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All Journal Dinamika Bahasa dan Budaya Forum Tarbiyah ELOQUENCE: Journal of Foreign Language Dharmahita: Journal of Community Service and Development
Ahmad Ubaedi Fathuddin
STAIN Pekalongan
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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 1 
PEMIKIRAN IBNU SAHNUN TENTANG BELAJAR MENGAJAR AL-QUR’AN Fathuddin, Ahmad Ubaedi
Forum Tarbiyah Vol 8 No 2: Desember 2010
Publisher : IAIN Pekalongan

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Abstract

Ibn Sahnun was the first Islamic leaders in which his thoughts was concentrated in the areas of education, especially teaching the Qur’an to early childhood. The highlighting of Sahnun’s was based on the notion that the Qur’an is the source of knowledge, and learning at an early age would be so attached and rooted in the child. Through Adab al-Mu’allimin, it is known that the thought of Ibn Sahnun seemed complete and programmed well, especially for the classical era in which only a few leaders who pursued the field of education. And of those concepts can be found some things that are still relevant for today, especially about the emphasis on methods of reading, memorizing and understanding in studying the Qur’an, as apparent in the method of iqra ¸ qira’ati, and amtsilati, and the permissibility of a Qur’an teacher to receive, take or set wages from his students
Pemberdayaan Optimalisasi Aset Wisata Melalui Kkn: Studi Kasus Di Desa Silurah Taufiq, Ahmad; Nada, Alya Qothrun; Fathuddin, Ahmad Ubaedi; Munia, Yasmin Zahra
Dharmahita: Journal of Community Service and Development Dharmahita Vol 2, No 1, 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/dharmahita.v2i1.11008

Abstract

The service of real work college (KKN) students aims to help solve social, economic, and cultural problems in the village or community, as well as provide real experience to students in community service. in realizing the development of village assets aims to realize a village that can advance to become a Silurah tourist village, by helping to build marketing management to become a famous tourist. The service method used by the implementation team used descriptive qualitative through thorough observation during community service. Data collection was carried out by interviewing the village administration, pokdarwis as a community group formed consciously and voluntarily with the a im of developing, managing, and promoting tourism potential in their area, and karangtaruna. Furthermore, a survey was conducted in the planning stage to explore the tourism potential of the village. The implementation of the work program was carried out to address the challenges and potential development of Silurah Village as a result of infrastructure and accessibility development, increasing tourist attractiveness, strengthening the capacity of human resources (HR), developing creative economic production, promoting and digitizing tourism, strengthening partnerships and collaboration.
في البرنامج العلاجي لتعليم اللغة العربية المكثف بالجامعة كياهي الحاج عبد الرحمن واحد بكالونجان الإسلامية الحكومية(SRL) تعليم علم النحو على ضوء التعلم المنظم الذاتي: Pengajaran Tata Bahasa Arab Berbasis Pembelajaran Berbasis Pengaturan Diri (SRL) dalam Program Intensif Perbaikan Bahasa Arab Akhas, Muhammad Zayinil; Rosyid, M. Fairuz; Fathuddin, Ahmad Ubaedi
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i2.2702

Abstract

Background: Grammar teaching in Arabic language learning often fails to encourage student independence and motivation, especially in the context of remedial programs.  Purpose: This study aims to examine the application of Self-Regulated Learning (SRL) strategies in grammar teaching in an intensive Arabic remedial program at UIN K.H. Abdurrahman Wahid Pekalongan. Method: This study employs a qualitative descriptive approach with a non-experimental field design, involving 23 students selected purposefully due to their low grammar proficiency. Data were collected through observation, SRL questionnaires, pre- and post-tests, and in-depth interviews. Data analysis was conducted qualitatively and quantitatively to evaluate the effectiveness of the SRL strategy and its impact on grammar mastery. Results and Discussion: The results of the study showed a significant improvement in students' grammar comprehension after the implementation of the SRL strategy. Students demonstrated increased independence, motivation, and engagement in grammar learning. SRL components such as planning, self-monitoring, and reflection were proven effective in addressing grammar learning challenges in an intensive short-term environment. Conclusions and Implications: These findings indicate that integrating SRL into Arabic grammar instruction can improve learning outcomes and foster student independence. This study contributes to the development of SRL theory in language learning and offers practical implications for designing more effective remedial programs in Arabic language education. The integration of Self-Regulated Learning in Arabic grammar instruction in remedial programs not only improves mastery of the material but also fosters the independent learning character essential for long-term academic development. Therefore, this approach is recommended for widespread adoption in Arabic language learning programs in higher education, with the support of policies, faculty training, and adequate learning resources.
Negotiating Multimodal Literacy in Madrasah Classrooms: Teachers’ Challenges in Islamic Educational Contexts Khumaedi, Agus; Fathuddin, Ahmad Ubaedi; Puspitasari, Dewi
Dinamika Bahasa dan Budaya Vol 21 No 1 (2026): Dinamika Bahasa dan Budaya (In Progress)
Publisher : Universitas Stikubank (UNISBANK) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35315/bb.v21i1.10512

Abstract

Madrasah education plays a strategic role in shaping students’ religious values, moral character, and literacy practices. However, classroom instruction in many madrasahs remains dominated by text-based and teacher-centered approaches, which can limit students’ opportunities to actively construct meaning. This article explores the implementation of multimodal project-based learning in madrasah classrooms through the lens of Islamic education. Guided by Sociocultural Theory and a narrative inquiry approach, the study examines how multimodal activities, such as drawing, storytelling, and limited digitally supported tasks, support literacy development while allowing teachers to integrate Islamic values into everyday learning practices. Drawing on teachers’ narratives and classroom experiences, the article highlights both the pedagogical possibilities of multimodal learning and the challenges faced by madrasah teachers, including limited resources, curricular rigidity, and emotional demands associated with instructional innovation. The findings suggest that multimodal projects create spaces for more meaningful, and value-oriented literacy practices in madrasah classrooms, positioning teachers as reflective agents who negotiate between curriculum expectations and students’ lived experiences.
Co-Authors Ahmad Taufiq Akhas, Muhammad Zayinil Dewi Puspitasari Khumaedi, Agus Munia, Yasmin Zahra Nada, Alya Qothrun Rosyid, M. Fairuz