quality of teachers through debriefing, ongoing academic activities, and coaching. Teacher supervision becomes a direct and factual entrance to the findings and problems faced by diniyah teachers, also through the Subject Teacher Conference (MGMP) forum. Development of diniyah integration in the form of HR supervision through MGMP and the content of diniyah lessons as well as the restructuring of lesson hours.

The Role of the Use aljazeera.net Website in Improving the Mastery of Modern Arabic vocabulary in Learning the Tarjamah Lishahafah Majoring in Arabic Education State Islamic Institute of Kediri Sholihuddin, Ahmad; Muslimah, Maziyyatul; Riyani, Adina
Al-Wasil Vol. 1 No. 1 (2023): June
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v1i1.755

The use of media is very important in learning, including learning Arabic. Media is an important element. Media is very helpful for teachers to maximize the delivery of material to students. Media can also be the main source of learning and as a support for learning. There are various kinds of learning media, one of which is website-based media. In learning to translate lishahafah PBA IAIN Kediri using website-based learning media, namely aljazeera.net as the main source of learning. This study aims to (1) describe the use of the aljazeera.net website media in learning to translate lishahfah PBA IAIN Kediri, (2) describe the role of the aljazeera.net website media in improving modern Arabic vocabulary mastery in learning translation of lishahfah PBA IAIN Kediri. To achieve this goal, the researcher used a descriptive qualitative approach. Data collection techniques used interviews and questionnaires with triangulation techniques to test the validity of the data. Data analysis uses the Miles and Huberman model, namely, data reduction, data presentation and conclusions. The results showed that 1) the use of the media website aljazeera.net was used in learning to translate lishahafah because on the website there were various Arabic news stories. The use of the aljazeera.net website as a learning medium is done by students searching for news texts then translating the news and then presenting the results of their translations. Although there are obstacles in using the website 2) the media website aljazeera.net contributes to making learning more effective and efficient, increasing knowledge about new terms in Arabic, knowing how to write the correct word and sentence tarkib, improving translation skills and adding insight .

Penerapan Metode Imla’ Mandzur Pada Pembelajaran Maharah Kitabah: The Imla' Mandzur Method in Learning Maharah Kitabah ‘Ula, Elok Milhana Rohmatul; Faruq, Umar; Sholihuddin, Ahmad
Al-Wasil Vol. 1 No. 2 (2023): December
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v1i2.2564

Factors related to writing skills to improve students' abilities include the methods used by teachers. And one of the learning methods related to writing skills is the imla' mandzur method. This method can train students in measuring memory and writing Arabic.This research is a type of qualitative descriptive research and the method used in this research is a qualitative method, with the Miles and Huberman approach. Data collection methods are interviews, observation and documentation, or what is usually called the triangulation method. The formulation of the problem in this research is how to apply the imla' mandzur method and what problems are faced. The aim of the research is to find out how to apply the imla' mandzur method, what are the problems in applying the imla' mandzur method. The results of this research show that the application of the imla' mandzur method in class VIII MTs Nurul Islam can improve students' writing skills. the process of implementing the imla' mandzur method includes giving mufrodat before learning, students are asked to observe the reading text, once it is sufficient then the teacher asks students to close the reading text, the teacher dictates the text and students are asked to write what the teacher dictates on the worksheet without looking at the reading text . Sometimes the teacher also writes a reading text on the blackboard, asks the students to observe the writing, the teacher erases the writing and dictates it. The problem faced is that students do not master Arabic vocabulary, making it difficult for them to follow writing skills using the imla' mandzur method.

The Role of the Use aljazeera.net Website in Improving the Mastery of Modern Arabic vocabulary in Learning the Tarjamah Lishahafah Majoring in Arabic Education State Islamic Institute of Kediri Sholihuddin, Ahmad; Muslimah, Maziyyatul; Riyani, Adina
Al-Wasil Vol. 1 No. 1 (2023): June
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v1i1.755

The use of media is very important in learning, including learning Arabic. Media is an important element. Media is very helpful for teachers to maximize the delivery of material to students. Media can also be the main source of learning and as a support for learning. There are various kinds of learning media, one of which is website-based media. In learning to translate lishahafah PBA IAIN Kediri using website-based learning media, namely aljazeera.net as the main source of learning. This study aims to (1) describe the use of the aljazeera.net website media in learning to translate lishahfah PBA IAIN Kediri, (2) describe the role of the aljazeera.net website media in improving modern Arabic vocabulary mastery in learning translation of lishahfah PBA IAIN Kediri. To achieve this goal, the researcher used a descriptive qualitative approach. Data collection techniques used interviews and questionnaires with triangulation techniques to test the validity of the data. Data analysis uses the Miles and Huberman model, namely, data reduction, data presentation and conclusions. The results showed that 1) the use of the media website aljazeera.net was used in learning to translate lishahafah because on the website there were various Arabic news stories. The use of the aljazeera.net website as a learning medium is done by students searching for news texts then translating the news and then presenting the results of their translations. Although there are obstacles in using the website 2) the media website aljazeera.net contributes to making learning more effective and efficient, increasing knowledge about new terms in Arabic, knowing how to write the correct word and sentence tarkib, improving translation skills and adding insight .

Penerapan Metode Imla’ Mandzur Pada Pembelajaran Maharah Kitabah: The Imla' Mandzur Method in Learning Maharah Kitabah ‘Ula, Elok Milhana Rohmatul; Faruq, Umar; Sholihuddin, Ahmad
Al-Wasil Vol. 1 No. 2 (2023): December
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v1i2.2564

Factors related to writing skills to improve students' abilities include the methods used by teachers. And one of the learning methods related to writing skills is the imla' mandzur method. This method can train students in measuring memory and writing Arabic.This research is a type of qualitative descriptive research and the method used in this research is a qualitative method, with the Miles and Huberman approach. Data collection methods are interviews, observation and documentation, or what is usually called the triangulation method. The formulation of the problem in this research is how to apply the imla' mandzur method and what problems are faced. The aim of the research is to find out how to apply the imla' mandzur method, what are the problems in applying the imla' mandzur method. The results of this research show that the application of the imla' mandzur method in class VIII MTs Nurul Islam can improve students' writing skills. the process of implementing the imla' mandzur method includes giving mufrodat before learning, students are asked to observe the reading text, once it is sufficient then the teacher asks students to close the reading text, the teacher dictates the text and students are asked to write what the teacher dictates on the worksheet without looking at the reading text . Sometimes the teacher also writes a reading text on the blackboard, asks the students to observe the writing, the teacher erases the writing and dictates it. The problem faced is that students do not master Arabic vocabulary, making it difficult for them to follow writing skills using the imla' mandzur method.

Pengaruh Metode Talking Stick Berbantuan Audio Visual terhadap Maharah Kalam Masrifah, Nurriyatul; Sholihuddin, Ahmad
Al-Wasil Vol. 2 No. 2 (2024): December
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v2i2.2589

This study aims to examine the implementation of the talking stick method supported by audio-visual media in improving the maharah kalam (speaking skills) of seventh-grade students at MTsN 2 Kota Blitar. Employing a quantitative approach with a quasi-experimental design, the study involved 35 students from class VII-A as the experimental group and 35 students from class VII-B as the control group. Research instruments included observation, tests, and documentation, with data analysis conducted through normality tests, homogeneity tests, and independent sample t-tests. The findings revealed that the average post-test score of the experimental group (81.4) was higher than that of the control group (77.2), with a t-value of 3.695 and a significance level of p = 0.001. These results indicate a significant difference between the two groups, leading to the conclusion that the talking stick method supported by audio-visual media positively influences students’ maharah kalam skills.

Peningkatan Kualitas Kurikuler Pembelajaran Materi Diniyah pada Pendidikan Formal Pesantren: Pengalaman Pesantren di Jawa Timur Sholihuddin, Ahmad; Nidak, Khoiru
Ngarsa: Journal of Dedication Based on Local Wisdom Vol. 4 No. 2 (2024): Ngarsa: Journal of Dedication Based on Local Wisdom
Publisher : LP2M UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ngarsa.v4i2.455

Many pesantrens integrate the local content of diniyah subjects into their formal institutions, including schools and madrasahs. This integration implies that the teaching of diniyah (Islamic religious subjects) materials must adhere to the standards of general subject instruction, as implemented in Pesantren Tebuireng, Jombang, East Java. Therefore, it is necessary to enhance pedagogical competencies through training and mentoring to improve educators' abilities in three main areas: (1) teaching methods, (2) preparation of teaching tools, and (3) test development. This activity employed the Community-Based Research (CBR) model, which encourages co-learning processes and capacity building. The results of this community service initiative show that: (1) in terms of teaching methods, there was an improvement through self-improvement supported by the role of subject teacher association (MGMP) for diniyah teachers and peer teaching activities; (2) in terms of teaching tools, there was progress in preparing standardized lesson plans (RPP); and (3) in terms of evaluation and assessment, process skills need to be honed to produce questions of proportional cognitive quality, both at Middle Order Thinking Skills (MOTS) and Higher Order Thinking Skills (HOTS) levels. Keywords: Pedagogical competence, Islamic religious subjects, Formal education, Pesantre Abstrak: Banyak pesantren mengintegrasikan muatan lokal mata pelajaran diniyah ke dalam lembaga formalnya, baik sekolah maupun madrasah. Integrasi ini membawa implikasi pada kewajiban pelaksanaan pembelajaran materi diniyah yang harus mengikuti ketentuan pembelajaran mata pelajaran umum, seperti yang diterapkan di Pesantren Tebuireng, Jombang, Jawa Timur. Oleh karena itu, diperlukan peningkatan kompetensi pedagogik melalui pelatihan dan pendampingan untuk meningkatkan kemampuan tenaga pendidik dalam tiga aspek utama: (1) metode pengajaran, (2) penyusunan perangkat pembelajaran, dan (3) penyusunan soal. Kegiatan ini menggunakan model Community-Based Research (CBR) dengan pendekatan yang mendorong terjadinya proses co-learning dan pengembangan kapasitas. Hasil pengabdian menunjukkan: (1) pada aspek metode pengajaran, terjadi peningkatan kemampuan melalui self-improvement yang didukung oleh peran Musyawarah Guru Mata Pelajaran (MGMP) guru diniyah dan kegiatan peer teaching; (2) pada aspek perangkat pembelajaran, terjadi peningkatan kemampuan dalam penyusunan kelengkapan perangkat Rencana Pelaksanaan Pembelajaran (RPP) yang terstandar; dan (3) pada aspek evaluasi dan penilaian, diperlukan keterampilan proses untuk menghasilkan soal dengan kualitas pemikiran yang proporsional, baik pada level Middle Order Thinking Skills (MOTS) maupun Higher Order Thinking Skills (HOTS). Kata kunci: Kompetensi pedagogik, Mata pelajaran diniyah, Pendidikan formal, Pesantren

Integrative Diniyah Curriculum in Formal Schools at Tebuireng Pesantren Jombang Sholihuddin, Ahmad; Nidak, Khoiru
Didaktika Religia Vol. 11 No. 2 (2023): December
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v11i2.10

This article examines the incorporation of diniyah education into formal educational structures, with a particular focus on Tebuireng, with the objective of optimising the efficacy of diniyah learning institutions. A qualitative case study approach was employed, with particular focus on SMP A. Wahid Hasyim and MTs Salafiyah Syafi’iyah Tebuireng in Jombang. The data was gathered through the utilisation of documentation, interviews and observations, with the subsequent analysis conducted in accordance with the principles established by Miles and Huberman. The findings indicate that the integration of the madrasah diniyah pondok pesantren curriculum into formal educational institutions is achieved through the adaptation of grades 7, 8, and 9, with the curriculum and instructional hours tailored to align with the proficiency level of the students. The ‘Ula’ classes are incorporated into the major and junior/senior high school levels, while the ‘Wustha’ classes are integrated into the minor levels. At the middle school level, the Wustha curriculum is aligned with the major level, while the ‘Ulya class is integrated into the minor level. At the MA level, the ‘Ulya and Wustha classes are merged in a 50:50 ratio. The development of teachers is facilitated through the implementation of debriefing, academic activities, and coaching. The provision of supervision and the Subject Teacher Conference (MGMP) facilitate direct feedback, enabling challenges to be addressed and the quality of diniyah education to be enhanced through HR supervision and lesson restructuring.

Efektivitas Media Audio Visual Berbasis Aplikasi Spinning Wheel untuk Meningkatkan Hasil Belajar Maharoh Kalam Kelas VIII MTs Ma’murotul Husna Ainiyah, Wafi I’anatul; Sholihuddin, Ahmad
Al-Wasil Vol. 3 No. 1 (2025): June
Publisher : Program Studi Pendidikan Bahasa Arab, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/alwasil.v3i1.5011

This study aims to determine how the application and effectiveness of audio-visual media in improving the learning outcomes of maharoh kalam of class VIII students of MTs Ma'murotul Husna, by utilizing Audio-Visual media based on the Spinning-Wheel Application. The research method used in this study is a quantitative approach with a quantitative experimental research type. While the research design used is Pre-Experimental One Group Pretest-Posttest Design. In this case, the independent variable is audio-visual media based on the Spinning Wheel application and the dependent variable is the learning outcomes of maharoh kalam. Based on the results of the calculation of the difference test using paired sample t-test between the pre-test and post-test values. The results of the paired sample t-test in this study were 0.000 or with a significance level of 0.000 <0.005 so that it can be concluded that there is a significant difference during the pre-test and post-test of the experiment. These results indicate that the use of audio-visual media based on the Spinning Wheel application is effective in improving the learning outcomes of maharoh kalam class VIII MTs Ma'murotul Husna. So it can be concluded that: 1) the application of audio-visual media based on the spinning wheel application can facilitate an educator and help students in the learning process, 2) audio-visual media based on the Spinning Wheel application is effective in improving the learning outcomes of maharoh kalam of class VIII students of MTs Ma'murotul Husna. So, this shows that the application of audio-visual media based on the Spinning Wheel application is effective in significantly improving the learning outcomes of maharoh kalam in Arabic.

Transformation of Arabic Language Curriculum Design towards Institutional Development of IAIN Kediri Sholihuddin, Ahmad; Nidak, Khoiru; Zuhriyah, Lailatul
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/g6rrms58

This article explores curriculum mapping, needs analysis, and Arabic learning curriculum design in accordance with the direction of IAIN Kediri's institutional development towards UIN Sheikh Wasil. Using a qualitative approach, the primary data is in the form of curriculum structure documents and learning tools, sources and teaching staff, and learning activities. The data were collected using documentation, interviews, and observation. The results show that the Arabic learning curriculum map at IAIN Kediri has shifted. Arabic learning needs can be aligned with the scientific core of each study program: either as an institutional subject encompassing all language skills and elements, or tailored to program‑specific disciplines (religious/language‑based or general). In religious programs, the curriculum emphasizes reading religious texts and complex grammatical structures to support comprehension of specialist subjects, whereas general programs employ religious texts with basic grammar for reading purposes, omitting speaking skills. This dual‑path model necessitates institutional coordination to develop a consensus‑based core curriculum and tailored modules. Future research should employ mixed‑methods designs to assess learning outcomes and instructional efficacy across religious versus general tracks, and longitudinally investigate the impact of skill‑element proportions on graduates’ academic and professional competencies.

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