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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 Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Tatsqifiy: Jurnal Pendidikan Bahasa Arab Jurnal Pengabdian Multidisiplin Asalibuna Pustaka: Jurnal Bahasa dan Pendidikan NuCSJo : Nusantara Community Service Journal Jurnal Penelitian Pendidikan Education and Sociedad Journal Jurnal Pengabdian Masyarakat (J-AbMas) 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 Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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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.
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.
Integrating Tasyji’ul Lughah into Arabic Curriculum Development for Creating a Sustainable Linguistic Environment Fairuz Subakir; Agus Yasin; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Education and Sociedad Journal Vol. 2 No. 2 (2024): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i2.2324

Abstract

This study examines the integration of Tasyji’ul Lughah into Arabic curriculum development for creating a sustainable linguistic environment at Pondok Modern Darussalam Gontor Putri Campus 1. Using a qualitative case study approach, the research explored how the program was integrated into curriculum practices and contributed to strengthening bi’ah lughawiyyah within the pesantren environment. Data were collected through in-depth interviews, participant observation, and documentation involving curriculum coordinators, Arabic teachers, language supervisors, student language organizers, and female students. The data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings reveal that Tasyji’ul Lughah functions not only as a language motivation program but also as an integrative curriculum strategy connecting formal Arabic instruction with authentic communicative practices in students’ daily lives. The integration was reflected in language regulations, vocabulary habituation, communicative interaction, and institutional language culture. The study further found that sustainable bi’ah lughawiyyah was strengthened through institutional ideology, peer interaction, and continuous language exposure, which positively affected students’ communicative competence, speaking confidence, and intrinsic motivation. This study contributes to Arabic curriculum innovation discourse by offering an integrative model for developing sustainable Arabic linguistic ecosystems in Islamic boarding schools.
Curriculum Development for Arabic Language Enhancement Through Muntada Lughah in Modern Pesantren Fairuz Subakir; Agus Yasin; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Education and Sociedad Journal Vol. 3 No. 1 (2025): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i1.2326

Abstract

This study aims to analyze curriculum development for Arabic language enhancement through Muntada Lughah at Pondok Modern. The research employed a qualitative case study approach involving language supervisors, Arabic teachers, curriculum coordinators, student committees, and fifth-grade students of Kulliyyatu-l-Mu’allimat al-Islamiyyah (KMI). Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Muntada Lughah functions as a curriculum enrichment program integrating communicative language learning, immersive language environments, and leadership-oriented educational practices. The program was implemented through seminars, public speaking training, discussion forums, listening practices, grammar reinforcement, and language correction sessions that encouraged active Arabic communication among students. The study further demonstrates that the program contributed not only to improving Arabic proficiency but also to strengthening students’ self-confidence, discipline, teamwork, and leadership character through hidden curriculum practices embedded within pesantren culture. In addition, the findings indicate that curriculum development in modern pesantren requires authentic interaction, institutional language environments, and participatory learning experiences beyond conventional classroom instruction. This study contributes theoretically to Arabic curriculum development discourse and practically offers an alternative model for communicative and leadership-based language learning in Islamic boarding schools.
Co-Authors Agung Nurcholis Agus Yasin Ahmad Ario Sofian Ananda Rania Izzati Andi Hazrah Nurhaliza Ibrahim Fairuz Subakir Ahmad fikriyah Fikriyah Fikriyah Fitri Setyo Rini Halimah As Sa’diah Helma Autharina Salsabil Nahda Hikmah Nurjannah Ihwan Mahmudi Iim Nur Inayah Inayah, Muhti Nur Izzati, Ananda Rania Kayla Julia Hertiani Khaidir, Piet Hizbullah Marisa Amalia Farkhan Muhammad Wahyudi Muhammad Wahyudi Muhammad Zaki Muthmainnah Choliq Nafsil Muthmainnah Azis Neni Naqiyah Nur Fera Khalifah Nuraeni Rahmawati Nurhaliza Ibrahim, Andi Hazrah Nurwardah, Afni Rini Setyaningsih Salsabil Nahda, Helma Autharina Septika Wahyu Umi Mahmudah Yahya, Yuangga Kurnia Yoke Suryadarma Yulia Dwi Cahya Ajizi