Article Per Year (5 Year)
p-Index From 2021 - 2026
3.492
P-Index
This Author published in this journals
All Journal Jurnal Al-Maqayis ARABIYAT Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab 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
Saproni Muhammad Samin
Universitas Islam Riau
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 : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
Strengthening Arabic Language Learning Through Language Environment: A Case Study in Pesantren Riau Samin, Saproni Muhammad; Pebrian, Rojja; Alfitri, Alfitri; Supriady, Harif; Yunita, Yenni; Yasin, Mohammad Dhiya'ul Hafidh bin Fatah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10565

Abstract

A critical gap exists between the theoretical importance of Arabic language environments in Islamic boarding schools (pesantren) and their practical implementation effectiveness. While previous research has identified various obstacles in Arabic language learning, comprehensive analysis of implementation conditions and systemic challenges in Riau Province remains underexplored. This study addresses this gap by examining Arabic language environment implementation conditions in 12 pesantren in Riau Province using qualitative exploratory case study design. Data were collected through semi-structured interviews with pesantren leaders, participant observation, and document analysis. Thematic analysis with triangulation was used for data analysis. Findings reveal a significant gap between policy and practice: 58.3% of pesantren have formal regulations but only 33.3% require full Arabic communication. Main challenges include Santri psychological factors (58.3% shyness/lack of confidence), limited competent teachers (50%), and inadequate facilities (41.7% have no supporting facilities, 0% have language laboratories). Program effectiveness is low (58.3% rate as less effective) with traditional approaches dominating (66.7% daily vocabulary memorization). However, 100% of leaders support the program and 66.7% of Santri are religiously motivated. The study recommends a holistic implementation model integrating five components: strengthening regulations, improving human resources, developing facilities, implementing communicative programs, and establishing evaluation systems. This research contributes to theoretical understanding of language environment implementation and provides practical recommendations for strengthening Arabic language programs in pesantren.
Measuring What Matters: Goal‑Free Evaluation Of Holistic Assessment In Arabic Language Education Samin, Saproni Muhammad; Jaafar, Azhar; Supriady, Harif; Pebrian, Rojja; Zulkifli, Alfitri; Yunita, Yenni
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.36779

Abstract

Outcome-Based Education (OBE) requires assessment that captures not only knowledge but also professional dispositions and observable performance. Program-level evidence in Arabic Language Education (ALE) remains limited, especially studies that link holistic assessment design to institutional quality indicators and graduate outcomes. The study aims to appraise the effectiveness of a holistic assessment system (cognitive–affective–psychomotor) in the ALE Study Program at Universitas Islam Riau using Goal Free Evaluation (GFE) and to examine its association with academic attainment and graduate outcomes. This study is a mixed-methods, descriptive dominant design employing GFE to evaluate effectiveness through actual outcomes rather than predetermined targets. Data sources included three academic years (Y2 [2022] to Y [2025]) of institutional records, quality assurance documents (GLOs•CLOs•sub-CLOs; rubrics), micro-teaching artefacts, student satisfaction surveys, and a tracer study. Association with academic attainment was examined through temporal trends in GPA and on-time graduation; association with graduate outcomes through employment rates and time-to-job. Findings: GFE evaluation revealed system effectiveness across all domains: (i) cognitive—mean GPA remained consistently high (3.69–3.78) and on time graduation reached 52% in Y; (ii) affective—“very good” ratings ≥75% across service dimensions; (iii) psychomotor—standardized micro teaching ecosystem (≥4 practices/semester; ≥10 core skills; B threshold). Association with academic attainment: The 40–30–30 design, explicitly linked to GLOs→CLOs, showed a strong association: stable, high GPAs across three years and improved on-time graduation indicate that the system effectively supports quality and efficiency. Association with graduate outcomes: Strong positive association demonstrated—97.5% placement, 4.8-month time-to-job, with education sector dominance (~77%) corresponding to psychomotor emphasis on teaching skills. The integrated competence (cognitive mastery, affective dispositions, psychomotor skills) developed through the holistic assessment system directly contributed to favorable employment outcomes. Conclusion: A 40–30–30 assessment design explicitly linked to GLOs→CLOs effectively sustains performance across three domains and employability. GFE evaluation demonstrated apparent effectiveness and strong associations with both academic attainment and graduate outcomes. Recommendations include rubric standardization, assessor moderation, analytics dashboards, and longitudinal tracking.
Outcome-Based Arabic Language Education: Leveraging Learning Analytics for Graduate Success Samin, Saproni Muhammad; Zakaria, Gamal Abdul Nasir; Pebrian, Rojja
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.46603

Abstract

This study evaluates an Arabic Language Education Program's Outcome‑Based Education (OBE) implementation using a Goal‑Free Evaluation Model (GFEM). The research objectives were to: (1) link Graduate Learning Outcomes (GLO) with Course Learning Outcomes (CLO) and assessments, (2) appraise Student‑Centered Learning (SCL), authentic assessment, and facilities/IT support, and (3) synthesize educational outputs and graduate employability. The methodology employed a convergent, multi‑source design triangulating curriculum records, satisfaction and employer surveys, tracer coverage, academic indicators, research/engagement portfolios, facilities/IT audits, and stakeholder interviews conducted from 2022 to 2024. The results demonstrate consistent implementation from planning to outcomes: GLOs cascade effectively to CLOs; SCL (problem, project, case‑based) is routinely implemented; micro‑teaching is institutionalized across the program. Key findings include GPA 3.73, time‑to‑degree 3.8 years, on‑time graduation 52%, tracer coverage 92.86%, employability/entrepreneurship/further study 97.5%, and 4.8‑month waiting time. The study concludes that identity‑rooted OBE improvements with global responsiveness are achievable through systematic implementation, continuous monitoring, and cultural integration within educational frameworks.
Co-Authors Adilla, Ulfa Akzam, Ismail Alfitri Alfitri Alfitri Alfitri Alfitri, Alfitri Amida Fazuhra Arianisari, Nabilla Dakhilullah, Tengku Muhammad Dafa Fanny Afrita Fitria, Rahmadhianti Nur Hikmah Hikmah Hikmah Ismail Akzam Jaafar, Azhar Jamalluddin Muslihatud Dinna Nurjannah. Harahap Pebrian, Rojja 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 zulkifli, alfitri