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All Journal PPSDP International Journal of Education An-Nafis: Jurnal Ilmiah Keislaman dan Kemasyarakatan Tarbiyah Darussalam : Jurnal Ilmiah Kependidikan dan Keagamaan
Ulfah, Aunia
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Metode Qowaid Dan Terjemah Pada Pembelajaran Bahasa Arab Di Pondok Pesantren Al Falah Puteri Banjarbaru Ulfah, Aunia; Nurhidayani; Muhammad Syukri
An-Nafis: Jurnal Ilmiah Keislaman dan Kemasyarakatan Vol. 4 No. 1 (2025): Published in April of 2025
Publisher : STIT Syekh Muhammad Nafis Tabalong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62196/nfs.v4i1.81

Abstract

Arabic language education in pesantren plays an important role in equipping students with strong language skills, especially in understanding religious texts. At Pondok Pesantren Al-Falah Puteri Banjarbaru, Arabic language learning still faces challenges in understanding grammar (Qowa’id) and the ability to translate texts. Therefore, effective methods are needed to improve the quality of Arabic language teaching at this pesantren. This research focuses on the application of the Qowaid an Translation method in Arabic language learning at Al- Falah Puteri Islamic Boarding School Banjarbaru. The main issues discussed are how the Qowaid and Translation method is implemented in Arabic language learning at the boarding school and the learning outcomes achieved by the students after the method is applied. This research employs a qualitative approach with a case study design. Data was collected through observation, interviews with teachers and students, and document analysis of the teaching materials used. Data analysis was performed through data reduction, presentation of data, and drawing conclusions. Research Results: The results of the study indicate that the application of the Qowa’id and Translation methods at Pondok Pesantren Al-Falah Puteri has proven effective in improving students' ability to understand Arabic grammar and translate texts. Overall, the implementation of these methods has had a positive impact on the students' mastery of the Arabic language. However, additional support methods are needed to ensure that students not only become proficient in Arabic grammar and translation but also become skilled in speaking Arabic fluently.
PENGEMBANGAN METODOLOGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS TEORI KONSTRUKTIFISTIK DAN SOSIO-KULTURAL Ulfah, Aunia; Nurhidayani
TARBIYAH DARUSSALAM: JURNAL ILMIAH KEPENDIDIKAN DAN KEAGAMAAN Vol. 9 No. 02 (2025): Tarbiyah Darussalam : Jurnal Ilmiah Kependidikan dan Keagamaan
Publisher : Fakultas Tarbiyah IAI Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58791/tadrs.v9i02.547

Abstract

Abstrak Pembelajaran Pendidikan Agama Islam (PAI) sering kali masih didominasi pendekatan yang bersifat hafalan dan praktik formal, yang kurang memberi ruang pada penghayatan nilai-nilai agama secara mendalam dan pengembangan kemampuan berpikir kritis peserta didik. Salah satu akar persoalan dari kondisi tersebut adalah lemahnya penguasaan metodologi pembelajaran oleh para pendidik. Tulisan ini bertujuan untuk mengkaji pengembangan metodologi pembelajaran PAI melalui pendekatan teori konstruktifistik dan sosio-kultural. Kedua teori tersebut dinilai mampu menjadi alternatif strategis dalam membangun proses pembelajaran yang lebih bermakna, kontekstual, dan berpusat pada peserta didik. Penelitian ini menggunakan metode kualitatif deskriptif dengan jenis kajian pustaka (library research). Data dikumpulkan melalui teknik dokumentasi terhadap sumber-sumber primer dan sekunder yang relevan, kemudian dianalisis menggunakan pendekatan content analysis untuk memperoleh gambaran mendalam mengenai penerapan kedua teori tersebut dalam konteks pembelajaran PAI. Hasil kajian menunjukkan bahwa pendekatan konstruktifistik menekankan pada konstruksi pengetahuan secara individu, sedangkan pendekatan sosio-kultural menekankan pada pembelajaran yang terjadi melalui interaksi sosial. Keduanya memiliki kesamaan dalam mendorong keaktifan peserta didik dan menempatkan guru sebagai fasilitator. Strategi dan metode pembelajaran seperti cooperative learning, generative learning, dan discovery learning terbukti sejalan dengan prinsip kedua teori ini. Dengan demikian, integrasi teori konstruktifistik dan sosio-kultural dalam pengembangan metodologi pembelajaran PAI mampu menciptakan pembelajaran yang tidak hanya informatif, tetapi juga transformatif dan adaptif terhadap tantangan pendidikan abad ke-21.  
The Influence of Family, School, and Community Environments on Students’ Religious and Social Behavior Syukri, Muhammad; Ulfah, Aunia; Nurhidayani, Nurhidayani; Majid, Muhammad Syahdan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): Forthcoming Issue
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.682

Abstract

This study aims to analyze the influence of family, school, and community environments on the religious and social behavior of students at State Islamic Senior High Schools (MAN) in Hulu Sungai Tengah Regency. These three environments are seen as complementary educational centers in shaping students’ spiritual and moral character. Using a quantitative approach with a causal-comparative design, this study involved 248 respondents selected through stratified proportional random sampling. Data were collected through questionnaires, observation, and documentation, then analyzed using multiple linear regression. The results showed that all environmental variables had a positive and significant influence both partially and simultaneously. The family environment contributed 14.5% to students’ religious behavior and 13.7% to students’ social behavior. The school environment contributed 17.6% to religious behavior and 19.2% to social behavior, demonstrating the strong role of madrasas in fostering religious values ​​and social interaction. Meanwhile, the community environment contributed the largest contribution, namely 20.8% to religious behavior and 20% to social behavior, emphasizing the role of the community as a space for practicing real morals. Simultaneously, the third environment explained 24.7% of the variance in students’ religious behavior and 28.2% in their social behavior. This finding confirms that character formation is inseparable from the synergy between family, school, and community. This research has significant implications for Islamic education management, particularly in strengthening collaboration between the third environment to achieve holistic, sustainable character development aligned with Islamic education principles.
Co-Authors Majid, Muhammad Syahdan Muhammad Syukri Nurhidayani NURHIDAYANI NURHIDAYANI, NURHIDAYANI