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All Journal Buletin Al-Turas Irfani Jurnal Al-Maqayis ARABIYAT Abjadia, International Journal of Education Lisanudhad Nady al-Adab JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Arabiyatuna : Jurnal Bahasa Arab al-Afkar, Journal For Islamic Studies Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar Khadimul Ummah Journal of Social Dedication Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban At-Tafkir Journal on Education IZDIHAR AL-ASASIYYA: Journal Of Basic Education El-Tsaqafah: Jurnal Jurusan PBA LISANIA: Journal of Arabic Education and Literature Al Mahara: Jurnal Pendidikan Bahasa Arab LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Prosiding Konfererensi Nasional Bahasa Arab Jurnal Pendidikan dan Konseling Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam INFOKUM Community Development Journal: Jurnal Pengabdian Masyarakat Aphorisme: Journal of Arabic Language, Literature, and Education Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban El-Wasathiya: Jurnal Studi Agama Cakrawala Repositori Imwi 'A Jamiy: Jurnal Bahasa dan Sastra Arab Alibbaa': Jurnal Pendidikan Bahasa Arab Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Aksiologi : Jurnal Pendidikan dan Ilmu Sosial EduInovasi: Journal of Basic Educational Studies Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Mantiqu Tayr: Journal of Arabic Language Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran Innovative: Journal Of Social Science Research Social Science Academic Alsinatuna EduInovasi: Journal of Basic Educational Studies LISANIA: Journal of Arabic Education and Literature Afkarina : Jurnal Pendidikan Agama Islam NuCSJo : Nusantara Community Service Journal Jurnal Penelitian Pendidikan Education and Sociedad Journal Al-Hayat: Journal of Islamic Education Jurnal Pengabdian Masyarakat (J-AbMas) EL TSAQAFAH Jurnal Pengabdian Masyarakat IPTEKS Studia Quranika: Jurnal Studi Quran Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab At Turots: Jurnal Pendidikan Islam
Agus Yasin
Universitas Darussalam Gontor
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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Arabic Curriculum Development through Arabic Debate Competitions in the Language Festival at PMDG Putri Campus 1 Fairuz subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 3 (2025): Oktober
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i3.1706

Abstract

This study investigates the role of Arabic Debate Competitions in the Language Festival as a strategy for Arabic curriculum development at PMDG Putri Campus 1. The research employed a qualitative case study design to explore how debate activities contributed to communicative language learning, curriculum enrichment, and the strengthening of institutional language culture. Data were collected through observation, semi-structured interviews, and documentation involving language supervisors, debate coaches, organizing committee members, and participating students. The findings reveal that the Arabic Debate Competition functioned as an experiential and performance-based learning activity that integrated speaking, listening, vocabulary mastery, critical thinking, and argumentative reasoning within authentic communication contexts. The competition also strengthened students’ confidence, public speaking ability, teamwork, and active Arabic language use beyond classroom settings. Furthermore, the program contributed significantly to reinforcing bi’ah lughawiyyah and supporting competency-based curriculum implementation in pesantren education. This study concludes that Arabic debate activities can serve as an effective curriculum development strategy by connecting formal language instruction with interactive linguistic practices and character education. The findings contribute to the discourse on Arabic curriculum innovation in Islamic boarding school education and provide practical implications for integrating communicative extracurricular programs into Arabic language learning systems.
Arabic Seminar-Based Curriculum Development For Enhancing Transnational Da'wah Competencies In Female Islamic Boarding Schools Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 1 (2025): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i1.1703

Abstract

This study examines the role of Arabic language seminars in curriculum development for strengthening global da‘wah competencies among female students at Pondok Modern Darussalam Gontor (PMDG) Putri Campus 1. The research employed a qualitative case study approach involving observations, semi-structured interviews, and documentation analysis. The participants consisted of Arabic language teachers, seminar organizers, invited speakers, and female students participating in the Arabic Language Seminar commemorating the centenary of Gontor. The findings reveal that the seminar functioned not merely as an academic event but as a strategic instrument of curriculum enrichment within the pesantren educational system. The seminar contributed significantly to strengthening students’ communicative confidence, intercultural awareness, and global Islamic orientation through authentic language interaction and experiential learning practices. Furthermore, the seminar reflected the transformation of Arabic curriculum development in pesantren toward integrative and competency-based educational models that combine Islamic values, language mastery, and global engagement. This study contributes theoretically to the discourse of curriculum development in Islamic education by positioning academic seminars as part of hidden curriculum and educational culture in pesantren. Practically, the findings suggest that Islamic boarding schools should integrate collaborative and globally oriented academic programs into Arabic language education to prepare students for contemporary da‘wah challenges.
HADISUL ISNAINI AS A COMMUNICATIVE LANGUAGE TEACHING (CLT)-BASED MODEL IN 1ST CAMPUS GONTOR PUTRI Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2238

Abstract

This study investigates Hadisul Isnaini as a Communicative Language Teaching (CLT)-based model in enhancing Arabic proficiency at Gontor Putri Campus 1. Employing a qualitative case study design, the research explores how this weekly program integrates language correction (iṣlāḥ al-lughah), communicative practice, and habitual reinforcement within a pesantren environment. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that Hadisul Isnaini effectively improves students' communicative competence and confidence by creating a structured yet immersive language environment. The program also demonstrates a balanced integration of fluency and accuracy, addressing a common limitation in CLT implementation. From a curriculum perspective, this study conceptualizes Hadisul Isnaini as a form of hidden or co-curricular framework that strengthens formal instruction through continuous social interaction and environmental exposure. The study proposes a habitual communicative curriculum model as its main contribution, emphasizing the importance of integrating structured practice, social mediation, and institutional culture in language learning. These findings offer both theoretical and practical implications for developing context-sensitive language programs in similar educational settings.
TASYJI’UL LUGHOH AS A MICRO-IMMERSION MODEL: STRENGTHENING ARABIC PROFICIENCY THROUGH WEEKLY LANGUAGE INTERVENTION IN MODERN ISLAMIC BOARDING SCHOOL CONTEXT Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nuraeni Rahmawati
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2236

Abstract

This study examines Tasyji'ul Lughoh as a micro-immersion model to strengthen Arabic proficiency in a modern Islamic boarding school. Unlike full immersion that requires continuous exposure, this model offers structured weekly interventions. Using a qualitative case study design, data were collected through participant observation, semi-structured interviews, and document analysis involving teachers, student coordinators, and santriwati. The findings reveal four key mechanisms: (1) structured weekly exposure sustaining linguistic input, (2) collective error correction (islah lughah) enhancing grammatical awareness, (3) socially reinforced interaction fostering language habit formation, and (4) affective engagement increasing learners’ confidence and willingness to communicate. These interconnected elements form a holistic language learning ecosystem integrating cognitive, social, and emotional dimensions. This study introduces micro-immersion as a flexible and scalable alternative to full immersion, particularly in contexts with limited language exposure. The findings have significant implications for language pedagogy and institutional policy, emphasizing the importance of structured, socially embedded, and sustainable language interventions to achieve communicative competence.
Integrating Tasyji’ul Lughah into Arabic Curriculum Development for Creating a Sustainable Linguistic Environment Fairuz Subakir; Agus Yasin; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Education and Sociedad Journal Vol. 2 No. 2 (2024): July - December
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i2.2324

Abstract

This study examines the integration of Tasyji’ul Lughah into Arabic curriculum development for creating a sustainable linguistic environment at Pondok Modern Darussalam Gontor Putri Campus 1. Using a qualitative case study approach, the research explored how the program was integrated into curriculum practices and contributed to strengthening bi’ah lughawiyyah within the pesantren environment. Data were collected through in-depth interviews, participant observation, and documentation involving curriculum coordinators, Arabic teachers, language supervisors, student language organizers, and female students. The data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings reveal that Tasyji’ul Lughah functions not only as a language motivation program but also as an integrative curriculum strategy connecting formal Arabic instruction with authentic communicative practices in students’ daily lives. The integration was reflected in language regulations, vocabulary habituation, communicative interaction, and institutional language culture. The study further found that sustainable bi’ah lughawiyyah was strengthened through institutional ideology, peer interaction, and continuous language exposure, which positively affected students’ communicative competence, speaking confidence, and intrinsic motivation. This study contributes to Arabic curriculum innovation discourse by offering an integrative model for developing sustainable Arabic linguistic ecosystems in Islamic boarding schools.
Curriculum Development for Arabic Language Enhancement Through Muntada Lughah in Modern Pesantren Fairuz Subakir; Agus Yasin; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Education and Sociedad Journal Vol. 3 No. 1 (2025): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v3i1.2326

Abstract

This study aims to analyze curriculum development for Arabic language enhancement through Muntada Lughah at Pondok Modern. The research employed a qualitative case study approach involving language supervisors, Arabic teachers, curriculum coordinators, student committees, and fifth-grade students of Kulliyyatu-l-Mu’allimat al-Islamiyyah (KMI). Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Muntada Lughah functions as a curriculum enrichment program integrating communicative language learning, immersive language environments, and leadership-oriented educational practices. The program was implemented through seminars, public speaking training, discussion forums, listening practices, grammar reinforcement, and language correction sessions that encouraged active Arabic communication among students. The study further demonstrates that the program contributed not only to improving Arabic proficiency but also to strengthening students’ self-confidence, discipline, teamwork, and leadership character through hidden curriculum practices embedded within pesantren culture. In addition, the findings indicate that curriculum development in modern pesantren requires authentic interaction, institutional language environments, and participatory learning experiences beyond conventional classroom instruction. This study contributes theoretically to Arabic curriculum development discourse and practically offers an alternative model for communicative and leadership-based language learning in Islamic boarding schools.
Scrabble Board Game as a Learning Tool for Improving Arabic Vocabulary Based on Experiential Learning Agus Yasin; Khansa Nabila; Alif Cahya Setiyadi
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.16239

Abstract

This study aims to develop a Scrabble Board Game based on Experiential Learning principles to improve Arabic vocabulary mastery among beginner-level students. The research employed a quantitative Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through expert validation questionnaires, vocabulary pre-test and post-test instruments, classroom observations, and interviews. Media validity was examined through content and construct validation by three experts: an Arabic language expert, a learning media expert, and a teaching practitioner using a Likert-scale assessment, while instrument reliability was ensured through expert judgment. The implementation involved 20 second-grade students at Madrasah Ibtidaiyyah over three learning sessions. Quantitative data were analyzed using descriptive statistics, N-Gain analysis, and a paired-sample t-test, supported by descriptive qualitative analysis. The results showed a significant improvement in students’ Arabic vocabulary mastery, with the average score increasing from 54.3 to 82.1 and an N-Gain score of 0.61, indicating moderate to high effectiveness. At the same time, the paired-sample t-test confirmed statistical significance (p < 0.001). This study concludes that integrating a Scrabble Board Game with Experiential Learning effectively enhances Arabic vocabulary acquisition and student engagement.
Curriculum Enhancement and Language Assessment in Pesantren: Examining Arabic Oral and Written Tests at Pondok Modern Darussalam Gontor Putri Campus 1 Fairuz Subakir Ahmad; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
AFKARINA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2024): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v9i1.15528

Abstract

This study examines the implementation of Arabic oral and written examinations and their contribution to curriculum enhancement at Pondok Modern Darussalam Gontor Putri Kampus 1. Using a qualitative case study approach, data were collected through observations, semi-structured interviews, and document analysis involving Arabic teachers, curriculum coordinators, language supervisors, and students. The findings reveal that oral and written assessments function not only as evaluative instruments but also as strategic mechanisms for strengthening communicative competence, academic literacy, language discipline, and institutional language culture. Oral examinations reinforce students’ speaking fluency, confidence, and spontaneous communication skills through authentic interaction, while written examinations develop grammatical mastery, reading comprehension, analytical thinking, and academic writing proficiency. Furthermore, assessment outcomes are systematically utilized as feedback for curriculum refinement, instructional improvement, vocabulary reinforcement, and extracurricular language programs. The study demonstrates that Arabic language assessment in pesantren education reflects a holistic and competency-based curriculum model integrating cognitive, communicative, and behavioral dimensions of language learning. This research contributes theoretically to the discourse of Arabic language assessment and practically offers implications for developing authentic, integrative, and sustainable assessment systems in Islamic educational institutions.
Curriculum Innovation through Master of Ceremony Workshops among Female Students at Modern Islamic Boarding Schools Fairuz Subakir Ahmad; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2025): DESEMBER
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i2.15530

Abstract

This study examines the implementation of Arabic Master of Ceremony (MC) workshops as a form of curriculum innovation in enhancing communicative competence among female students at Pondok Modern Darussalam Gontor Putri Campus 1. The research employed a qualitative case study approach involving language coordinators, workshop instructors, teachers, and female students selected purposively based on their participation in the program. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Arabic MC workshops function not only as extracurricular activities but also as performance-based learning strategies integrated into the pesantren curriculum and institutional culture. The workshops contributed significantly to improving students’ Arabic speaking fluency, public speaking confidence, leadership skills, and organizational participation through authentic communicative practices. Furthermore, the program operated as a hidden curriculum transmitting discipline, responsibility, communication ethics, and institutional values through mentoring and collective participation. The study concludes that Arabic MC workshops represent an innovative educational model integrating communicative language teaching, experiential learning, and character formation within Islamic boarding school education. This study contributes theoretically to curriculum innovation discourse and practically offers an alternative model for performance-based Arabic language learning in pesantren contexts.
FROM CLASSROOM TO STAGE: ARABIC DRAMA CONTEST AS AN EXPERIENTIAL APPROACH IN ARABIC CURRICULUM DEVELOPMENT PONDOK MODERN DARUSSALAM GONTOR PUTRI 1ST CAMPUS Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7930

Abstract

This study examines the role of the Arabic Drama Contest Antar Rayon as an experiential approach in Arabic curriculum development at Pondok Modern Darussalam Gontor Putri Campus 1. Using a qualitative educational ethnography approach, this research explores how drama-based activities contribute to communicative competence, hidden curriculum, and curriculum implementation within the pesantren educational environment. Data were collected through participant observation, in-depth interviews, and documentation involving Arabic teachers, drama supervisors, student organizers, and student participants. The findings reveal that the Arabic Drama Contest functions as an authentic communicative learning environment that strengthens students’ speaking fluency, confidence, vocabulary mastery, creativity, and collaborative interaction. The activity also serves as a hidden curriculum transmitting values of discipline, leadership, responsibility, and teamwork through participatory educational practices. Furthermore, the study demonstrates that curriculum development in pesantren extends beyond formal classroom instruction into cultural performances and student organizational activities integrated within the bi’ah lughawiyyah. The study concludes that drama-based experiential learning provides an innovative and holistic model for Arabic curriculum development in Islamic boarding schools by integrating linguistic competence, character formation, and cultural participation into a unified educational ecosystem.
Co-Authors A Mukti Baiquni Abdul Hafidz Bin Zaid Achmad Farouq Abdullah Afasa, Amalia Nur Afin Al Aufi Aghzal Azrial Akbar Sipayung Ahmad Ahmad Ahmad Ahmad Ario Sofian Ahmad Faizin Soleh Ahmad Farhan Rifan Najib Ahmad Farhan Rif’an Najib Ahmad Hidayatullah Zarkasyi Ahmad Jayyid Jawadur Rahman Ahmad Nahid Silmy Ahmad Wildan Sayyidul Bachr Ahmad Zalzuli Ainun, Iqlima Nurul Aldania Febri Almiranda Zafirah Aldri Frinaldi Alfin, M. Fikri Syariati Alif Cahya Setiyadi alif Cahya Setyadi Annisa Fithri Lathiifah Ardiyanti Ardiyanti Astuti Syifa’urrohmah Atik Wahyuni Atika Rismayasari Audria Neviezka Sarasti Syafrodin Aufal Muhammad Safii Aulana Maghfiroh Azhar Amir Zaen Bahrudin Fahmi Baiquni, A Mukti Bella Dwi Regista Syukur Cecep Sobar Rochmat Chevira Yasmin Putri Indriyanti Dewi, Neng Rosi Resmalasari Diana Fitri Islami Fadhlullah, Muhamad Fadlurrahman Fadlurrahman Fahrurrozi Fairuz Subakir Ahmad Faiz Abdin Rahmanda Fajriman, Fajriman Faris Ahsanu Ibadillah Fazlur Mujahid Rahman fikriyah Fikriyah Fikriyah Firda Amalia Rahmah Galang Reformasi Al-Amien Gandhi, Zain Irsyad Gustia, Irma Herman Herman Hikmah Nurjannah Idris, Fahmi Ifa Rodifah Nur Ihwan Mahmudi Ilham Wahyudi Islami, Diana Fitri Jalaluddin Jalaluddin Jamal Jamal Jamal Jamal Kaisa, Mikyal Kamaluddin Kayla Julia Hertiani Khansa Nabila Khansa Nabila Lailatul Barokah Lia Husnul Khotimah Liza Latnasari Maghfirotul Hasanah Majid, Nurkholis Mandrasi Amira Sa’idah Marheni Br Maha Moh. Ismail Moh. Nasikin Muhamad Luthfi Thoyib Muhammad Hanif Fauzi Muhammad Kautsar Ramadhan Muhammad Muhammad Muhammad Muhammad Muhammad Naufal Himi Dzaky Muhammad Rizal Firdaus Muhammad Syamsul Arifin, Muhammad Syamsul Muhammad Zuhdi Fauzi Muthmainnah Choliq Nabila, Khansa Nafsil Muthmainnah Azis Najma Ulayya AlFany Nini Karnila Oktavia Nisa Ainul Itsna Norsalim, Khairunnisa Binti Mohd Nur Fera Khalifah Nur Hanifatus Sholeha Nuraeni Rahmawati Nurahmah, Riska Hanan Putri Jannah, Ulga Aulia Putri, Nabila Rahayu Rahmadian, Muhammad Iksan Rahmat Hidayat Raihana Nur Azizah Ramadhani, Riza Hamid Rasiyani, Alfiyah Rinawati, Tiara Eki Wahyu Riska Hanan Nurahmah Riza Hamid Ramadhani Safira, Anastasya Saidah, Ummu Salsabila, Nanda Azzah Sayadi Sayadi Septika Wahyu Setia Dien Labolo, Sultan Nanta Sholehati, Maulida Sholehuddin Sholehuddin Siti Anne Barkah Nur Fauziah Siti Fadilah Siti Maharani Hasibuan Siti Nikmatul Rochma Sofyan, Rifqi Nauval Sri Wahyuni Utamy Syahida, Sofia Putri Syaza Qatrunnada Syifa’urrohmah, Astuti Tarauni, Hidia Tazakka, Shabrina Tazali, Rahmad Maulana Ulfa Muna Kamila Ulga Aulia Putri Jannah Ummi, Rizky Wiwik Dwi FebrianaWati Wulandari, Citra Eka Yoke Suryadarma Yoke Suryadharma Yulianur Zulkarnain Yusuf Aziz Mustofa Zainal Abidin Zamzam Dwi Saputra