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All Journal AT TA´DIB Lisanudhad Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning Prosiding Konfererensi Nasional Bahasa Arab IJAS: Indonesian Journal of Arabic Studies Jurnal Pengabdian Masyarakat (ABDIRA) Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Asalibuna Bahtsuna: Jurnal Penelitian Pendidikan Islam
Agung Nurcholis
Universitas Darussalam Gontor
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Balance in Teaching Balaghah at Pondok Modern Darussalam Gontor Agung Nurcholis, Agung Nurcholis; Yoke Suryadarma; Rendi Sabana
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5189

Abstract

This study examines the principles of balance in teaching Balaghah (Arabic rhetoric) at Pondok Modern Darussalam Gontor, analyzing how these principles are applied in the instruction of Arabic rhetorical sciences. The research is based on qualitative content analysis of curricula and teaching materials at the institution, focusing on four dimensions of balance: balance between academic, emotional, and spiritual aspects, balance between theory and practice, balance between individual and social development, and balance in assessment methods. The findings reveal that the Balaghah teaching approach at Pondok Modern Darussalam Gontor embodies these principles through an integrated approach that connects theoretical knowledge of rhetoric with its practical applications, balances the study of traditional texts with the use of modern methods, combines individual and collaborative learning, and integrates academic, emotional, and spiritual dimensions in the educational process. The study presents a theoretical framework for teaching Balaghah based on balance principles, contributing to the development of Arabic rhetoric teaching methods and enhancing their effectiveness in various educational contexts. تبحث هذه الدراسة في مبادئ التوازن في تعليم البلاغة في معهد دار السلام كونتور الحديث، وتحلل كيفية تطبيق هذه المبادئ في تدريس علوم البلاغة العربية. تعتمد الدراسة على تحليل محتوى المناهج الدراسية والمواد التعليمية في المعهد، مع التركيز على أربعة أبعاد للتوازن: التوازن بين الجوانب الأكاديمية والعاطفية والروحية، والتوازن بين النظرية والتطبيق، والتوازن بين التنمية الفردية والاجتماعية، والتوازن بين التقليد والابتكار، والتوازن في أساليب التقييم. تكشف النتائج أن منهج تعليم البلاغة في معهد دار السلام كونتور يجسد هذه المبادئ من خلال نهج متكامل يربط بين المعرفة النظرية للبلاغة وتطبيقاتها العملية، ويوازن بين دراسة النصوص التقليدية واستخدام الأساليب الحديثة، ويجمع بين التعلم الفردي والتعاوني، ويدمج الأبعاد الأكاديمية والعاطفية والروحية في عملية التعليم. تقدم الدراسة إطارًا نظريًا لتعليم البلاغة قائم على مبادئ التوازن، مما يسهم في تطوير أساليب تعليم البلاغة العربية وتعزيز فعاليتها في السياقات التعليمية المختلفة.
Learning Ecology: The Dimensions Of Connectedness In Contemporary Arabic Language Pedagogy Nurcholis, Agung; Zaen, Azhar Amir; Danis, Ahmad Ali Abdullah
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (2025): 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.v8i3.32686

Abstract

The ecological approach enables a more holistic understanding of connectedness as an emergent phenomenon arising from interacting various elements in the language learning ecosystem. This article explores the dimensions of connectedness in Arabic language learning through the perspective of learning ecology. Using data from a case study at Pondok Pesantren Darussalam Gontor Ponorogo, Indonesia, this research analyzes how complex interactions between learners, teachers, environment, and language form a dynamic learning ecosystem. Through a mixed methods methodology, the study identifies four main dimensions of connectedness: interpersonal connectedness, contextual connectedness, conceptual connectedness, and spiritual-cultural connectedness. The results show that learning ecosystems rich in connectedness correlate positively with improved Arabic language competence (r = 0.74, p 0.01) and developing a more integrated linguistic identity. This article proposes an "Ecology of Connectedness" model that emphasizes connectedness's dynamic, contextual, and emergent nature in Arabic language learning. This model offers a new theoretical framework to help Arabic language educators design learning environments that facilitate various forms of connectedness and support sustainable language development. The implications of this research extend the understanding of Arabic language learning beyond traditional cognitive-individual approaches toward a perspective that recognizes the central role of connectedness in language learning ecology.
Gagasan Filsafat Pendidikan Holistik dalam Waldorf Education menurut Rudolf Steiner Agung Nurcholis
BAHTSUNA: Jurnal Penelitian Pendidikan Islam Vol. 3 No. 2 (2021): Vol. 3 No. 2 (2021): September 2021
Publisher : LP3M UNZAH GENGGONG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/bahtsuna.v3i2.54

Abstract

Makalah ini mengetengahkan gagasan Rudolf Steiner tentang Waldorf Education sebagai alternatif prinsip pendidikan modern yang bisa digunakan. Dalam implementasinya Steiner memulai gagasan filsafat pendidikannya berangkat dari anthroposofi yang bisa dipahami sebagai antithesis dari anthrophosentis. Anthroposofi memandang bahwa manusia harus melihat dirinya secara utuh, bersatu dengan semesta dan melakukan pencarian diri hingga menuju kesempurnaan diri pada level kebijaksanaanya. Gagasan utamanya ada empat; Spiritual knowledge and freedom, Nature of Human Being, Evolution-Emanation dan Ethic. Dalam teknis pelaksanaannya pendidikan holistik memiliki tiga prinsip; connectedness, inclusion dan balance. Dalam makalah ini juga akan dideskripsikan prinsip umum dan beberapa prinsip khusus dalam Waldorf Education, tentang distingsi kurikulumnya, bagaimana memperlakukan peserta didik, dan bagaimana menjadi guru Waldorf. Serta dipaparkan secara singkat tentang signifikansi arsitektur bangunan sekolah dalam sekolah-sekolah Waldorf. Gagasan filsafat pendidikan Steiner ini mengandung banyak ide menarik dan berpotensi berguna meskipun tidak sedikit yang menganggap itu bertentangan dengan model pendidikan modern saat ini. Kata Kunci: Rudolf Steiner, Anthroposofi, Pendidikan Holistik, Waldorf Education.
Co-Authors Aatina Khairul Atiyah Zein Alafianta, Novan Fatchu Ashari, Riza Azhar Amir Zaen Danis, Ahmad Danis, Ahmad Ali Abdullah Edo Kurniawan harris, jaudat iqbal Hisyam Zaini Mark Daniel , Shockley May Lita Wardiya Ningsih Naufal Akmal Syammary NURUL HIDAYAH Pikri, Anggita Hilaul Qudwatun Hasanah Rendi Sabana Syifaussakinah Syifaussakinah Yoke Suryadarma