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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Irfani AT TA´DIB Abjadia, International Journal of Education Lisanudhad Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Arabiyatuna : Jurnal Bahasa Arab al-Afkar, Journal For Islamic Studies Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar Alsuna: Journal of Arabic and English Language Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab AL-ASASIYYA: Journal Of Basic Education EDUKATIF : JURNAL ILMU PENDIDIKAN Al Mahara: Jurnal Pendidikan Bahasa Arab Prosiding Konfererensi Nasional Bahasa Arab Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam BERNAS: Jurnal Pengabdian Kepada Masyarakat Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Al-Fakkaar: Jurnal Ilmiah Pendidikan Bahasa Arab Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran Lughawiyah: Journal of Arabic Education and Linguistics Social Science Academic Afkarina : Jurnal Pendidikan Agama Islam NuCSJo : Nusantara Community Service Journal Jurnal Penelitian Pendidikan Education and Sociedad Journal Jurnal Pengabdian Masyarakat (J-AbMas) Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Fairuz Subakir Ahmad
Universitas Darussalam Gontor
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Arabic Grand Speech Competition as a Medium for Curriculum Development in Islamic Boarding Schools at Gontor for Girls Campus 1 Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
Social Science Academic Vol. 2 No. 2 (2024)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9752

Abstract

This study examines the role of the Arabic Grand Speech Competition as a medium for curriculum development at Gontor for Girls Campus 1. Using a qualitative educational ethnography approach, the research explores how Arabic speech activities contribute to communicative competence, Islamic character formation, and institutional language culture within the pesantren environment. Data were collected through participant observation, in-depth interviews, and document analysis involving language supervisors, speech mentors, committee members, and participating students from the *kibar* and *shighar* categories. The findings reveal that the competition functions as a living curriculum that integrates performative Arabic learning, language immersion, hidden curriculum, and leadership training into students’ educational experiences. The activities strengthen students’ *maharah kalam* through repeated oral performance, rhetorical practice, and authentic communicative interaction. Furthermore, the integration of *Haflah Tilawah Al-Qur’an* reinforces the spiritual and da‘wah-oriented dimensions of Arabic learning in pesantren education. The study concludes that curriculum development in Islamic boarding schools is culturally constructed through institutional traditions, communal interaction, and language-based educational practices beyond formal classroom instruction. This study contributes theoretically to Arabic curriculum development discourse and practically to communicative and culture-based Arabic learning models in Islamic education.
LANGUAGE ART EXHIBITION AS AN INVISIBLE CURRICULUM IN ARABIC LANGUAGE ACQUISITION AT PMDG PUTRI 1ST CAMPUS Fairuz Subakir; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
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.
ARABIC DISCUSSION FORUM AS A MEDIUM FOR DEVELOPING COMMUNICATIVE COMPETENCE AMONG SANTRIWATI AT PONDOK MODERN DARUSSALAM GONTOR PUTRI 1 Fairuz Subakir; Siti Nikmatul Rochma; Nuraeni Rahmawati; Nur Fera Khalifah
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.v11i3.2362

Abstract

This study investigates the role of the Arabic Discussion Forum as a medium for developing communicative competence among santriwati at Pondok Modern Darussalam Gontor Putri 1. Employing a qualitative case study design, the research explores how discussion-based activities contribute to students' Arabic communicative development within the pesantren language environment. Data were collected through participant observation, semi-structured interviews, and document analysis involving santriwati, language supervisors, and dormitory coordinators. The findings reveal that the Arabic Discussion Forum significantly contributes to the development of linguistic, sociolinguistic, discourse, and strategic competence. The forum provides authentic communicative situations that encourage students to negotiate meaning, express opinions, organize arguments, and interact spontaneously in Arabic. Furthermore, the forum enhances students' confidence, reduces speaking anxiety, and strengthens willingness to communicate actively. The effectiveness of the forum is strongly supported by the pesantren's Arabic-speaking environment, which integrates formal instruction with daily communicative interaction.
MULTAQA TSAQAFI AS A MEDIUM FOR STRENGTHENING ARABIC LANGUAGE COMPETENCE AMONG FIFTH-GRADE KMI STUDENTS AT PONDOK MODERN DARUSSALAM GONTOR PUTRI 1 Fairuz Subakir; Siti Nikmatul Rochma; Nuraeni Rahmawati; Nur Fera Khalifah
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.v11i3.2368

Abstract

This study investigates the role of Multaqa Tsaqafi in strengthening Arabic language competence among fifth-grade KMI students at Pondok Modern Darussalam Gontor Putri 1. Employing a qualitative case study design, the research explores how the program contributes to students' communicative competence, language habituation, and academic participation within the pesantren environment. Data were collected through participant observation, semi-structured interviews, and documentation analysis involving students, teachers, and language supervisors. The findings reveal that Multaqa Tsaqafi significantly strengthens students' Arabic communicative competence through contextual interaction, scientific discussion, and authentic language practice. The activity also reinforces the Arabic linguistic environment (bi'ah lughawiyyah) by encouraging continuous Arabic use in both academic and daily communication. Furthermore, the program promotes students' confidence, active participation, linguistic discipline, and academic motivation. Another important finding indicates that Multaqa Tsaqafi integrates language learning with Islamic character formation by cultivating communication ethics, intellectual responsibility, and discipline within pesantren culture.
Educational Values in Fathul Kutub: The Experience of Students of Pondok Modern Darussalam Gontor Fanisa Aulia Putri; Fairuz Subakir
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.485

Abstract

This article aims to analyze and describe the educational values contained in Fathul Kutub's activities based on the experiences of KMI final grade students at Pondok Modern Darussalam Gontor For Girls Campus 3. The study employed a descriptive qualitative method with a case study approach. Data were collected in-depth interviews, direct observation during the activity, and documentation, including field notes and Fathul Kutub assignment sheets. The findings indicate that Fathul Kutub activities do not only function as a means of strengthening student’s academic and linguistic competence, but also serve as a strategic medium from internalizing educational values. These values include independence, discipline, cooperation and mutual respect, self-confidence, responsibility, critical thinking, respect for different opinions. In terms of Arabic language development, Fathul Kutub contributes to improving students four language skills, namely listening, speaking, reading, and writing, through direct engagement with classical Islamic texts. The internalization of this value occurs through an experiential learning process in which students actively search, analizy, discuss and present ideas based on authoritative references. These findings imply that Pesantren educators need to design contextual, text-based learning activities that strengthen both students’ intellectual capacity and character formation in the digital era will facing contemporary educational challenges more effectively.
Optimalisasi Pemanfaatan Media Digital Interaktif melalui Pendampingan Guru pada Pembelajaran Bahasa Arab dan Inggris di SDIT Al-mukminun Ngrambe Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati; Kayla Julia Hertiani; Nafsil Muthmainnah Azis; Fikriyah Fikriyah
NuCSJo : Nusantara Community Service Journal Vol. 2 No. 4 (2026)
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.
Al-Naẓariyyah al-Sulūkiyyah fī Taʿlīm al-Lughah (Dirāsat Waṣf wa Taḥlīl li al-Sulūkiyyah fī al-Ṭarīqah al-Mubāshirah fī Taʿlīm al-Lughah) Fairuz Subakir Ahmad
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 3 No. 2 (2016): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language learning is a process of acquiring and mastering phonological, grammatical, and lexical patterns in order to achieve effective linguistic performance. From a behaviorist perspective, language learning is viewed as the formation of new habits through responses to environmental stimuli. Accordingly, language instruction involves observable human behavior, including speech production and other physical actions, which are shaped through stimulus–response interactions. Various language teaching methods have been developed to accommodate learners’ behavioral characteristics, each incorporating behaviorist principles in the presentation of instructional materials and classroom practices. This article examines the application of behaviorist theory in language teaching, with particular emphasis on the Direct Method. The study analyzes the behaviorist elements embedded in this method, including its emphasis on speaking skills, direct association between words and their meanings, and the use of dialogue and narrative as instructional techniques. The analysis demonstrates that the Direct Method is fundamentally based on the inseparable relationship between stimulus and response. Furthermore, the study identifies several limitations of this approach and discusses their implications for improving language teaching methodologies, instructional strategies, and curriculum development.
Dirāsat Taṣnīf al-Muʿjam al-ʿArabī: (Taḥlīl al-Manhaj al-Abjadī al-ʿĀdī fī Taṣnīf Muʿjam al-Munjid) Moh Ismail; Fairuz Subakir Ahmad
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 2 No. 2 (2015): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study of dictionary classification is one of the branches of philology that focuses on the methods of compiling dictionaries with the aim of clarifying the meanings of words in a language. Dictionary compilation employs various classification methods that differ according to the lexicographical school adopted. These include the anagrammatic (taqlīb) school, the rhyme (qāfiyah) school, the alphabetical school, and several other lexicographical traditions. An understanding of these schools enables users to benefit more effectively from dictionaries by familiarizing themselves with the methods employed by their compilers, the principles underlying their organization, and the appropriate ways to use them. The standard alphabetical method is one of the major approaches to dictionary classification. In this method, lexical entries are arranged into sections and chapters according to the normal sequence of letters in each word. The arrangement begins with the first letter, followed by the second and third letters, without rearranging or permuting the root letters. Thus, dictionary entries are organized according to the first letter while taking into account the second and third letters in their natural order. This method has become one of the simplest and most accessible systems for learners of Arabic. Based on this background, the researchers consider the study of this method essential for students of Arabic and scholars interested in lexicography. Therefore, this article aims to describe and analyze the standard alphabetical method employed in the classification of Al-Munjid Dictionary.
Uslūb al-Ḥakīm wa Sūrat al-Baqarah Fairuz Subakir Ahmad
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 1 No. 1 (2014): Jurnal Lisanudhad: Jurnal pendidikan bahasa, dan sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Uslūb al-Ḥakīm is one of the rhetorical devices (al-muḥassināt al-badīʿiyyah) in Arabic rhetoric. Scholars differ on whether Uslūb al-Ḥakīm and al-qawl bi al-mūjab represent the same rhetorical phenomenon or two distinct forms. As a rhetorical embellishment, Uslūb al-Ḥakīm appears in both Arabic poetry and prose, enriching discourse through its aesthetic and semantic dimensions. It is also found in the Qur’anic text, including Sūrat al-Baqarah, the longest chapter of the Qur’an. Understanding this rhetorical style requires readers to possess a comprehensive knowledge of its meanings and functions. The occurrences of Uslūb al-Ḥakīm in Sūrat al-Baqarah can be classified into two principal forms. The first occurs when a speaker uses a word or expression, and the respondent adopts that same word but redirects its meaning, constructing a new statement based on the altered interpretation or offering a subtle comment derived from the reversed meaning. The second occurs when a question is answered with a response that appears unrelated to the original inquiry, intentionally redirecting the discussion toward a more important, beneficial, or appropriate matter. This rhetorical strategy highlights the wisdom and eloquence of Qur’anic discourse.
Musykilat Ta’allum An-Nahw Li Thullaabi As-Shaf As-Saadis bi Kulliyati Al-Mu’allimiina Al-Islaamiyyah bi Ma’hadi Daari As-Salaam Gontor Fairuz Subakir Ahmad; Alfy Mamduh Nuruddin
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 1 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Darussalam Gontor Modern Islamic Institution merupakan salah satu lembaga pendidikan Islam di Indonesia yang menerapkan kurikulum dengan bahasa Arab dan bahasa Inggris sebagai bahasa pengantar dalam proses pembelajaran. Melalui sistem tersebut, para santri dituntut untuk mengembangkan kemampuan berbahasa mereka secara optimal. Salah satu disiplin ilmu yang memiliki peran penting dalam penguasaan bahasa Arab adalah ilmu Nahwu. Ilmu Nahwu tidak hanya berfungsi sebagai sarana untuk meningkatkan keterampilan berbahasa Arab, tetapi juga berpengaruh terhadap prestasi belajar santri. Hal ini disebabkan karena banyak mata pelajaran di Gontor yang menggunakan bahasa Arab, baik sebagai bahasa pengantar maupun sebagai bahasa yang digunakan dalam materi pelajaran itu sendiri. Namun demikian, masih ditemukan sejumlah santri yang mengalami kesulitan dalam mempelajari ilmu Nahwu, terutama santri kelas VI. Oleh karena itu, penelitian ini dilakukan untuk mengidentifikasi dan menganalisis berbagai permasalahan yang mereka hadapi dalam pembelajaran Nahwu. Penelitian ini menggunakan pendekatan kualitatif. Dalam pengumpulan data, peneliti menerapkan tiga teknik utama, yaitu observasi, wawancara, dan studi dokumentasi. Analisis data dilakukan dengan mengacu pada model Miles dan Huberman yang meliputi reduksi data, penyajian data, penarikan kesimpulan, serta verifikasi data. Hasil penelitian menunjukkan bahwa terdapat beberapa faktor yang menyebabkan kesulitan belajar Nahwu pada santri kelas VI, yaitu: (1) rendahnya kemampuan santri dalam memahami penjelasan materi Nahwu; (2) kurangnya minat belajar terhadap ilmu Nahwu; (3) lemahnya motivasi belajar; (4) kurangnya perhatian santri dalam memahami kaidah-kaidah Nahwu; (5) kurangnya latihan dalam menerapkan i‘rab; (6) tingkat kesulitan bahasa yang digunakan dalam kitab atau buku pelajaran; serta (7) penjelasan guru yang belum sepenuhnya dipahami oleh santri. Berdasarkan hasil penelitian tersebut, peneliti berharap para guru, khususnya guru Nahwu, dapat memberikan perhatian dan bimbingan yang lebih intensif kepada santri dalam mempelajari ilmu Nahwu, sehingga berbagai kesulitan yang mereka hadapi dapat diatasi secara efektif. Selain itu, penelitian ini diharapkan dapat menjadi referensi bagi peneliti selanjutnya untuk melakukan kajian yang lebih mendalam mengenai pembelajaran Nahwu, sehingga kekurangan yang masih terdapat dalam penelitian ini dapat disempurnakan dan memberikan manfaat yang lebih besar bagi pengembangan pendidikan bahasa Arab.
Co-Authors A.Y. Linda Eka Santi A.Y. LindaEka Santi Abdul Hafidz Bin Zaid Adam, Shomuddin Birrir Aflah Ulima Rusyda Agus Yasin Ahmad Ario Sofian Ahmad Hidayatullah Zarkasyi Ahmad Nahidl Silmiy Alfy Mamduh Nuruddin Alfy Mamduh Nuruddin Ananda Rania Izzati Andi Nurizzah Aqila Anisa Jaya Rahmawati Anita Nurjanah Cecep Sobar Rochmat Diana Fitri Islami Elit Ave Hidayatullah Fanisa Aulia Putri Fauzul Halim fikriyah Fikriyah Fikriyah Fikriyah, Fikriyah Fitra Awalia Rahmawati Fitri Masturoh Fitri Setyo Rini Halim, Fauzul Hani'atul Mabruroh Heru Saiful Anwar Hikmah Nurjannah Hilma, Fanni Hisyam Zaini Husna, Haulia Ihwan Agustono Indah Maulidia Rahma Intan Fasya Zahara Izzati, Ananda Rania Kayla Julia Hertiani Khairunnisa Hadji Ali Luthfiah Muflihah Ma'ruf, Muhammad Alamuddin Megawati Megawati Moh. Ismail Mohammad Zakky Mubarok Muflihah, Luthfiah Muhammad Alamuddin Ma'ruf Muhammad Wahyudi Mujib Abdurrahman Munadji, Fikriyah Nabila, Maura Nafsil Muthmainnah Azis Ningrum, Ingrid Widya Nisrina Uswatunnissa Noor Syahid Nur Fera Khalifah Nur Hanifatus Sholeha Nuraeni Rahmawati Nurfadlilah, Siti Rahmat Hidayat Rahmat Hidayat Rahmawati, Zakiya Setyo Riza Nurlaila Rofidah Nur, Ifa Septika Wahyu Sholeh, Moh.Ismail sholeha, Nur hanifatus Sholihah, Dwi Aprilia Shomuddin Birrir Adam Siti Anne Barkah Nur Fauziah Siti Nikmatul Rochma Suci Fatimah Syammary, Naufal Akmal Tailakh, Nahla Tsaniya Ruchamainnisaa Tulus Musthofa, Tulus Wulandari, Melani Zarfa, Hazrati Za’imah Dzati Bayani Qoshdina Putri Zhulfa Halimatus Sadiah Zuhrotul Mufidah