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All Journal Kalimah Jurnal Studi Agama dan Pemikiran Islam JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Jurnal Pengabdian UntukMu NegeRI Arabiyatuna : Jurnal Bahasa Arab el-Ibtidaiy: Journal of Primary Education Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Prosiding Konfererensi Nasional Bahasa Arab Tatsqifiy: Jurnal Pendidikan Bahasa Arab Jurnal Pengabdian Multidisiplin Asalibuna Pustaka: Jurnal Bahasa dan Pendidikan NuCSJo : Nusantara Community Service Journal Education and Sociedad Journal Jurnal Pengabdian Kepada Masyarakat Indonesia Lakhomi Journal
Siti Nikmatul Rochma
Universitas Darussalam Gontor, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Teaching Arabic for Children: A Case Study at Islamic Integrated Elementary School Suryadarma, Yoke; Zaki, Muhammad; Setyo Rini, Fitri; Nikmatul Rochma, Siti
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.6860

Abstract

This study aims to examine the implementation of Arabic language teaching at SDIT Qurrota A’yun Ponorogo, with particular attention to instructional methods and challenges encountered in the learning process. Employing a qualitative descriptive approach, the study involved four informants consisting of one school principal and three Arabic language classroom teachers. Classroom observations were conducted in Grades 4, 5, and 6 to capture authentic instructional practices. Data sources comprised primary data obtained from in-depth interviews and direct classroom observations, and secondary data derived from relevant educational documents. Data were analyzed descriptively by Miles and Huberman’s Method to provide a comprehensive portrayal of the instructional context. The findings indicate that Arabic language instruction at SDIT Qurrota A’yun Ponorogo is implemented through an interactive and supportive learning environment that accommodates students’ psychological and cognitive development. Instruction emphasizes the acquisition of basic Arabic language skills using student-centered strategies, including educational games, group activities, and the use of instructional media to enhance comprehension and retention. Nevertheless, variations in students’ learning abilities emerge as a major challenge, particularly in reading and writing skills, necessitating differentiated instructional support. This study contributes new empirical insights into Arabic language instruction at the Islamic primary school level by demonstrating how the integration of Qur’anic reading reinforcement, interactive pedagogy, and adaptive classroom strategies can effectively support early Arabic language acquisition.   Penelitian ini bertujuan untuk mengkaji implementasi pengajaran bahasa Arab di SDIT Qurrota A’yun Ponorogo, dengan fokus khusus pada metode pengajaran dan tantangan yang dihadapi dalam proses pembelajaran. Menggunakan pendekatan deskriptif kualitatif, penelitian ini melibatkan empat informan, yaitu satu kepala sekolah dan tiga guru bahasa Arab di kelas. Observasi kelas dilakukan di kelas 4, 5, dan 6 untuk menangkap praktik pengajaran yang autentik. Sumber data meliputi data primer yang diperoleh dari wawancara mendalam dan pengamatan langsung di kelas, serta data sekunder yang diambil dari dokumen pendidikan yang relevan. Data dianalisis secara deskriptif menggunakan Metode Miles dan Huberman untuk memberikan gambaran komprehensif tentang konteks pengajaran. Temuan menunjukkan bahwa pengajaran bahasa Arab di SDIT Qurrota A’yun Ponorogo dilaksanakan melalui lingkungan belajar interaktif dan mendukung yang mengakomodasi perkembangan psikologis dan kognitif siswa. Pengajaran menekankan penguasaan keterampilan dasar bahasa Arab menggunakan strategi berpusat pada siswa, termasuk permainan edukatif, aktivitas kelompok, dan penggunaan media pembelajaran untuk meningkatkan pemahaman dan retensi. Namun, perbedaan kemampuan belajar siswa muncul sebagai tantangan utama, terutama dalam keterampilan membaca dan menulis, yang memerlukan dukungan pengajaran yang dibedakan. Studi ini memberikan wawasan empiris baru tentang pengajaran bahasa Arab di tingkat sekolah dasar Islam dengan menunjukkan bagaimana integrasi penguatan membaca Al-Qur’an, pedagogi interaktif, dan strategi kelas adaptif dapat secara efektif mendukung penguasaan bahasa Arab pada tahap awal.
Pendampingan Penyusunan Tes Bahasa Arab Berdasarkan Standar Kognitif Bloom Menggunakan Platform Classmarker Untuk Pengajar Mutholaah Pondok Modern Darussalam Gontor Putri Kampus 1 Rochma, Siti Nikmatul; Mahmudi, Ihwan
Jurnal Pengabdian UntukMu NegeRI Vol. 10 No. 1 (2026): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v10i1.11073

Abstract

This community service program aims to enhance the competence of muṭāla‘ah teachers in developing Arabic language assessment instruments based on Bloom’s cognitive taxonomy and integrating them into digital evaluation using the ClassMarker platform. The program was initiated due to the dominance of low- to medium-order thinking questions in muṭāla‘ah assessments, which limits the development of students’ higher-order thinking skills. A participatory-educational approach was employed, consisting of needs analysis, conceptual socialization of Bloom’s taxonomy, HOTS-based test item development training, and hands-on assistance in using ClassMarker. Data were collected through observation, group discussions, pre-test and post-test assessments, and analysis of the test items produced by participants. The results indicate an improvement in teachers’ understanding of Bloom’s cognitive levels, enhanced ability to design HOTS-based muṭāla‘ah questions (C3–C6), and increased proficiency in operating ClassMarker for digital assessment. This program contributes to improving the quality of Arabic language assessment that is more objective, efficient, and data-driven within the pesantren educational context.
Optimalisasi Pemanfaatan Media Digital Interaktif melalui Pendampingan Guru pada Pembelajaran Bahasa Arab dan Inggris di SDIT Al-mukminun Ngrambe Subakir, Fairuz; Yasin, Agus; Sofian, Ahmad Ario; Rochma, Siti Nikmatul; Khalifah, Nur Fera; Rahmawati, Nuraeni; Hertiani, Kayla Julia; Azis, Nafsil Muthmainnah; Fikriyah, Fikriyah
NuCSJo : Nusantara Community Service Journal in progress
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/nucsjo.v2i4.377

Abstract

Transformasi digital dalam pendidikan menuntut guru mampu mengintegrasikan teknologi secara pedagogis dalam pembelajaran. Media digital interaktif tidak hanya berfungsi sebagai alat bantu, tetapi juga meningkatkan motivasi, partisipasi, dan efektivitas belajar. Namun, pemanfaatannya di sekolah dasar masih belum optimal, khususnya pada pembelajaran Bahasa Arab dan Bahasa Inggris yang membutuhkan penguatan kosakata, struktur, dan latihan komunikatif. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dalam merancang dan mengimplementasikan media pembelajaran interaktif melalui platform Kahoot, Wordwall, dan Educaplay di SDIT Al-Mukminun Ngrambe. Metode yang digunakan adalah deskriptif kualitatif melalui pendampingan partisipatif dalam satu sesi intensif selama dua jam dengan melibatkan 25 guru. Tahapan meliputi analisis kebutuhan, pemaparan konsep, demonstrasi, praktik, dan refleksi. Hasil menunjukkan peningkatan pemahaman literasi digital, keterampilan membuat media interaktif, serta perubahan persepsi guru terhadap pemanfaatan teknologi sebagai instrumen evaluasi dan pembelajaran yang lebih interaktif dan adaptif.
LANGUAGE ART EXHIBITION AS AN INVISIBLE CURRICULUM IN ARABIC LANGUAGE ACQUISITION AT PMDG PUTRI 1ST CAMPUS Subakir, Fairuz; Rochma, Siti Nikmatul; Khalifah, Nur Fera; Rahmawati, Nuraeni
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.2325

Abstract

This study investigates the Language Art Exhibition as an invisible curriculum in Arabic language acquisition at PMDG Putri Campus 1. Using a qualitative case study approach, the study explores how artistic performances such as drama, poetry recitation (qirā'ah al-syi'r), singing (ghinā'), and news reading (qirā'ah al-akhbār) function as implicit pedagogical mechanisms supporting communicative competence. Data were collected through participant observation, semi-structured interviews, and documentation analysis involving santriyah, Language Advisory Council (LAC) administrators, Arabic supervisors, and pesantren leaders. The findings reveal that the Language Art Exhibition creates a performative language environment encouraging spontaneous Arabic usage, emotional engagement, vocabulary retention, pronunciation accuracy, and speaking confidence. The study further demonstrates that repetitive artistic performances, institutional language culture, peer interaction, and bilingual discipline collectively construct a sustainable language ecosystem facilitating Arabic acquisition through habituation and immersion. The novelty lies in conceptualizing performative invisible curriculum as a framework explaining how artistic activities function pedagogically in pesantren.
LANGUAGE ENVIRONMENT AS AN INVISIBLE CURRICULUM: RETHINKING ARABIC LEARNING THROUGH ALI AL-HADIDI’S LENS Subakir, Fairuz; Rochma, Siti Nikmatul; Khalifah, Nur Fera; Rahmawati, Nuraeni; Izzati, Ananda Rania
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.2301

Abstract

This study investigates the language environment (bi'ah lughawiyyah) as an invisible curriculum in Arabic language learning through Ali Al-Hadidi's lens. Employing a Systematic Literature Review (SLR) based on the PRISMA framework, this study analyzed scholarly publications from 2020–2025 indexed in Scopus, Web of Science, DOAJ, and Google Scholar. The selected literature was examined using thematic synthesis and critical discourse analysis. The findings reveal that the language environment functions as an invisible curriculum that shapes learners' communicative competence, linguistic identity, disciplinary behavior, and cultural consciousness through everyday institutional practices. The study further demonstrates that Ali Al-Hadidi's educational thought implicitly reflects ecological and sociocultural approaches to language learning, emphasizing language habituation and collective interaction rather than grammar-centered instruction alone. This article contributes a new conceptual framework positioning the language environment as a curriculum ecosystem integrating formal instruction, social interaction, and institutional culture. The study concludes that the future of Arabic pedagogy in the post-method era depends on reconstructing immersive educational ecologies where language becomes a lived social and cultural experience.
Arabic Language as Representation of Muslim Identity in Indonesia Yuangga Kurnia Yahya; Umi Mahmudah; Siti Nikmatul Rochma
Lakhomi Journal Scientific Journal of Culture Vol 2 No 2 (2021): Lakhomi Journal : Scientific Journal of Culture, June
Publisher : Britain International for Academic Research (BIAR-Publisher)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/lakhomi.v2i2.473

Abstract

This study is a qualitative research by collecting data from multiple sites that discuss the importance of learning the Arabic language for the people of Indonesia. Top 5 sites with those keywords are Rumaysho.com., BelajarIslam.com, Islampos.com, Kompasiana.com., and kiblat.net. From those five sites will be analyzed with the Yasir Suleiman’s language and religious identity perspective which shows that language has a function as an instrument of communication and also, a symbol of identity. This study found that stereotyping against the Arabic language makes it even more exclusive and closed to non-Muslims in Indonesia. Learning the Arabic language itself is not limited to the religious orientation, but making it as a function of language itself, as a medium of communication. Arabic language has been ‘sacred’ with its strategic position in political, economical, ideological, and academic field.
DRAMA-BASED IMMERSIVE LEARNING IN ISLAMIC BOARDING SCHOOLS: A NOVEL APPROACH TO ARABIC LANGUAGE ACQUISITION Subakir, Fairuz; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46574

Abstract

This study investigates the implementation of drama-based immersive learning as an innovative approach to Arabic language acquisition in an Islamic boarding school context. Employing a qualitative case study design, the research explores how the “Gebyar Seni Darussalam (Pra Drama Arena)” program facilitates students’ communicative competence through performance-based activities. Data were collected through observations, interviews, and document analysis involving Grade 3 intensive and Grade 4 students. The findings reveal that drama-based immersive learning significantly enhances students’ Arabic speaking proficiency, integrates four language skills, increases learner engagement, and strengthens confidence and willingness to communicate. More importantly, the study demonstrates that language acquisition occurs most effectively within an immersive environment where learners actively use language in meaningful social interactions. The study proposes a novel conceptual model, Institutionalized Drama-Based Immersive Learning (IDIL), which integrates performative pedagogy, continuous language exposure, and institutional support into a holistic learning ecosystem. This model offers both theoretical and practical contributions to Arabic language education by shifting the focus from instruction to experience and from classroom practice to institutionalized immersion. The findings suggest that drama-based immersion can serve as a scalable and sustainable model for enhancing language proficiency in similar educational settings.
IMPLEMENTASI CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) DALAM PEMBELAJARAN BAHASA ARAB PADA MATERI TARIKH ADAB DI PONDOK MODERN DARUSSALAM GONTOR Subakir, Fairuz; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46804

Abstract

This study aims to analyze the implementation of Content and Language Integrated Learning (CLIL) in Arabic language learning on Tarikh Adab material at Pondok Modern Darussalam Gontor. A qualitative case study design was employed. Data were collected through observation, interviews, and documentation, and analyzed using an interactive model. The findings reveal that CLIL effectively integrates language and content learning, enhances students’ Arabic proficiency, and strengthens their understanding of Islamic historical knowledge. The approach also promotes active engagement and critical thinking skills. However, challenges include students’ varied language proficiency and teachers’ pedagogical limitations. This study contributes to the development of an integrative CLIL-based learning model within Islamic boarding school contexts.
HADISUL ISNAINI AS A COMMUNICATIVE LANGUAGE TEACHING (CLT)-BASED MODEL IN 1ST CAMPUS GONTOR PUTRI Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2238

Abstract

This study investigates Hadisul Isnaini as a Communicative Language Teaching (CLT)-based model in enhancing Arabic proficiency at Gontor Putri Campus 1. Employing a qualitative case study design, the research explores how this weekly program integrates language correction (iṣlāḥ al-lughah), communicative practice, and habitual reinforcement within a pesantren environment. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that Hadisul Isnaini effectively improves students' communicative competence and confidence by creating a structured yet immersive language environment. The program also demonstrates a balanced integration of fluency and accuracy, addressing a common limitation in CLT implementation. From a curriculum perspective, this study conceptualizes Hadisul Isnaini as a form of hidden or co-curricular framework that strengthens formal instruction through continuous social interaction and environmental exposure. The study proposes a habitual communicative curriculum model as its main contribution, emphasizing the importance of integrating structured practice, social mediation, and institutional culture in language learning. These findings offer both theoretical and practical implications for developing context-sensitive language programs in similar educational settings.
TASYJI’UL LUGHOH AS A MICRO-IMMERSION MODEL: STRENGTHENING ARABIC PROFICIENCY THROUGH WEEKLY LANGUAGE INTERVENTION IN MODERN ISLAMIC BOARDING SCHOOL CONTEXT Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2236

Abstract

This study examines Tasyji'ul Lughoh as a micro-immersion model to strengthen Arabic proficiency in a modern Islamic boarding school. Unlike full immersion that requires continuous exposure, this model offers structured weekly interventions. Using a qualitative case study design, data were collected through participant observation, semi-structured interviews, and document analysis involving teachers, student coordinators, and santriwati. The findings reveal four key mechanisms: (1) structured weekly exposure sustaining linguistic input, (2) collective error correction (islah lughah) enhancing grammatical awareness, (3) socially reinforced interaction fostering language habit formation, and (4) affective engagement increasing learners’ confidence and willingness to communicate. These interconnected elements form a holistic language learning ecosystem integrating cognitive, social, and emotional dimensions. This study introduces micro-immersion as a flexible and scalable alternative to full immersion, particularly in contexts with limited language exposure. The findings have significant implications for language pedagogy and institutional policy, emphasizing the importance of structured, socially embedded, and sustainable language interventions to achieve communicative competence.
Co-Authors Agus Yasin Ahmad Ario Sofian Ahmad Ario Sofian Andi Hazrah Nurhaliza Ibrahim Azis, Nafsil Muthmainnah Fairuz Subakir Fikriyah, Fikriyah Halimah As Sa’diah Helma Autharina Salsabil Nahda Hertiani, Kayla Julia Ihwan Mahmudi Iim Nur Inayah Inayah, Muhti Nur Izzati, Ananda Rania Khaidir, Piet Hizbullah Marisa Amalia Farkhan Muhammad Wahyudi Muhammad Wahyudi Muhammad Zaki Muthmainnah Choliq Neni Naqiyah Nur Fera Khalifah Nuraeni Rahmawati Nuraeni Rahmawati Nuraeni Rahmawati Nurhaliza Ibrahim, Andi Hazrah Nurwardah, Afni Piet Hizbullah Khaidir Rini Setyaningsih Rini, Fitri Setyo Salsabil Nahda, Helma Autharina Umi Mahmudah Yahya, Yuangga Kurnia Yoke Suryadarma Yulia Dwi Cahya Ajizi