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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
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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.
Hambatan dalam Menciptakan Lingkungan Bahasa Arab di Pondok Pesantren Al-Munawaroh Pekanbaru Alfitri Alfitri; Harif Supriyady; Saproni Saproni
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 9 No. 1 (2020)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v9i1.6102

Abstract

Penelitian ini dilatarbelakangi hambatan dalam menciptakan lingkungan bahasa arab di pondok pesantren semi salaf- semi modern se-kota pekanbaru. Selain itu kita temukan dalam observasi beberapa pondok pesantren di kota pekanbaru bahwa masih punya hambatan dalam menciptakan lingkungan bahasa arab. Tujuan penelitian ini adalah untuk mengetahui dan menganalisis hambatan dalam menciptakan lingkungan bahasa arab semi salaf- semi modern se-kota pekanbaru. Kerangka teori yang digunakan adalah teori Lingkungan bahasa arab dengan indicator lingkungan formal dan informal,dengan indikator adanya pengajian kitab salaf, ada kurikulum modern, mempunyai indepedensi dalam menuntukan kebijakan dan ada ruang kreativitas. Hasil penelitian menunjukkan,Sebagaimana yang telah disampaikan oleh Kepala MTs dan MA Pondok Pesantren Al-munawaroh dan Al-ikhwan dalam wawancara bahwa Penilaian beliau sebagai pelaku yang mengambil kebijakan bahwa pelaksanaan menciptakan Lingkungan bahasa arab belum maksimal berjalan karena ini bukan menjadi tujuan utama dalam program madrasah, Belum dibuatnya Regulasi tentang lingkungan bahasa arab,  tidak adanya saling melakukan koordinasi antar penggerak bahasa dalam menciptakan lingkungan bahasa arab,Minimnya  tenaga Penggerak dan Pengajar  bahasa arab yang kompeten, Tidak adanya fasilitas yang mendukung dalam menciptakan lingkungan bahasa arab.
Pendidikan Kemandirian Dalam Islam Ahmad, Saproni
Journal Sport Area Vol 1 No 2 (2016): December
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/sportarea.2016.vol1(2).391

Abstract

Sebagian karakter yang diterangkan dalam syariat Islam adalah karakter kemandirian, kemandirian dalam mempertanggungjawabkan prilaku dan perbuatannya di hadapan Allah kemudian di hadapan hukum dan perundang-undangan yang berlaku dimana seseorang berada. Kemandirian ini diberlakukan mulai dari seorang anak sampai pada status akil baligh. Ditinjau dari perspektif pendidikan, bahwa masa akil baligh adalah masa ia telah mendapatkan bekal pemahaman yang cukup untuk bekal ia sebagai seorang muslim yang mulai berdiri sendiri dengan tanggungjawab personal dihadapan Tuhannya. Masa Baligh adalah sebuah fase baru dalam kehidupan setiap muslim yang harus dihadapi oleh mereka dengan bekal karakter kemandirian yang memadahi, dan karakter kemandirian ini ternyata harus by design disebabkan tuntutan umur, yaitu minimal pada umur 15 tahun, setiap pribadi muslim sudah mempunyai kemampuan yang menjadikan mereka berdiri sendiri dalam mempertanggungjawabkan semua sikap, tindakan dan prilakunya. Berangkat dari hal di atas, pembentukan karakter kemandirian pada seorang anak adalah tanggungjawab orangtua dan pemerintah melalui kurikulum pendidikan. Metode penulisan yang digunakan adalah kajian pustaka Dr. Yusuf Al Qaradhawi terhadap Al Quran dan Sunnah terkait dengan aktivitas usaha yang bisa di lakukan seseorang, sehingga dari tulisan ini diharapkan dapat memudahkan dalam upaya membuat panduan program dan muatan kemandirian dalam kurikulum pendidikan kedepannya.
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.
Measuring What Matters: Goal‑Free Evaluation Of Holistic Assessment In Arabic Language Education Saproni Muhammad Samin; Azhar Jaafar; Harif Supriady; Rojja Pebrian; Alfitri Zulkifli; Yenni Yunita
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.
Strengthening Arabic Language Learning Through Language Environment: A Case Study in Pesantren Riau Saproni Muhammad Samin; Rojja Pebrian; Alfitri Alfitri; Harif Supriady; Yenni Yunita; Mohammad Dhiya'ul Hafidh bin Fatah Yasin
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas 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.
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