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All Journal ARABIYAT Murobbi: Jurnal Ilmu Pendidikan
Timbul Timbul
UIN SATU TULUNGAGUNG
Education Languange, Linguistic, Communication & Media

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Social Reality-Based Arabic Language Learning in Islamic Senior High School Ahmad Nurcholis; Muhamad Asngad Rudisunhaji; Timbul Timbul; Heri Efendi; Siti Marpuah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 9 No. 1 June 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (404.245 KB) | DOI: 10.15408/a.v9i1.25374

Abstract

Social reality is an interesting issue in Arabic learning in madrasas because students can connect the subject matter with the phenomenon in the community. The purpose of this study was to analyze the success of MA Sirojut Tholibin Bacem Sutojayan Blitar in implementing social reality-based Arabic learning. It is qualitative research with an exploratory approach and phenomenological analysis. This study used the theory of social reality initiated by Paul Ricoeur (in 1973). The principal of Paul Ricoeur said that human actions in social reality are symbols of language, while these symbols invite certain thoughts and interpretations. The results of this study indicated that MA Sirojut Tholibin had succeeded in implementing social reality-based Arabic learning. The students’ Arabic language competence is increasing through social reality approaches such as learning ethics, juvenile delinquency, and the influence of social media. The learning media used included news articles, newspapers, websites, and scientific articles.
Social Reality-Based Arabic Language Learning in Islamic Senior High School Ahmad Nurcholis; Muhamad Asngad Rudisunhaji; Timbul Timbul; Heri Efendi; Siti Marpuah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 9 No. 1 June 2022
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (404.245 KB) | DOI: 10.15408/a.v9i1.25374

Abstract

Social reality is an interesting issue in Arabic learning in madrasas because students can connect the subject matter with the phenomenon in the community. The purpose of this study was to analyze the success of MA Sirojut Tholibin Bacem Sutojayan Blitar in implementing social reality-based Arabic learning. It is qualitative research with an exploratory approach and phenomenological analysis. This study used the theory of social reality initiated by Paul Ricoeur (in 1973). The principal of Paul Ricoeur said that human actions in social reality are symbols of language, while these symbols invite certain thoughts and interpretations. The results of this study indicated that MA Sirojut Tholibin had succeeded in implementing social reality-based Arabic learning. The students’ Arabic language competence is increasing through social reality approaches such as learning ethics, juvenile delinquency, and the influence of social media. The learning media used included news articles, newspapers, websites, and scientific articles.
Rekonstruksi Model Persiapan TOAFL Berbasis Pembelajaran Kooperatif: Studi Multi Kasus di UIN Tulungagung dan UIN Malang Ahmad Nurcholis; Timbul Timbul; Muhamad Asngad Rudisunhaji
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4471

Abstract

This study explores the reinvention of TOAFL preparation through the implementation of Cooperative Learning as an innovative pedagogical framework in Islamic higher education. Conducted as a multiple case study at UIN Sayyid Ali Rahmatullah Tulungagung and UIN Maulana Malik Ibrahim Malang, this research investigates how cooperative learning models reshape instructional practices, student engagement, and academic Arabic proficiency in high-stakes standardized testing contexts. Grounded in Social Interdependence Theory, the study examines how positive interdependence, individual accountability, promotive interaction, and collaborative skills are operationalized in TOAFL classrooms. Data were collected through in-depth interviews, classroom observations, and document analysis, involving lecturers, program coordinators, and students participating in TOAFL preparation programs. The findings reveal that cooperative learning not only enhances students’ linguistic competence including listening, structure, and reading skills but also fosters higher-order thinking, peer scaffolding, and adaptive learning strategies aligned with the demands of 21st-century education. Furthermore, the study demonstrates that collaborative learning environments contribute to increased motivation, reduced test anxiety, and stronger academic resilience. Institutional culture and lecturer innovation emerge as critical factors in sustaining the transformation of TOAFL pedagogy. This research proposes a future-oriented model of TOAFL preparation that integrates collaborative learning principles with digital support systems, positioning cooperative learning as a strategic framework for strengthening academic Arabic proficiency in Islamic universities. The study contributes theoretically to the application of Social Interdependence Theory in standardized language assessment contexts and practically to the development of adaptive, student-centered TOAFL programs in contemporary higher education.
Co-Authors Ahmad Nurcholis Heri Efendi Muhamad Asngad Rudisunhaji Siti Marpuah