Article Per Year (5 Year)
p-Index From 2021 - 2026
2.987
P-Index
This Author published in this journals
All Journal Harmoni Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 'A Jamiy: Jurnal Bahasa dan Sastra Arab Gunung Djati Conference Series Bildung: Jurnal Ilmu Pendidikan Comunitario: Jurnal Pengabdian Masyarakat Islamuna: Jurnal Studi Keislaman
Dadan Nugraha
UIN Sunan Gunung Djati Bandung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
The Implications of Behaviorist Learning Theory on Arabic Language Learning Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the behaviorism theory in Arabic language learning and its impact on the design, implementation, and evaluation of the learning process. Additionally, it highlights the advantages and limitations of behaviorism in the context of Arabic language education. The research employs a literature review method, involving the process of searching, selecting, evaluating, collecting, and analyzing data from various sources. This approach allows researchers to gain a deeper understanding and synthesize relevant findings. The study’s findings indicate that: First, behaviorism emphasizes observable behavior, the use of positive reinforcement, clear feedback, repetition, and the active role of teachers as facilitators. Second, in behaviorism-based instructional design, key aspects include structured objectives, a supportive learning environment, positive reinforcement, and repeated practice. Third, teachers serve as leaders, facilitators, and feedback providers, while students play an active role in the learning process. Fourth, evaluation in Arabic language learning is conducted through objective assessment, progress monitoring, and feedback provision. Fifth, although effective in shaping behavior, this theory has limitations in addressing cognitive aspects, intrinsic motivation, and individual differences.
Theological Foundations in the Development of the Arabic Language Curriculum Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the theological foundations in the development of the Arabic language curriculum as an integrative effort between Islamic values and contemporary educational needs. The Arabic language curriculum is not merely viewed as a linguistic instrument but also as a medium for character building, strengthening of Islamic faith (aqidah), and preservation of the Islamic scientific heritage. The aim of this study is to uncover theological dimensions that can serve as a basis for the planning, implementation, and evaluation of the Arabic language curriculum in Islamic educational institutions. This research employs a qualitative approach using a literature review method, critically examining primary and secondary sources such as the Qur’an, Hadith, Islamic educational literature, and curriculum documents. Data were collected through documentation and analyzed using a descriptive-analytical method. The results of the study reveal five main theological dimensions that can underpin the development of the Arabic language curriculum: monotheism (tawhid), revelation as a source of knowledge, worship (ibadah) as the goal of learning, Islamic education (tarbiyah Islamiyah) as a holistic educational process, and Islamic civilization as a historical and cultural framework. These findings emphasize the importance of integrating theological values in constructing an Arabic language curriculum that is not only academically functional but also spiritually transformative.
Ideological Foundations in the Development of the Arabic Language Curriculum Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the ideological foundations in the development of the Arabic language curriculum as part of a strategic effort to shape national identity, Islamic values, and cultural integrity within the educational system. The Arabic language curriculum functions not only as a medium for language learning but also as a means of internalizing educational ideologies that reflect Islamic, national, and humanistic visions. The study aims to identify and analyze the ideological dimensions that influence the direction and content of the Arabic language curriculum, particularly in Islamic educational institutions. A qualitative approach is employed using a literature review method, analyzing various sources related to educational ideology, curriculum, and language policy. Data were collected through documentation of primary and secondary sources and analyzed using descriptive-analytical methods. The findings reveal three main ideological foundations in the development of the Arabic language curriculum: religious ideology (Islam as a core value), national ideology (Arabic as part of the heritage of Indonesian Muslims), and humanistic ideology (character development and global ethics). These findings affirm that the Arabic language curriculum must be developed with consideration of ideological contexts that strengthen students’ identity as faithful, knowledgeable, and morally upright individuals.
Philosophical Foundations in the Development of the Arabic Language Curriculum Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study discusses the philosophical foundations in the development of the Arabic language curriculum as a conceptual basis that determines the direction, content, and teaching methods. The Arabic curriculum is not only designed to teach linguistic skills but also to cultivate a deep understanding of human, intellectual, and spiritual values within the framework of educational philosophy. The aim of this study is to identify and analyze the philosophical aspects underlying the development of the Arabic curriculum, particularly from the perspectives of ontology, epistemology, and axiology. This research employs a qualitative approach using a literature review method, examining various primary and secondary sources such as books, journals, and relevant curriculum documents. Data collection was carried out through documentation and analyzed using descriptive-analytical techniques. The results show that the Arabic language curriculum should be built upon a comprehensive philosophical understanding: ontologically affirming the existence of language as a medium of revelation and culture; epistemologically supporting the construction of knowledge through both scientific and religious approaches; and axiologically emphasizing the importance of moral, ethical, and meaningful values in the learning process. These findings underscore the urgency of integrating philosophical dimensions in the development of the Arabic language curriculum to make it more holistic, relevant, and transformative.
Sociological Foundations in the Development of the Arabic Language Curriculum Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study discusses the sociological foundations in the development of the Arabic language curriculum as a response to social dynamics, community needs, and global challenges that influence the educational process. The Arabic language curriculum cannot be separated from the socio-cultural context in which learning takes place, as language is an integral part of community life. The purpose of this study is to identify and analyze the sociological dimensions that play a role in shaping an Arabic curriculum that is relevant and adaptive to the changing times. This research employs a qualitative approach using a literature review method, examining various references on educational sociology theories, language policies, and curriculum practices within Islamic educational environments. Data collection was conducted through documentation of primary and secondary sources and analyzed using a descriptive-analytical approach. The results show that the development of a sociologically-based Arabic curriculum must consider factors such as students’ social backgrounds, intercultural communication needs, and the role of Arabic in fostering global Islamic solidarity. Such a curriculum can serve as a bridge between local values and global demands, promoting learning that is contextual, participatory, and inclusive in accordance with the learners’ social realities.
The Use of Interactive Audio-Visual PPT Media to Improve Interest in Learning Arabic Language in the Material of Kalam Grade VII at Madrasah Tsanawiyah Negeri Dua Subang Dadang Hidayatuloh; Nanang Kosim; Aditya Fitrah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of the skills that needs to be strengthened in Arabic is maharoh kalam which must be learned for people who want to know Arabic. Kalam learning for students at Madrasah Negeri Dua Subang using Audio Visual media is one way for a teacher to be successful in the classroom in meeting effective learning goals. The problem is that Madrasah Negeri Dua Subang has not implemented it. Therefore, the aim of this research is to determine the increase in students' interest in learning Arabic using Interactive Audio Visual PowerPoint PPT media. This research was carried out in several cycles with a qualitative approach by collecting data by means of observation, interviews and documentation studies. The data analysis carried out was using data reduction methods, presenting data and drawing conclusions. The results of learning research at Madrasah Negeri Dua Subang using Interactive Audio Visual PowerPoint PPT media are that students can increase their interest and more easily learn Arabic to the next level. his study aims to evaluate the effectiveness of using audiovisual media in the form of interactive PowerPoint (PPT) presentations in increasing the learning interest of Class VII students at Madrasah Tsanawiyah Negeri 2 Subang. The research method used is descriptive quantitative, with data collected through observations, interviews, and questionnaires with teachers and students. The results of the study show that the use of interactive PPTs significantly increases students' interest in learning. This media can capture students' attention, make learning more engaging, and facilitate more active interaction between teachers and students. Teachers reported an increase in students' enthusiasm and motivation to participate in lessons. Overall, the use of interactive audiovisual PPT media has proven to be effective in increasing the learning interest of Class VII students at Madrasah Tsanawiyah Negeri 2 Subang.
Efforts to Improve Students' Learning Interest in Speaking Skills Using Interactive Method for Grade VII Students in Cibojong Garut Ghina Zakia Mulkan; Isop Syafei; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Speaking skills are essential abilities in language learning, yet many students encounter difficulties in speaking. This has prompted this research to investigate efforts to enhance students' interest in speaking skills through interactive methods in the seventh grade at Cibojong Garut. This descriptive qualitative study involved observation, interviews, and documentation to gather relevant data. The research findings indicate that interactive methods can increase students' learning interest, as evidenced by active participation, improved confidence, and enhanced learning outcomes in speaking activities. Supporting factors that contribute to this improvement include active student engagement during lessons, the use of engaging and varied media, as well as the teacher’s role in motivating students. On the other hand, several inhibiting factors were identified, such as student anxiety when speaking in front of others, limited vocabulary that restricts expression, and time constraints within the learning schedule. Therefore, implementing interactive methods consistently and creatively is crucial to foster a more positive and effective speaking learning environment.
The Communicative Approach in Arabic Language Learning (Theoretical and Practical Perspectives) Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the communicative approach in Arabic language learning from both theoretical and practical perspectives as a response to the need for functional and contextual language proficiency. In the context of modern education, Arabic language learning can no longer rely solely on grammatical mastery; instead, it must be directed toward the ability to communicate effectively in various real-life situations. The purpose of this study is to examine the communicative approach in Arabic language teaching from both theoretical and practical aspects. A qualitative approach was employed, using library research and limited field observation in Arabic teaching practices. Data were collected through documentation, field notes, and analysis of learning materials, and then analyzed descriptively and critically. The findings show that the communicative approach theoretically emphasizes the use of Arabic in real-life contexts, based on language acquisition theory and communicative competence. Practically, it requires interactive methods, teacher training, contextual materials, and digital technologies to enhance students’ language skills, motivation, and understanding of religious and social values in an integrated manner. These findings affirm that the communicative approach should be systematically integrated into the Arabic language curriculum and instructional strategies to make learning more relevant, effective, and meaningful.
Comparison Between Traditional and Modern Approaches in Arabic Language Teaching Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the similarities, differences, strengths, and weaknesses between traditional and modern approaches in teaching Arabic. Employing a qualitative approach through a comparative study method, the research examines both approaches to identify their respective advantages and limitations in Arabic language instruction. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, presentation, and inductive conclusion drawing, resulting in a comprehensive portrayal grounded in empirical findings and theoretical literature. The results indicate that Arabic language teaching has evolved from traditional methods centered on memorization and grammar toward modern approaches emphasizing communication, collaboration, and technology integration. Both approaches share the goal of equipping students with oral and written skills, with the teacher’s role and assessment remaining essential. The traditional approach excels in grammatical depth, while the modern approach excels in interactivity. The shortcomings of each approach necessitate that teachers select strategies aligned with students’ needs and learning objectives. The findings recommend combining the best elements of both approaches to develop an Arabic language teaching model that is balanced, relevant to contemporary needs, and firmly rooted in scholarly traditions and Arab-Islamic cultural values.
Pedagogical Competence of Arabic Language Teachers Based on the National Education Standards Isop Syafei; Ade Arip Ardiansyah; Dadan Nugraha
Gunung Djati Conference Series Vol. 55 No. 1 (2025): International Conference on Language Learning and Literature (ICL3)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the pedagogical competence of Arabic language teachers in accordance with the National Education Standards. A descriptive qualitative approach was employed to provide an in-depth depiction of teachers’ pedagogical competence based on these standards, covering the stages of lesson planning, implementation, and evaluation. Primary data were obtained through interviews, observations, and documentation, while secondary data were collected from official documents and relevant literature. Data collection techniques included observation, semi-structured interviews, and document analysis with triangulation to ensure accuracy. Data analysis followed the Miles and Huberman model through reduction, presentation, and inductive conclusion drawing to produce valid and contextual findings. The results indicate that the pedagogical competence of Arabic language teachers encompasses understanding students, planning, implementing, evaluating, and developing learners’ potential by integrating language skills and Islamic values. Teachers are required to master learning theories, develop curricula, utilize technology, and conduct valid assessments. Moreover, teachers are expected to foster students’ creativity and 21st-century skills, thereby making learning more effective, meaningful, and aligned with the National Education Standards. This study recommends enhancing the pedagogical competence of Arabic language teachers through continuous professional development, integration of educational technology, and strengthening of Islamic value-based curricula to support students’ 21st-century skills.
Co-Authors Acep Hermawan Ade Arip Ardiansyah Aditya Fitrah Agnes Shofinatulhusna Al-Manan, Shaker Abd Andewi Suhartini Ateng Ruhendi Dadang Hidayatuloh Daffa Aria Ghaisan Davina Davina Dinan El Haq Rahimahullah Firgina Amelia Nur Husni Ghilatus Syabiha Ghina Zakia Mulkan Husni, Firgina Amelia Nur Isop Syafe'i Jimmy Surya Nugraha Kamilah Eka Maryani, Novy Miftahul Hidayat Muhammad Fauzan Setiawan Muhammad Ibnu Mutsni Andalusi Mukarom Nanang Kosim Nandang, Ade Paujiyah, Nadatul Sopandi Putri Syafei, Isop Yesa Amelia Yuni Lutfiani, Yuni Zahra, Vina Fatimatu