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All Journal Abjadia, International Journal of Education Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Al Ishlah Jurnal Pendidikan Al Ibrah Journal of Arabic Language Education at-tamkin: Jurnal Pengabdian kepada Masyarakat Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IZDIHAR Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Prosiding Konfererensi Nasional Bahasa Arab Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Tatsqifiy: Jurnal Pendidikan Bahasa Arab Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Language, Literature, and Arts (JoLLA) Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Science and Education Journal ARKHAS: Journal of Arabic Language Teaching Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Jurnal kiprah pendidikan Inovasi Kurikulum
Muhammad Alfan
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Developing a Pedagogical Content Knowledge (PCK) Assessment for Pre-Service Arabic Language Teachers Laily Maziyah; Nur Faizin; Muhammad Alfan
Jurnal Kiprah Pendidikan Vol. 4 No. 4 (2025): Jurnal Kiprah Pendidikan | Oktober 2025
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i4.p715-724

Abstract

This study aims to develop an PCK assessment for pre-service Arabic language teachers. The analysis focused on the quality of the Indonesian-language try-out items, considering parameters such as difficulty level, discrimination power, validity, distractor effectiveness, and instrument reliability. Data were collected from the responses of 291 try-out participants to 35 multiple-choice items. The analysis involved calculating difficulty indices, discrimination indices, item-total correlations, evaluating distractor effectiveness, and testing reliability using Cronbach’s Alpha. The findings revealed that most items fell into the moderate difficulty category, while the instrument demonstrated a fairly good level of reliability. Nonetheless, several items were identified as requiring revision to enhance the overall quality of the evaluation instrument.
أثر طريقة الصورة بالصورة على تنمية مهارة الكلام لدى الطلاب بالمدرسة الثانوية الثانية ستوبوندو: The Impact Of The Picture And Picture Method On The Development Of Speech Skills In Students At The Second Secondary School Situbondo Wilda Fitria Yakin; Muhammad Alfan; Fahim Aghna 'lzzil Haq
Journal of Arabic Language Teaching Vol. 3 No. 2 (2023): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v3i2.1631

Abstract

Learning is an activity carried out by educators and learners in an environment that aims to achieve a learning goal. The fact is that in schools, there are still many educators who still need to achieve learning goals, especially learning maharah kalam. Therefore, the problem in schools is the low value of students in learning maharah kalam. This is due to an educator's need for more initiative in using several components that support the achievement of learning goals. One of these components is the learning method. Thus, the researchers used the picture-and-picture Learning method to develop students' Maharah Kalam. This study aimed to determine how the picture and picture method has influenced the development of Arabic speaking skills among students in MAN 2 Situbondo. In this study, researchers used quantitative approaches and types of experiments. This study's experiments and data collection methods use tests, questionnaires, observation, and documentary. Analysis of the data using the formula of the product of moments: r = nΣxy – (Σx)(Σy) /√{nΣx² – (Σx)²} {nΣy2 – (Σy)2}. The results of this study showed that the effect of the picture-and-picture method on the development of students ' speaking skills at an error rate of 5% is powerful. The average test result in the experimental class was 86.7, and in the observation class, 69.9. The data analysis results for the t-test calculation are 8.71 and T-schedule 1.67 or 8.71>1.67.
Development of Asoka-Based Smart Pedagogy Edukit to Strengthen TPACK of Automotive PPG Students in the Student Understanding and Learning Course Dani Irawan; M. Anas Tohir; Muhammad Alfan; Ahmad; Putri Dwi Kartini; Nia Arlika
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1380

Abstract

This research is motivated by the suboptimal Technological Pedagogical Content Knowledge (TPACK) competency of PPG automotive study students in designing meaningful, contextual learning that is in accordance with the characteristics of vocational high school students. The results of the needs analysis indicate that the teaching materials in the Student Understanding and Learning course are still generic and have not integrated the automotive vocational context, reflective learning experiences, and the systematic use of learning technology. This condition has an impact on the tendency of students to be oriented towards the administrative fulfillment of learning devices without in-depth pedagogical design. Therefore, an innovative product-based learning device that is implementable is needed to facilitate the strengthening of TPACK in an integrated manner. This study aims to: (1) develop an ASOKA-based Smart Pedagogy Edukit that is contextual to automotive vocational learning; (2) analyze the level of validity and practicality of the product; and (3) test the effectiveness of edukit in improving PPG students' TPACK competency in designing meaningful and reflective learning. The study used a mixed method approach with the ADDIE development model which includes the stages of needs analysis, product design, development through expert validation and limited trials, implementation using quasi-experiments, and evaluation for product refinement. Data collection was carried out through questionnaires, interviews, observations, assessment of learning tools, and documentation, with descriptive statistical analysis, Aiken's V, MANOVA, and qualitative analysis assisted by NVivo. The results of the study indicate that the ASOKA-based Edukit Smart Pedagogy was successfully developed as a learning tool that integrates pedagogical competencies, vocational content, and technology to strengthen the TPACK competencies of Automotive PPG students. The resulting product includes an implementation guide, learning modules, automotive case studies, interactive digital media, TPACK instruments, pedagogical reflection sheets, and is integrated with the Learning Management System (LMS). The results of expert validation show that the product is categorized as very valid, while the practicality test received very positive responses from lecturers and students. Product implementation is proven to increase learning engagement, pedagogical reflection skills, and student TPACK competencies compared to conventional learning.time, thus supporting data-based learning decision making.
Project-based learning for Arabic instruction as an innovation of the Kurikulum Merdeka development Yuliasari Yuliasari; Moch. Wahib Dariyadi; Laily Maziyah; Muhammad Alfan
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.114

Abstract

This study is grounded in the need for a more contextual and participatory approach to Arabic language instruction that aligns with the characteristics of the Pancasila Student Profile, particularly in non-urban madrasahs. Conventional methods have been deemed insufficient in effectively fostering students' communicative competencies. The objective of this study is to examine the implementation of the Project-Based Learning (PjBL) model in Arabic language education at Madrasah Ibtidaiyah (MI) as part of the ongoing innovation within the Kurikulum Merdeka. A descriptive qualitative method was employed, utilizing participatory observation, in-depth interviews, and document analysis for data collection. The findings reveal that PjBL successfully integrates Arabic language content into real-world activities, such as creating family introduction videos and creating vocabulary posters. This approach significantly enhances students' speaking skills (maharah kalām), collaboration abilities, and self-confidence. Moreover, it promotes a shift in the teacher’s role from instructor to facilitator, supporting differentiated learning practices. Despite challenges related to limited resources and the need for teacher training, PjBL proves to be a flexible and effective strategy for teaching the Arabic language. This study presents a replicable model for enhancing curriculum and developing 21st-century competencies, grounded in Islamic values.   Abstrak Penelitian ini didasarkan pada kebutuhan akan pendekatan pembelajaran bahasa Arab yang lebih kontekstual, partisipatif, dan selaras dengan profil pelajar Pancasila, terutama di madrasah non-perkotaan. Pendekatan konvensional dinilai belum mampu mengembangkan keterampilan komunikasi siswa secara optimal. Penelitian ini bertujuan untuk mengkaji penerapan model pembelajaran berbasis proyek (Project-Based Learning/PjBL) dalam pembelajaran bahasa Arab di Madrasah Ibtidaiyah (MI) sebagai bagian dari inovasi pengembangan Kurikulum Merdeka. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi partisipatif, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan PjBL mampu mengintegrasikan materi bahasa Arab ke dalam aktivitas nyata seperti video perkenalan keluarga dan pembuatan poster kosa kata. Pendekatan ini secara signifikan meningkatkan keterampilan berbicara (maharah kalām), kemampuan kerja sama, dan rasa percaya diri siswa. Guru juga mengalami pergeseran peran menjadi fasilitator pembelajaran yang mendukung pembelajaran terdiferensiasi. Meskipun terdapat keterbatasan fasilitas dan kebutuhan pelatihan guru, PjBL terbukti sebagai strategi yang fleksibel dan efektif dalam pembelajaran bahasa Arab. Penelitian ini memberikan model inovasi yang dapat direplikasi dalam penguatan kurikulum dan pengembangan kompetensi abad ke-21 berbasis nilai-nilai Islam. Kata Kunci: inovasi kurikulum; literasi bahasa Arab; Kurikulum Merdeka; pembelajaran berbasis proyek
Co-Authors Achmad Syaifuji Afifah Mutiara Tasya Ahmad Aldy Ferdiyansyah Anik Nur Handayani Arief Darmawan Bambang Irawan Dani Irawan Dzawil Hiday Erta Mahyudin Esti Untari Evania Yafie Fahim Aghna 'lzzil Haq Faris Maturedy Fauzi, Moh. Fery Firman Cahaya Shaputra Henik Nur Khofiyah Ibnu Samsul Huda Irhamni Ita Nur Istiqomah Kholisin Kholisin Laily Maziyah Laily Maziyah M. Anas Tohir M. Hari Zakiyudin M. Syathibi Nawawi Mahbub Humaidi Aziz Mahbub Humaidi Aziz Mahliatussikah , Hanik Miftahul Ummah Misbahul Umam umam Moh. Fauzan Moh. Khasairi Mohammad Bintang Hadiansyah Pahlevi Muhaiban Muhaiban Muhammad Alfan Muhammad Jauharul Fuady Nia Arlika Niswatul Lutfiana Nur Faizin Nurhidayati Nurul Murtadho Putri Dwi Kartini Ria Safitri Rohma Maulidya Romlah Romlah Shinta Nur Rachman Shirly Rizki Kusumaningrum Siti Latifa Zahara Siti Latifa Zahara Suti Mega Nur Azizah Suziyani Mohamed Tri Kuncoro Vita Kusumasari Wahib Dariyadi, Moch. Wahyu Lukita Mubarokah Wahyu Puji Rahayu Wahyu Puji Rahayu Wihdatul Hasanah Wilda Fitria Yakin Yuliasari Yuliasari