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A Content Analysis of Al-Kitab Al-Asasi the Lens of Rushdi Ahmad Thu’aimah’s Theories Sanah, Siti; Bustomi, Jenal; Azhar, Ruly Syaepul; Saad Bahaaeldin, Mohamed
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol 8, No 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i2.40629

This study aims to analyze the content of Al-Kitab Al-Asasī fi Ta'līm Al-Lughah Al-Arabiyyah Li Ghair Al-Nāthiqīna Bihā to evaluate its alignment with Rusydi Ahmad Thu'aimah's theoretical standards for Arabic textbooks. The analysis focuses on presentation, language, culture, exercises, and supplementary materials. This study uses a qualitative approach, content analysis, and library research with documentation techniques for data collection. The findings reveal that the book aligns with Thu'aimah's criteria, demonstrating strengths in presentation, linguistic accuracy, cultural relevance, and exercise quality, making it suitable for teaching Arabic to non-native speakers. This research highlights the importance of adhering to established standards in textbook development to create effective learning materials. The implications suggest that educators and curriculum developers should prioritize compatibility with theoretical frameworks to enhance language instruction. Future studies could expand this analysis to compare multiple Arabic textbooks, explore the effectiveness of these standards in classroom settings, and assess how digital adaptations of textbooks can complement traditional methods. Additionally, integrating student feedback into textbook evaluation could provide deeper insights into user-centered design in language education.

Relevansi Teori Pendidikan Islam Abad ke-2 Hijriyah dalam Pengembangan Pendidikan Kontemporer Mardani, Dadan; Maulani, Hikmah; Saleh, Nalahuddin; Hezam, Motea Naji Dabwan; Bustomi, Jenal; Ruhendi, Ateng; Yunus, Badruzzaman M.
INCARE, International Journal of Educational Resources Vol 5 No 5 (2025): February 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i5.1119

Islamic education in the 2nd century Hijriyah played a crucial role in shaping the sustainable Islamic educational system that continues to this day. During this period, prominent Muslim scholars such as Abu Hanifah, Malik bin Anas, and Al-Shafi’i formulated educational concepts based on the Qur'an and Sunnah, which later developed in educational institutions such as halaqah and early madrasas. This study aims to analyze the relevance of Islamic educational theories from the 2nd century Hijriyah in the development of contemporary education systems. Using a qualitative approach based on literature studies, this research examines the educational principles applied in that era and their contributions to modern learning systems. The findings indicate that key principles, such as value-based education, interactive discussion methods, and the integration of religious and secular sciences, remain relevant to contemporary educational challenges. This article contributes by linking the history of Islamic educational thought with the demands of a more holistic and value-based modern education system.

A Content Analysis of Al-Kitab Al-Asasi the Lens of Rushdi Ahmad Thu'aimah's Theories Sanah, Siti; Bustomi, Jenal; Azhar, Ruly Syaepul; Saad Bahaaeldin, Mohamed
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 8 No. 2 (2024): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v8i2.40629

This study aims to analyze the content of Al-Kitab Al-AsasÄ« fi Ta'lÄ«m Al-Lughah Al-Arabiyyah Li Ghair Al-NÄthiqÄ«na BihÄ to evaluate its alignment with Rusydi Ahmad Thu'aimah's theoretical standards for Arabic textbooks. The analysis focuses on presentation, language, culture, exercises, and supplementary materials. This study uses a qualitative approach, content analysis, and library research with documentation techniques for data collection. The findings reveal that the book aligns with Thu'aimah's criteria, demonstrating strengths in presentation, linguistic accuracy, cultural relevance, and exercise quality, making it suitable for teaching Arabic to non-native speakers. This research highlights the importance of adhering to established standards in textbook development to create effective learning materials. The implications suggest that educators and curriculum developers should prioritize compatibility with theoretical frameworks to enhance language instruction. Future studies could expand this analysis to compare multiple Arabic textbooks, explore the effectiveness of these standards in classroom settings, and assess how digital adaptations of textbooks can complement traditional methods. Additionally, integrating student feedback into textbook evaluation could provide deeper insights into user-centered design in language education.

Enhancing Arabic Reading Comprehension Through the Reference Epistemological Model: Meningkatkan Pemahaman Membaca Bahasa Arab Melalui Model Epistemologis Referensi Maulani, Hikmah; Bustomi, Jenal; Saleh, Nalahuddin; Haryanti, Erni; Supiana
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i2.2845

Background: Reading comprehension (qirā’ah) is a fundamental skill in learning Arabic as a foreign language. As the complexity of texts and the demands of critical literacy increase, there is a need for a conceptual model that can map the cognitive and epistemic processes involved in understanding Arabic texts. Purpose: This study explores the technical potential of the Reference Epistemological Model (REM) in enhancing students' qirā’ah comprehension. Method: This study employs a qualitative approach with an exploratory case study design. Data were collected through text-based comprehension tests using authentic materials, semi-structured interviews, structured observations, and classroom documentation. Thematic analysis results indicate that the REM is effective in identifying students’ conceptual representations, epistemic activities, and epistemic stances while reading Arabic texts. Results and Discussion: The main findings indicate that the majority of students are still at the stage of literal comprehension and have not yet fully activated inferential and reflective strategies in reading. The REM has potential as both a diagnostic and pedagogical framework for developing qirā’ah assessment, constructing authentic evaluation rubrics, and designing learning strategies based on deep meaning-making. Conclusions and Implications: Contains one to two important sentences. This section provides a conclusion about the results of the research and what these results mean for us today, as well as the implications of the suggested research results for future research on the topic.

The Relevance of Islamic Education Theory in the 2nd Century Hijriyah in the Development of Contemporary Education Mardani, Dadan; Maulani, Hikmah; Saleh, Nalahuddin; Hezam, Motea Naji Dabwan; Bustomi, Jenal; Ruhendi, Ateng; Yunus, Badruzzaman M.
INCARE, International Journal of Educational Resources Vol. 5 No. 5 (2025): February 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v5i5.1119

Islamic education in the 2nd century Hijriyah played a crucial role in shaping the sustainable Islamic educational system that continues to this day. During this period, prominent Muslim scholars such as Abu Hanifah, Malik bin Anas, and Al-Shafi’i formulated educational concepts based on the Qur'an and Sunnah, which later developed in educational institutions such as halaqah and early madrasas. This study aims to analyze the relevance of Islamic educational theories from the 2nd century Hijriyah in the development of contemporary education systems. Using a qualitative approach based on literature studies, this research examines the educational principles applied in that era and their contributions to modern learning systems. The findings indicate that key principles, such as value-based education, interactive discussion methods, and the integration of religious and secular sciences, remain relevant to contemporary educational challenges. This article contributes by linking the history of Islamic educational thought with the demands of a more holistic and value-based modern education system.

Semantic Analysis of Poetry in Ibnu Katsir's Exegesis and Its Learning in Islamic Boarding School Nandang, Ade; Khoiruddin, Heri; Bustomi, Jenal
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v10i2.34062

This study explores the utilization of poetry in Ibn Katsir's tafsir riwayah and its instructional methods at Miftahul Huda Manonjaya Islamic boarding school in Tasikmalaya. Employing a qualitative approach, precisely the analytical descriptive research method, the research delves into integrating poetry in Ibn Katsir's exegesis and its pedagogical implementation in the mentioned Islamic boarding school. The findings reveal that Ibn Katsir employed poetry to interpret one hundred and eleven verses, highlighting the substantial role of poetic expression in his approach to tafsir riwayah. The study categorizes Tafsir learning at the pesantren into formal and non-formal learning. Seven formal learning methods are identified: lecture, question and answer sessions, demonstration, drill, problem-solving activities, recitation, and discussions. Simultaneously, non-formal learning comprises five methods: wetonan (traditional Javanese calendar-based activities), sorogan (group recitation), muhawarah (dialogue), mudzakarah (group discussion), and majlis ta'lim (religious study sessions). In conclusion, this study contributes to understanding poetry's role in Ibn Katsir's tafsir riwayah. It elucidates the diverse instructional methods applied in Tafsir learning at Miftahul Huda Manonjaya Islamic boarding school. Integrating formal and non-formal methods underscores the comprehensive educational approaches to impart Islamic knowledge in the pesantren environment. Recommendations for future research include exploring the impact of specific poetic elements on students' learning outcomes and evaluating the effectiveness of integrating technology into Tafsir teaching at Islamic boarding schools.

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