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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

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Social Competence of Arabic Language Teachers Based on the National Education Standards 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

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This study aims to identify the social competence of Arabic language teachers based on the indicators of the National Education Standards (SNP). A descriptive qualitative approach was employed to portray the social competence of Arabic language teachers according to the SNP indicators. Primary data were obtained through interviews, observations, and documentation, while secondary data were gathered from official documents. Data analysis followed the Miles and Huberman model, which includes data reduction, data display, and inductive conclusion drawing to produce valid findings. The results indicate that the social competence of Arabic language teachers within the SNP framework includes the ability to communicate effectively, empathetically, and politely; to socialize within the school and the community; to respect diversity; to adapt to local culture; and to integrate Islamic values. Such competence is essential for conveying Arab-Islamic cultural values in the Indonesian context, ensuring that learning not only teaches the language but also fosters character building, tolerance, and harmonious social relations in educational and community settings. These findings suggest that Arabic language teachers should engage in continuous professional development focusing on effective communication, cross-cultural understanding, and the integration of Islamic values. Schools are encouraged to support community-based collaborative programs to strengthen teachers’ roles in fostering character, tolerance, and harmonious social relations in alignment with Indonesia’s cultural context.
Exploring the Use of Interactive Media to Enhance Arabic Language Skills Among Islamic Senior High School Students Novy Maryani; Dadan Nugraha; Kamilah Eka; Sopandi Putri
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Arabic language learning in Madrasah Aliyah (MA) faces significant challenges in bridging the gap between theoretical mastery and practical communicative skills. Conventional teaching methods often fail to accommodate the needs of students in the digital era, who require learning experiences that are more responsive and actively engaging. This study aims to explore and analyze the role and effectiveness of using digital interactive media in improving the four Arabic language skills (Istima’, Kalām, Qirā’ah, and Kitābah) among MA students. This research employs a qualitative–descriptive systematic literature study design, synthesizing findings from indexed scientific journals and curricular policy documents, particularly the Decree of the Minister of Religious Affairs (KMA) Number 183 of 2019. The synthesis results indicate that digital interactive media, especially gamification platforms (such as Kahoot! and Quizizz) and interactive multimedia are effective in significantly increasing students’ motivation and participation. Empirically, the implementation of interactive multimedia has been shown to enhance speaking skills (Mahārah Kalām), with reported improvements of up to 8.37% in average scores in related case studies. Further analysis confirms that the integration of digital media supports the achievement of the three mandated competency domains (Attitude, Knowledge, Skills) outlined in KMA 183. Nevertheless, the main challenges identified include infrastructure limitations and the need to improve teachers’ digital competence. The implications of these findings lead to strategic recommendations for MA institutions to strengthen infrastructure and adopt adaptive, AI-based technologies to support the transformation of Arabic language education.
Quizizz as a Digital Innovation in Arabic Vocabulary Learning: Teachers’ and Students’ Perspectives Dadan Nugraha; Ghilatus Syabiha; Muhammad Fauzan Setiawan; Muhammad Ibnu Mutsni Andalusi
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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This study aims to provide an in-depth description of the Arabic language learning process at the Islamic Senior High School (MA) level by examining teachers’ instructional strategies, the use of learning materials, communicative approaches, and challenges that arise within a multilingual classroom context. The study also seeks to identify the effectiveness of the methods employed by teachers in developing students’ listening (istimā’), reading (qirā’ah), and speaking (kalām) skills, as well as to understand the supporting and inhibiting factors in the learning process, thereby serving as a foundation for developing more relevant pedagogical strategies. The research employs a qualitative method with a descriptive approach. Data were collected through classroom observations, in-depth interviews with Arabic language teachers, and document analyses of learning materials, lesson plans (RPP), and assessments used in MA. The analysis process included data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. This method was chosen to obtain a comprehensive depiction of learning practices that naturally occur within the school context. The findings indicate that teachers employ a combination of interactive lectures, drills, question-and-answer sessions, and communicative approaches to enhance students’ language skills. The primary learning materials are sourced from the Ministry of Religious Affairs’ textbooks, yet teachers supplement them with audio media, vocabulary flashcards, and videos to strengthen comprehension. The main challenges include students’ varying levels of motivation, uneven foundational abilities, and limited instructional time. Nevertheless, adaptive strategies implemented by teachers, such as vocabulary reinforcement, gradual oral practice, and the use of contextualized examples, have proven effective in significantly improving students’ participation and understanding.
Utilization of Digital Media in Arabic Language Learning at Madrasah Aliyah: A Descriptive Qualitative Study Agnes Shofinatulhusna; Dadan Nugraha; Miftahul Hidayat; Yesa Amelia
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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This study aims to provide a comprehensive description of the utilization of various forms of digital media in Arabic language learning at Madrasah Aliyah, particularly in supporting the mastery of language skills and improving the quality of the learning process. A descriptive qualitative approach was employed, as it enables the researcher to observe phenomena in depth within their natural learning context. Data were collected through direct observation of learning activities, in-depth interviews with Arabic language teachers, students, and the madrasah principal, as well as documentation analysis of learning tools, digital materials, and institutional policies. These data were supplemented with relevant literature to strengthen the conceptual understanding. The data analysis process followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, and was validated through source and method triangulation. The findings indicate that various digital media, such as interactive PowerPoint presentations, audiovisual materials (instructional videos and animations), mobile applications for vocabulary and language exercises, Learning Management Systems (LMS), online quiz platforms, and the use of social media as a space for language practice, can enhance students’ motivation, interaction, and learning autonomy. These media not only enrich the learning experience but also provide opportunities for students to practice Arabic more flexibly and in alignment with their individual learning styles.
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