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Huda, Hisbullah

UIN Sunan Ampel Surabaya

Author-ID : 2709770

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 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

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.

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

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.

Exploring Teaching Practices in Arabic Language Education: A Qualitative Case Study at an Indonesian Islamic Boarding School Muzakki Abdurrahman; Linura Tuada; Nurul Ilma; Sovia Fahraini; Hisbullah Huda
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41947

Learning Arabic language is essential in Islamic and formal education, especially in institutions that aim to equip learners with linguistic ability and good character. Bilingual schools involve various factors in the teaching and learning process such as institutional policy, learners' background, and teaching approach. This study aims to examine the practice of Arabic language teaching and learning in SMP Bilingual Terpadu Krian Sidoarjo using a qualitative method. Classroom observations were conducted in 12 meetings over two months, followed by semi-structured interviews with one Arabic language teacher and five selected eighth grade students, as well as document analysis. The results indicate that Arabic language teaching practices apply a mixed instructional strategy combining direct explanation and interactive activities, which support both conceptual understanding and active student involvement. Student participation tends to be dynamic, influenced by lesson design, language proficiency, and self-confidence. The use of bilingual instruction helps students understand the material more easily; however, it may reduce exposure to the target language. Challenges include varying levels of student ability and inconsistent participation, while supporting factors include flexible teaching strategies, diverse techniques, and a positive classroom atmosphere. This study provides insights into Arabic language teaching practices in bilingual schools and highlights important considerations for improving effective teaching and learning processes.

An Integrative Arabic Language Learning Model Based on Neurolinguistics and Digital Learning for the Development of Maharah Istima' in 21st Century Islamic Schools Sovia Fahraini; Muhammad Imam Nawawi; Hisbullah Huda; Nada Ibrahim Alribdi
Assuthur: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2026): Assuthur: Jurnal Pendidikan Bahasa Arab
Publisher : Pasca Sarjana IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/as.v5i1.3515

Maharah Istima’ is the basis for Arabic language learning, but school practices are still conventional and have not been integrated with neurolinguistics and digital learning. This study develops an integrative model to optimize listening skills in 21st-century Islamic schools. This research is a conceptual study with a qualitative approach through library research. Data are sourced from relevant scientific literature and analyzed using thematic synthesis to formulate a systematic and applicable integrative model. The results of the study indicate that the development of effective Maharah Istima’ must integrate the stimulation of attention, working memory, and emotions as explained in neurolinguistic theory, with interactive multimedia strategies that align with the principles of Richard E. Mayer’s Cognitive Theory of Multimedia Learning, Robert M. Gagné’s systematic learning framework through Gagne’s Nine Events of Instruction, and Alan Baddeley’s Working Memory concept. The formulated integrative model includes the stages of sound recognition, contextual meaning, digital-based interactive reinforcement, and reflective evaluation. This integration enables learning that is more adaptive, interactive, and aligned with students’ cognitive architecture. This research contributes by developing an integrative conceptual framework based on neurolinguistics and digital learning as a practical guide for Arabic language teachers. This model bridges theory and practice and serves as a foundation for further empirical research that is more relevant to 21st-century needs.

Enhancing Arabic Speaking and Writing Skills through Project-Based Learning: Peningkatan Keterampilan Berbicara dan Menulis Bahasa Arab melalui Pembelajaran Berbasis Proyek Nila Sari Syafitri; Masturi; Muhammad Hayyis Taqiyuddin; Hisbullah Huda; Moh Al Fayyadh
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 12 No. 1 (2026)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2026.0121-09

This study aims to examine the effectiveness of Project-Based Learning (PjBL) in enhancing students’ motivation to learn as well as their speaking and writing skills in Arabic. The study employed a quantitative approach with a quasi-experimental design involving 30 participants from Madrasah Aliyah Mambaus Shalihin Gresik, who were divided into experimental and control groups. Data were collected through a learning motivation questionnaire using a Likert scale, as well as through pre- and post-tests to measure speaking and writing skills. The findings indicate that both groups possessed comparable baseline skills. However, following the implementation of the PjBL model, the experimental group demonstrated greater improvement in learning motivation than the control group, with an average score of 82.13%, considered high. Additionally, the experimental group demonstrated superiority in speaking and writing skills, as indicated by final test results and gain scores. Although this model proved effective in creating a dynamic, collaborative, and authentic learning process, there were several challenges in its implementation, including the need for more time, greater teacher attention, and differences in students' participation levels. In practice, these challenges can be addressed by implementing smaller projects, providing clear guidelines, and conducting regular group monitoring, so that teachers at madrasahs can effectively implement PjBL despite limitations in time and supervision. For this reason, the PjBL model is recommended as an innovative approach to improving productive Arabic language skills at madrasahs. Keywords: Learning Motivation, Project-Based Learning, Speaking Skills, Writing Skills

Effect of Digital-Based Direct Instruction on ICP Students’ Arabic Learning Outcomes: English Imam Nawawi; Hisbullah Huda; Sovia Fahraini; Choiril Ulfi
Tatsqifiy: Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026): Tatsqify: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/tjpba.v7i2.25089

Persyaratan: يواجه تعليم اللغة العربية dan Layanan Pelanggan Perlindungan Lingkungan dan Perlindungan Lingkungan المفردات ومواد مهارة الاستماع. يهدف هذا البحث إلى معرفة أثر نموذج التعليم المباشر (Instruksi Langsung) القائم على التكنولوجيا Perlindungan Lingkungan dan Perlindungan Lingkungan ICP (ICP) adalah alat yang digunakan untuk menangani masalah ini. استخدم البحث المنهج الكمي بتصميم شبه تجريبي (Quasi-Eksperimental) شمل فصلاً تجريبياً وفصلاً baiklah. وتكوّن مجتمع البحث من 49 طالباً تم اختيارهم باستخدام أسلوب العينة القصدية (Purposive Sampling). Perlindungan Lingkungan dan Perlindungan Lingkungan باستخدام تطبيق JASP عبر اختبار (Uji-t Sampel Independen). Perlindungan Lingkungan dan Perlindungan Lingkungan Kartu Kredit yang Dapat Dipakai untuk Layanan Pelanggan baiklah. كما أظهر التحليل أن حجم الأثر (Ukuran Efek) يقع ضمن الفئة الكبيرة، مما يدل على أن نموذج Perlindungan Lingkungan dan Perlindungan Lingkungan الطلاب. Perangkat Lunak PowerPoint, Perangkat Lunak, dan Smart TV (Smart TV) البصرية في خلق تعلم أكثر تفاعلية وتنظيماً وجاذبية. Perlindungan Lingkungan dan Perlindungan Lingkungan Perlindungan Lingkungan dan Perlindungan Lingkungan العربية في البيئة المدرسية الإسلامية.

Evaluating the Drill Method in Maharah Kalam through the Merdeka Curriculum: Rapid Response Drill as an Innovative Speaking Practice Model Sovia Fahraini; M. Insan Hilmy; M. Baihaqi; Hisbullah Huda
Al-Wazan: Journal of Arabic Education Vol. 4 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i1.849

Arabic language learning, in particular maharah kalam, is still dominated by the drill method, which is effective but tends to be mechanistic and does not encourage spontaneity. This study aims to evaluate the implementation and effectiveness of the drill method from the perspective of the Merdeka Curriculum and develop Rapid Response Drill as an alternative speaking practice that is more communicative, contextual, and encourages spontaneous responses. The study used a qualitative evaluative approach with a field research design through learning observations, interviews with teachers and students, and analysis of learning documents in class VIII ICP MTs 2 Nurul Islam. The results showed that drill is effective in strengthening structural accuracy, but creates a dependency on fixed patterns (pattern dependency) so that students' spontaneous response abilities are still limited. Based on these findings, this study developed the concept of Rapid Response Drill, a speaking practice model that combines structural familiarization from the drill method with rapid responses to varied stimuli to train response speed, spontaneity, contextuality, and interactivity. This study contributes theoretically to the development of Arabic language learning methods and practically offers an alternative speaking practice that aligns with the Merdeka Curriculum paradigm.

Implementation of Differentiated Learning in Arabic for Children with Special Needs Muhammad Iqbal Fuadhi; Mohammad Syah Rizal Niqie; Almar'atul Muttaqiyah; Naufal Ulya; Hisbullah Huda
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

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.

An Analysis of Arabic Language Learning Models in Takhassus Programs: Evidence from an Indonesian Pesantren Muhammad Umar Zaid Alkhindi; Fiko Savero; Dimas Surya Nata; Anan Marliansyah; Hisbullah Huda; Mohamed Nasser
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

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.

Co-Authors Abdurrosyid Akbar Achmad Sultoni Adheari Sya'ban Nugrohaji Afiffudin, Moch. Anang Ahmad Shodiq Ahmadi, Ahmadi Ainaaul Mardliyah Ainul Yaqin Akbar, Abdurrosyid Alfin Nafidzatur Rifqiyah, Nur Ali Mudlofir Aliwafa, Aliwafa Almar'atul Muttaqiyah Alyatus Syafa’ah, Ajeng Amar Maruf Amin, Sohibul Anan Marliansyah Anang Sufyan Sauri Anggar wicaksono Atika Rochma Sari Azhari, Saifullah Aziz, Aba Agil Baihaqi, M. Choiril Ulfi Chusnah, Nuning Isfa' Nisa'ul Dimas Surya Nata Dina Hidayatus Sholikhah Fadhilatun Ni’mah Fadllurrahman, Moh. Fathoni Fathoni Fiko Savero Hasan Badri Hidayatulloh, Uzair Hasan Imam Nawawi Izza Mufidah, Jiid Qoirunnisa Junaedi, Junaedi Khair, Nafilatul Khoirun Nisa Linura Tuada M Baihaqi M. Hudzaifah M. Insan Hilmy Mahmudah, Rif’atul Majidatun Ahmala MARDLIYAH, AINAAUL Masturi Masturi Masturi Masykurotin Azizah Moh Al Fayyadh Mohamed Nasser Mohammad Syah Rizal Niqie Muhamad Fuad Hasim Muhammad Hayyis Taqiyuddin Muhammad Imam Nawawi Muhammad Iqbal Fuadhi Muhammad Thohir Muhammad Umar Zaid Alkhindi Muslih Muslih Muthohharoh, Niswatun Muzakki Abdurrahman Nada Ibrahim Alribdi Nadlir Nadlir, Nadlir Nasaruddin Nasaruddin Nata, Dimas Surya Naufal Ulya Nelly Sakinah Nila Sari Syafitri Nur Sjamsuarini Pudji Astutik Nurul Ilma 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 Samsul Maarif Sari, Atika Rochma Sasmi, Nur Imana Khofiyani Satrio Wicak Iktiarto Sholihah, Hilmiyatus sofiatun nisa Sovia Fahraini Sovia Fahraini Syafitri, Nila Sari Taufik Taufik Taufik, Mirwan Akhmad Umam, Abd. Wadud Nafi’ul Umi Hanifah Umilatur Rosidah Wafa, Mohammad Ali Wahab, Wahib Wahib Wahab Widadi, Widadi Yani, Achmad Zakiyah Zakiyah Zam Ani, Ahmad Faisal Zuha Prisma Salsabila

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