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UPAYA PENCAPAIAN KELUARGA SEJAHTERA MELALUI PENERAPAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM Faroji, Ahmad
Dedikasi: Jurnal Pengabdian kepada Masyarakat Vol 2 No 2 (2010): Vol. 2 No. 2 (Juli - Desember) 2010
Publisher : Pusat Pengabdian Kepada Masyarakat Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1419.95 KB)

Upaya Pencapaian Keluarga Sejahtera melalui Penerapan Nilai-Nilai Pendidikan Agama Islam

A Comparative Study of the 2013 Curriculum and Merdeka Curriculum in Arabic Language Learning at Madrasah / Studi Perbandingan Kurikulum 2013 dan Kurikulum Merdeka dalam Pembelajaran Bahasa Arab di Madrasah Madani, Mirza Muhammad Ilham; Jumhana, Nana; Faroji, Ahmad
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 1 (JUNI 2025): LOGHAT ARABI
Publisher : UI DDI AD Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i1.434

This study compares the 2013 Curriculum and the Merdeka Curriculum in Arabic language learning in Madrasah, particularly at the senior secondary level (Madrasah Aliyah). The 2013 Curriculum systematically develops language skills through communicative, functional, and contextual approaches, while the Merdeka Curriculum is more flexible, emphasizing global communication and understanding of Islam from authentic sources. This qualitative research is through the analysis of official curriculum policy documents from Madrasahs. The findings show that the Merdeka Curriculum provides greater freedom to students in diverse communication contexts, while the 2013 Curriculum is more structured in building basic competencies. The text-based approach in the Merdeka Curriculum improves students' critical and analytical thinking skills, but its implementation requires well-prepared teachers and adequate learning materials. This research highlights the need for flexible teaching strategies that are tailored to the needs of students and reinforces the use of skills-based assessments for more comprehensive evaluation. Further research is recommended on the effectiveness of text-based learning, teachers' readiness to adopt these methods, and the integration of technology in Arabic language education to improve student learning outcomes. Abstrak: Penelitian ini membandingkan Kurikulum 2013 dan Kurikulum Merdeka dalam pembelajaran bahasa Arab di Madrasah, khususnya pada jenjang sekolah menengah atas (Madrasah Aliyah). Kurikulum 2013 secara sistematis mengembangkan keterampilan berbahasa melalui pendekatan komunikatif, fungsional, dan kontekstual, sedangkan Kurikulum Merdeka lebih fleksibel, menekankan komunikasi global dan pemahaman Islam dari sumber-sumber otentik. Penelitian kualitatif ini melalui analisis dokumen kebijakan kurikulum resmi dari Madrasah. Temuan penelitian menunjukkan bahwa Kurikulum Merdeka memberikan kebebasan yang lebih besar kepada peserta didik dalam konteks komunikasi yang beragam, sedangkan Kurikulum 2013 lebih terstruktur dalam membangun kompetensi dasar. Pendekatan berbasis teks dalam Kurikulum Merdeka meningkatkan keterampilan berpikir kritis dan analitis peserta didik, tetapi implementasinya membutuhkan guru yang siap dan materi pembelajaran yang memadai. Penelitian ini menyoroti perlunya strategi pengajaran yang fleksibel yang disesuaikan dengan kebutuhan peserta didik dan memperkuat penggunaan penilaian berbasis keterampilan untuk evaluasi yang lebih komprehensif. Penelitian lebih lanjut direkomendasikan mengenai efektivitas pembelajaran berbasis teks, kesiapan guru untuk mengadopsi metode ini, dan integrasi teknologi dalam pendidikan bahasa Arab untuk meningkatkan hasil belajar siswa.

Model Pembelajaran Make A Match dan Mufradat: Pengaruhnya terhadap Kontrol Mufradat Siswa Ferantika, Susi; Jumhana, Nana; Faroji, Ahmad
al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 17 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v17i1.11414

This research is aims to determine the effect of using the Make A Match Technique which can increase Arabic vocabulary Control in class VII students of MTs Al-Khairiyah Karangtengah Cilegon Banten. Researchers used the experimental method with a quasi-experimental design. The data collection methods used in this study consisted of interview, documentation, observation and test. This study concluded that the use of the Make A Match technique had an impact on the Arabic vocabulary Control of class VII students of Mts Al-Khairiyah Karangtengah Cilegon Banten. This shows that the value (Tcount) 3.845 is greater than the value (Ttable) 2.064, so that Ho is rejected and H1 is accepted. In the sense that teaching Arabic using the Make A Match technique greatly influences students' ability to master Arabic vocabulary.

Improving the Professional Competence of Arabic Language Teachers through Independent Curriculum Training Shalihah, Siti; Faroji, Ahmad; Nuroh, Nuroh; Aljabr, Badr Nasser
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 17 No 1 (2025): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v17i1.25977

Arabic teachers at MTs and MA Al-Muchlisin face challenges in applying the independent curriculum, which focuses on differentiated, project-based, and competency-based learning. A qualitative case study approach was used in this research. The research methodology utilized in this study was Action Research in the form of School Action Research approach using the Kemmis and McTaggart cycle model, which has planning, action, observation, and reflection stages. The subject of the study was Arabic language teachers at MTs and MA Al-Muchlisin who have at least three years of teaching experience but have not yet explored the implementation of the independent curriculum. The independent curriculum training has been effective in enhancing teachers' understanding and skills. Teachers are now able to create teaching modules, design project-based learning, and use differentiated approaches based on students' learning styles (visual, auditory, kinesthetic). They have also improved classroom management, created a more enjoyable learning environment, and focused on evaluating students' competency achievement. The result showed that teacher competence has positively impacted the quality of Arabic language learning which also increased the students’ engagement and motivation. The challenges and obstacles such as varied student abilities and time limitations can be addressed through remedial learning and mentoring. This article recommends the continuous training to ensure the sustainability of the implementation of the independent curriculum and the optimization of learning quality.

Fostering Effective Learning Environments: Educator Approaches to Applying Reading, Writing, and Speaking Ethics Faroji, Ahmad; Ma'mur, Ilzamudin; Zohriah, Anis
International Journal of Science Education and Cultural Studies Vol. 3 No. 1 (2024): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v3i1.215

This study examines the roles of teachers in creating a positive and supportive learning environment, with a focus on the application of ethics in reading, writing, and speaking. The research method is literature studies, and the data sources are taken from a variety of articles in relevant scientific journals and books. The research phases begin with the formulation of goals, searching and gathering relevant references, identifying and classifying various references, and, finally, analyzing the results of the research. The study's findings demonstrate the critical role that teachers play in establishing a productive learning environment, particularly when it comes to incorporating the ethics of speaking, writing, and reading into routine instruction. Teachers can support students in developing good communication skills and strong moral foundations by raising awareness of ethical ideals and helping students apply these ideas in their daily lives. According to these studies, creating a learning atmosphere that values justice, honesty, and tolerance for other viewpoints can help students learn more effectively.

Model Pembelajaran Make A Match dan Mufradat: Pengaruhnya terhadap Kontrol Mufradat Siswa Ferantika, Susi; Jumhana, Nana; Faroji, Ahmad
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 17 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v17i1.11414

This research is aims to determine the effect of using the Make A Match Technique which can increase Arabic vocabulary Control in class VII students of MTs Al-Khairiyah Karangtengah Cilegon Banten. Researchers used the experimental method with a quasi-experimental design. The data collection methods used in this study consisted of interview, documentation, observation and test. This study concluded that the use of the Make A Match technique had an impact on the Arabic vocabulary Control of class VII students of Mts Al-Khairiyah Karangtengah Cilegon Banten. This shows that the value (Tcount) 3.845 is greater than the value (Ttable) 2.064, so that Ho is rejected and H1 is accepted. In the sense that teaching Arabic using the Make A Match technique greatly influences students' ability to master Arabic vocabulary.

Enhancing Arabic Reading with the Scramble Technique: A Classroom Trial and Conceptual Framework at Al-Falah Islamic Junior High School Asmawati, Siti Meila; Faroji, Ahmad
Lingu Vol 11 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i1.12090

Purpose – This study examined whether the scramble technique improves Arabic reading skills among seventh-grade learners at Al-Falah Islamic Junior High School (Cikeusik, Pandeglang) and, in parallel, developed a coherent conceptual framework to guide its classroom use. Design/methods/approach – The research combined a conceptual framework development approach—synthesizing insights from educational psychology, second-language acquisition, and Islamic pedagogy—with a small quasi-experimental classroom trial. Two intact classes were assigned as experimental (scramble) and control (regular instruction); Arabic reading comprehension was measured using pre-/post-tests vetted through expert review and item validity checks, while normality diagnostics justified parametric inference. Findings – Descriptively, the experimental mean rose from 57.83 (pretest) to 88.57 (posttest; range 85–95); an independent-samples test contrasting the experimental mean (88.57) with the control mean (51.82) yielded t = 2.107 with a standard error of 17.44, indicating a statistically testable difference consistent with meaningful classroom gains. Mechanistically, the framework posits that scramble tasks consolidate form–meaning mappings, support morphological and interclausal processing, and foster collaborative engagement, thereby linking cognitive and motivational pathways to improved comprehension. Research implications – The study contributes context-specific evidence for beginner-level Arabic, offers a portable implementation cycle (orientation–reconstruction–verification–reflection), and articulates principles to align assessment with literal, inferential, and evaluative indicators. Limitations include intact-class assignment, a modest sample, and short-term measurement, which temper generalizability. Future work should employ cluster randomization or crossover designs, incorporate process-tracing (e.g., think-alouds), monitor fidelity and effect sizes, and test combinations with explicit metacognitive strategy instruction and subgroup analyses by baseline vocabulary

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