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All Journal Cakrawala Pendidikan ARABIYAT Tadrib: Jurnal Pendidikan Agama Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IZDIHAR IJ-ATL (International Journal of Arabic Teaching and Learning) EDUKATIF : JURNAL ILMU PENDIDIKAN alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Aphorisme: Journal of Arabic Language, Literature, and Education Thariqah Ilmiah ; Jurnal ilmu-ilmu kependidikan & Bahasa Arab AR-RIAYAH : Jurnal Pendidikan Dasar Nusantara: Jurnal Pendidikan Indonesia Journal of Instructional and Development Researches Tatsqifiy: Jurnal Pendidikan Bahasa Arab Tarbiyatuna: Jurnal Pendidikan Ilmiah JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) Jurnal Kajian Ilmu Pendidikan (JKIP) Asalibuna Educational Journal of Islamic Management (EJIM) Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alsinatuna Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab EduInovasi: Journal of Basic Educational Studies EDUKASI Proceeding Of International Conference On Education, Society And Humanity
Huda, Hisbullah
UIN Sunan Ampel Surabaya
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Implementation of Differentiated Learning in Arabic for Children with Special Needs Fuadhi, Muhammad Iqbal; Niqie, Mohammad Syah Rizal; Muttaqiyah , Almar'atul; Ulya, Naufal; Huda, Hisbullah
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Desember 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.5807

Abstract

This study aims to identify the implementation of differentiated learning in the context of Arabic language subjects for children with special needs at Muhammadiyah 1-2 Taman Primary School and its supporting and inhibiting factors. The subjects studied include inclusion assistant teachers, subject teachers, students with special needs. The method used is descriptive qualitative where data is collected from observation, interviews and documentation, the results show that in its application differentiated learning is carried out with several stages of mapping learning needs, implementing differentiation of content, process and product in learning. several supporting factors such as active collaboration between the principal and parents in providing support, high enthusiasm and interest of students, comfortable and happy learning situations inhibiting factors in the application of differentiated learning in Arabic language subjects for children with special needs include limited ability to read and write Arabic and minimal learning motivation, unstable emotions, difficulty in concentration, limited teacher understanding in conducting initial assessments of the abilities and learning readiness of students with special needs.   Penelitian ini bertujuan untuk mengidentifikasi implementasi pembelajaran diferensiasi dalam konteks mata pelajaran Bahasa Arab untuk anak berkebutuhan khusus di SD Muhammadiyah 1-2 Taman serta faktor pendukung dan penghambatnya. Subjek penelitian meliputi guru pembantu inklusi, guru mata pelajaran, dan siswa berkebutuhan khusus. Metode yang digunakan adalah deskriptif kualitatif di mana data dikumpulkan dari observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa dalam penerapannya, pembelajaran diferensiasi dilakukan dengan beberapa tahapan pemetaan kebutuhan belajar, implementasi diferensiasi isi, proses, dan produk dalam pembelajaran. Beberapa faktor pendukung seperti kolaborasi aktif antara kepala sekolah dan orang tua dalam memberikan dukungan, antusiasme dan minat siswa yang tinggi, situasi belajar yang nyaman dan menyenangkan. Faktor penghambat dalam penerapan pembelajaran diferensiasi pada mata pelajaran Bahasa Arab untuk anak berkebutuhan khusus meliputi kemampuan membaca dan menulis Bahasa Arab yang terbatas dan motivasi belajar yang minimal, emosi yang tidak stabil, kesulitan berkonsentrasi, pemahaman guru yang terbatas dalam melakukan penilaian awal kemampuan dan kesiapan belajar siswa berkebutuhan khusus.
Integrating Behaviorist–Structuralist and Cognitive–Transformative Approaches in Arabic Language Learning Muhamad Fuad Hasim; Hisbullah Huda; M. Baihaqi; Nelly Sakinah; M. Hudzaifah
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.40660

Abstract

This study examined the implementation of an approach integrating behaviorist–structuralist theory and cognitive–transformative generative principles in Arabic language instruction for seventh-grade students at MTs Miftahul Afkar, Kediri, Indonesia. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews with the Arabic language teacher, and document analysis conducted from February 3 to February 28, 2025. The findings show that the behaviorist–structuralist approach effectively supports habit formation and structural accuracy, while cognitive–transformative generative principles enhance meaningful understanding and students’ ability to independently produce varied language forms. The study concludes that integrating these approaches results in systematic, meaningful, and transformative Arabic language learning and highlights the importance of developmentally sequenced instruction in madrasah education.
IMPLEMENTATION OF FULLY ONLINE MICROTEACHING MODEL TO IMPROVE THE TEACHING COMPETENCE OF ARABIC LANGUAGE PRE-SERVICE STUDENT TEACHERS Hisbullah Huda; Umi Hanifah
ALSINATUNA Vol 8 No 2 (2023): June 2023
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v8i2.1746

Abstract

Pandemic has changed microteaching models from offline to fully online. This requires skills that integrate technology into the lesson planning and teaching practice. This study aims to describe the implementation of fully online microteaching models to improve the teaching competence of Arabic language pre-service student teachers, its problems and solutions. This study uses qualitative descriptive method. Data were collected using observation, interviews, and documentation techniques and analyzed with Miles, Huberman, and Saldana interactive model of qualitative analysis technique. The study results show that the Arabic Microteaching course at the Faculty of Education and Teacher Training of Sunan Ampel Islamic State University was designed to be fully online using two models, namely synchronous and asynchronous models, using the media of Google Classroom and Google Meet. This model has its problems. The limited internet package made the students unable to turn on their cameras. This made the teaching practice less interactive. It also hampered the development of the social skills of the teaching practice students. The problem was overcome by regulating the turn to turn on the camera in the synchronous model and maximizing the offline asynchronous model by getting the students to attend [the class] and by recording the teaching practice in video. In this way, the fully online microteaching model can make Arabic language pre-service student teachers more competent in designing their lesson plans and in practicing digital-based learning creatively and innovatively.
An Analysis of Arabic Language Learning Models in Takhassus Programs: Evidence from an Indonesian Pesantren Alkhindi, Muhammad Umar Zaid; Savero, Fiko; Nata, Dimas Surya; Marliansyah, Anan; Huda, Hisbullah; Nasser, Mohamed
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 5 No. 1 (2026): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v5i1.54320

Abstract

This study aims to comprehensively examine the planning, implementation, and supporting and inhibiting factors of the Arabic Language Takhassus Program at As-Sakinah Islamic Boarding School in Sidoarjo. This research employs a qualitative, descriptive method, using observation, in-depth interviews with teachers and students, and analysis of curriculum documents. The findings reveal that the Takhassus Program is systematically designed through clearly defined objectives, tiered student grouping, and intensive evening learning schedules, with a strong emphasis on grammatical mastery and the study of classical Islamic texts (kitāb kuning). In its implementation, classroom instruction integrates traditional methods such as sorogan and bandongan with eclectic and communicative approaches. These are further reinforced through extracurricular language activities, including muḥāḍarah (public speaking), muḥādathah (conversation practice), and language olympiads. The program’s effectiveness is supported by strong institutional commitment, qualified instructors, and adequate facilities. However, several challenges persist, including inconsistent use of Arabic outside the classroom, heterogeneous student proficiency levels, the absence of standardized syllabi and lesson plans, and the suboptimal integration of educational technology. The study recommends strengthening curriculum design, standardizing instructional tools, and integrating educational technology to more comprehensively enhance the effectiveness and diversity of Takhassus-based Arabic learning models in Indonesia.
نموذج التعلم القائم على المشروع من خلال أنشطة المناظرة لتعزيز مهارة الكلام Masturi, Masturi; Syafitri, Nila Sari; Fadllurrahman, Moh.; Widadi, Widadi; Huda, Hisbullah
JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) Vol. 10 No. 1 (2026): April
Publisher : Fakultas Adab dan Humaniora UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jilsa.2026.10.1.138-160

Abstract

Arabic language instruction in pesantren remains largely lecture-based and provides limited opportunities for speaking practice, creating a gap between grammatical mastery and oral communicative competence. This study examines the effectiveness of Project-Based Learning (PjBL) implemented through debate activities in improving speaking skills at Darul Lughah al-‘Arabiyyah wa al-Fiqh as-Salafi, Annuqayah Latee Islamic Boarding School. A quasi-experimental design with two non-randomized groups was employed: an experimental group applying PjBL–Debate and a control group engaging in conventional debate, each consisting of 15 students. Data were collected through performance-based speaking tests and observations and analyzed using descriptive statistics, paired and independent t-tests, and N-Gain scores. The findings indicate that PjBL–Debate is significantly more effective than conventional debate in enhancing students’ speaking skills. The experimental group’s mean score increased from 56.8 to 84.6 (p < 0.001) with a high N-Gain of 0.71, while the control group showed only modest improvement (N-Gain = 0.31). These results suggest that integrating PjBL with debate effectively promotes contextual, communicative, and collaborative Arabic use within the pesantren language environment, offering a practical strategy to bridge theoretical knowledge and oral proficiency.
Co-Authors Abdurrosyid Akbar Achmad Sultoni Adheari Sya'ban Nugrohaji Afiffudin, Moch. Anang Ahmad Shodiq Ahmadi, Ahmadi Ainaaul Mardliyah Ainul Yaqin Ainur Rofiq Akbar, Abdurrosyid Alfin Nafidzatur Rifqiyah, Nur Ali Mudlofir Aliwafa, Aliwafa Alkhindi, Muhammad Umar Zaid Alyatus Syafa’ah, Ajeng Amar Maruf Amin, Sohibul Anang Sufyan Sauri Anggar wicaksono Atika Rochma Sari Azhari, Saifullah Aziz, Aba Agil Baihaqi, M. Chusnah, Nuning Isfa' Nisa'ul Dina Hidayatus Sholikhah Fadhilatun Ni’mah Fadllurrahman, Moh. Fathoni Fathoni Fuadhi, Muhammad Iqbal Hasan Badri Hidayatulloh, Uzair Hasan Izza Mufidah, Jiid Qoirunnisa Junaedi, Junaedi Khair, Nafilatul Khoirun Nisa M Baihaqi M. Hudzaifah Mahmudah, Rif’atul Majidatun Ahmala MARDLIYAH, AINAAUL Marliansyah, Anan Masturi Masturi Masykurotin Azizah Muhamad Fuad Hasim Muhammad Thohir Muslih Muslih Muthohharoh, Niswatun Muttaqiyah , Almar'atul Nadlir Nadlir, Nadlir Nasaruddin Nasaruddin Nasser, Mohamed Nata, Dimas Surya Nelly Sakinah Niqie, Mohammad Syah Rizal Nur Sjamsuarini Pudji Astutik Qurrotaa’yun, Nur Rady, Mohammed Jassim Mohammed Rahmayanti, Jesica Dwi Rifqi, Arina Fadlilatar Riwanda, Agus Rodliyatin Ni’am Romadona, Eka Putra Saefullah Azhari Safitri, Syaila Ayu Saifullah Azhari Salma, Mutiara Dwi Samsul Maarif Sari, Atika Rochma Sasmi, Nur Imana Khofiyani Satrio Wicak Iktiarto Savero, Fiko Sholihah, Hilmiyatus sofiatun nisa Syafitri, Nila Sari Taufik Taufik Taufik, Mirwan Akhmad Ulya, Naufal Umam, Abd. Wadud Nafi’ul Umi Hanifah Umilatur Rosidah Wafa, Muhammad Ali Wahab, Wahib Wahib Wahab Widadi, Widadi Yani, Achmad Zakiyah Zakiyah Zam Ani, Ahmad Faisal Zuha Prisma Salsabila