Article Per Year (5 Year)
p-Index From 2021 - 2026
3.933
P-Index
This Author published in this journals
All Journal Jurnal Al-Maqayis ARABIYAT Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Ijaz Arabi Journal of Arabic Learning JOURNAL SPORT AREA NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan El-Thumuhat ALSINATUNA Perspektif Pendidikan dan Keguruan Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Educoretax Alsinatuna EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Saproni Muhammad Samin
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : alsinatuna

 1 
Heutagogy in Arabic Class: How It Is Applied in The Islamic Education Study Program Of Universitas Islam Riau Saproni Muhammad Samin
ALSINATUNA Vol 5 No 1 (2019): December 2019
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v5i1.2092

Abstract

This study aims to uncover the purpose of teaching Arabic in the Islamic Education Study Program at Universitas Islam Riau and the possibility of implementing a heutagogical approach in the said course. Heutagogy is the latest approach in the world of Education, which is in line with the era of the Industrial Revolution 4.0. It is a qualitative research using descriptive analysis method. Data collection in this research was carried out in three ways, i.e. interview, documentation, and library research. From the analysis, the study concludes that the general objective of the teaching of Arabic in the Islamic Education Study Program at Universitas Islam Riau is that students are able to recognize Arabic grammar and practice it in the writing and reading of religious texts and other Arabic texts; besides, students are expected to be able to understand the Arabic book, speak, and write Arabic in simple situations. The next conclusion shows that the heutagogical approach cannot be fully applied in Arabic class in the Islamic Education Study Program because the purpose of the Arabic learning cannot come out of the goals set by the study program. However, the spirit of heutagogy can be seen in the Arabic learning process
SELF-REGULATED LEARNING OF ARABIC EDUCATION STUDENTS VIA MOODLE DISCUSSION FORUM Saproni Muhammad Samin; Hikmah
ALSINATUNA Vol 7 No 1 (2021): December 2021
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v7i1.3751

Abstract

This study aims to analyze and describe the Self-Regulated Learning of Arabic Language Education students at the Universitas Islam Riau. The research method used is a descriptive analysis using the percentage of the Self-Regulated Learning questionnaires through the Moodle discussion forum, which consists of five aspects, that is discipline, confidence, motivation, initiative, responsibility, with a sample of forty-four students. The validity test results using the SPSS 20. There are eight invalid and seventeen valid questions from the twenty-five indicator items after the validity test, so the researchers only used the right questions to test the research object. Based on the Cronbach's Alpha value in the reliability statistics table, a matter of 0.840, this can conclude that these results have a very high level of reliability. The study results indicate that the Self-Regulated Learning of Arabic Language Education students at the Universitas Islam Riau is pretty good in the aspects of self-confidence with a score of 65.7%, aspects of discipline with a score of 72.2%, and aspects of responsibility with a score of 73.1%, And not good in the part of the initiative with a score of 55.1% and motivational elements with 63.8%.
Student Centered Learning in Arabic Language Education: Integrating Research, Community Engagement, and Microteaching Rojja Pebrian; Saproni Muhammad Samin
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/706sd598

Abstract

This evaluation looks at how Student‑Centered Learning (SCL) actually works in an Arabic Language Education program, and what it seems to be achieving. We used a Goal‑Free Evaluation Model (GFEM) within a convergent mixed‑methods design, drawing on Outcome‑Based Education documents (Graduate Learning Outcomes/GLO, Course Learning Outcomes/CLO, and syllabi), Learning Management System (LMS) records, micro‑teaching instruments, publication and Community Engagement (CE) portfolios, Quality Assurance reports, administrative data, and interviews and focus‑group discussions (FGDs) with stakeholders; the core indicators were also checked against the program's external accreditation field assessment. SCL is not a one‑off effort here but a routine part of how the program runs: tasks are managed through the LMS with standardized rubrics, more than 30 courses weave research and community engagement into coursework, and micro‑teaching gives every student at least four practice sessions, ten or more core skills, and structured cycles of feedback and reflection. Most indicators look encouraging a mean GPA of 3.7, tracer coverage of 92.86%, an employability/entrepreneurship/further‑study rate of 97.5%, field of work suitability of 95.0%, and an average job‑waiting time of 4.7 months though the average time‑to‑degree of 4.2 years and an on‑time graduation rate of just 37.2% stand out as clear weak points and a priority for improvement. Because the design is descriptive and goal‑free, we report associations rather than proven causes: three mechanisms plausibly help explain the link between SCL and these outcomes clearer alignment from GLO to CLO to assessment, dense practice with timely feedback, and authentic tasks grounded in real contexts. Going forward, the program should sharpen course‑level targets, calibrate rubrics more consistently, standardize how research and CE are built into courses, and strengthen career and thesis supervision support. Overall, these routines offer a workable, identity‑rooted blueprint that other programs could adapt.
Co-Authors Adilla, Ulfa Akzam, Ismail Alfitri Alfitri Alfitri Alfitri Alfitri Zulkifli Alfitri, Alfitri Amida Fazuhra Arianisari, Nabilla Azhar Jaafar Dakhilullah, Tengku Muhammad Dafa Fanny Afrita Fitria, Rahmadhianti Nur Hikmah Hikmah Hikmah Ismail Akzam Jamalluddin Mohammad Dhiya'ul Hafidh bin Fatah Yasin Muslihatud Dinna Nurjannah. Harahap Pebrian, Rojja Rojja Pebrian Rojja Pebrian Sanjaya, Malvin Sitorus, Laurenza Sungkowo Sungkowo, Sungkowo supriady, harif Supriyady, Harif Syarifah Rizcy T. Yusril Hari Budiman Wardatul Wahidah Yasin, Mohammad Dhiya'ul Hafidh bin Fatah Yenni Yunita Zakaria, Gamal Abdul Nasir