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Analisis Pengalaman Mahasiswa UINSSC Dalam Menggunakan Media Pembelajaran Bahasa Arab Berbasis E-Learning Maulana, Fahmi; Miftahuddin, Miftahuddin; Rizkya Alfahrezy, Rafly; Irfan Hania
AL MA'ANY Vol. 4 No. 1 (2025): Volume 4 No 1 Juni 2025
Publisher : Program Studi Bahasa dan Sastra Arab Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/almaany.v4i1.2176

Arabic, spoken by over 200 million people, plays a vital role in global communication, information, and scientific exchange. Mastering Arabic facilitates international communication and knowledge sharing. This study highlights four essential language skills: listening, speaking, reading, and writing. Technology, particularly e-learning and Learning Management Systems (LMS), enhances learning effectiveness. However, LMS utilization requires evaluation to ensure efficacy. This research draws on language learning and educational technology theories, employing qualitative methods and case studies to analyze students' experiences. Findings inform the development of more effective LMS applications, technology integration into curricula, and teacher training, ultimately enhancing Arabic language learning quality.

The Value of Social Care Character Education through Zikir Tarekat Qadiriyah Wa Naqsyabandiyah Suteja; M. Sugeng Sholehuddin; Irfan Hania
Edukasia Islamika : Jurnal Pendidikan Islam Vol 7 No 1 (2022): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v7i1.732

This study aimed to find out and describe the pattern and model of character building for the students of the Qodiriyah wa Naqsyabandiyah Tarekat so that they have social care characters and the motives or reasons for students to follow the Qodiriyah wa Naqsyabandiyah Tarekat. This research is field research using a descriptive qualitative research approach. Data collection techniques in this study used observation, study, and the distribution of open questionnaires. The sample in this study found 38 people who are members of the Qodiriyah wa Naqsabandiyah Order. Finally, data analysis uses data reduction, presentation, and data retrieval by triangulation as a cross-check for the validity of the data. The results of this study indicate that the social care character education formed by the Qodiriyah wa Naqsabandiyah congregation uses two patterns, namely dhikr and tazkiyat al-Nafs. Developing the personality of Qodiriyahwa Naqsabandiyah Bongas Indramayu, as is usually the case in the tarekat world, is carried out using the dhikr method and soul adjustment (tazkiyat al-Nafs). Their motive for entering the tarekat is almost entirely based on economic motives. The coaching that has been carried out has not succeeded in creating the personality of students with social concerns in interacting with the community.

Analisis Pengalaman Mahasiswa UINSSC Dalam Menggunakan Media Pembelajaran Bahasa Arab Berbasis E-Learning Maulana, Fahmi; Miftahuddin, Miftahuddin; Rizkya Alfahrezy, Rafly; Irfan Hania
AL MA'ANY Vol. 4 No. 1 (2025): Volume 4 No 1 Juni 2025
Publisher : Program Studi Bahasa dan Sastra Arab Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/almaany.v4i1.2176

Arabic, spoken by over 200 million people, plays a vital role in global communication, information, and scientific exchange. Mastering Arabic facilitates international communication and knowledge sharing. This study highlights four essential language skills: listening, speaking, reading, and writing. Technology, particularly e-learning and Learning Management Systems (LMS), enhances learning effectiveness. However, LMS utilization requires evaluation to ensure efficacy. This research draws on language learning and educational technology theories, employing qualitative methods and case studies to analyze students' experiences. Findings inform the development of more effective LMS applications, technology integration into curricula, and teacher training, ultimately enhancing Arabic language learning quality.

Modernism and Crisis: Seyyed Hossein Nasr's Idea on Spiritual Intelligence and Its Relevance Today Handoko, Suryawan Bagus; Suteja, Suteja; Hania, Irfan; Kafrawi, Shalahudin
Teosofia: Indonesian Journal of Islamic Mysticism Vol. 12 No. 2 (2023)
Publisher : Fakultas Ushuluddin dan Humaniora - UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/tos.v12i2.18913

Modern humans are experiencing various acute crises. Scientific and technological advancements have ironically become a boomerang for humanity, dominating nature and creating a materialistic and hedonistic lifestyle. This study aims to discover Seyyed Hossein Nasr's perspective on spiritual intelligence and the importance of social virtue education in dealing with modern human problems. This qualitative study employs productive interpretation to analyse the data extracted from the main works of Seyyed Hossein Nasr. This study revealed that Nasr's insights shape a fundamental understanding that promotes spiritual awareness within the educational context, encouraging the integration of spiritual values into the social domain. Such integration will create a more just, empathetic, and environmentally conscious society. Nasr's ideas also provide a pathway to address the challenges posed by modernity by returning to spiritual values and adopting a balanced approach to religion and culture.Contribution: The contribution/urgency that the article gives through this exploration is to shed light on the intricate interplay between spirituality, education, and social values, enriching Nasr's timeless contributions.

The Relevance of Muhammad 'Abid Al-Jabiri John Locke's Thoughts about Islamic Education Ahmad Syaifuddin; Irfan Hania
Al-Wihdah: Jurnal Pendidikan Islam Vol. 1 No. 1 (2023): Al-Wihdah: Jurnal Pendidikan Islam
Publisher : LPPM STIT Nurussalam OKU Timur. Sidogede, Kec. Belitang, Kabupaten Ogan Komering Ulu Timur, Sumatera Selatan 32382

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The purpose of this study is to examine the relevance of the concept of Islamic education from al-Jabiri's thought which has characteristics with its Islamic style and John Locke with its empiricism. This research is literature-based research with a qualitative approach. The data obtained in this study come from books, research in the form of scientific articles, as well as studies that have been conducted by previous researchers related to the thoughts of al-Jabiri and John Locke on Education. The results of this study show that Islamic Education in the intellectual aspect, the aspect of faith development, and the skill aspect, both from the Al-Jabiri concept with its Islamic style or John Locke with its empiricism both require that children be given guidance and direction to be able to achieve learning goals because student are still easily influenced by the environment around them. The concept of Islamic Education desired by al-Jabiri and John Locke is not only to give the material in the form of mere memorization but must also be guided and directed as humans in general so that they are not affected by the environment and associations that exist around student. Keywords: Relevance, Islamic Education, Al-Jabiri, John Locke.

Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.

Pendidikan Perspektif Al-Ghazali dan Ibn Rusyd Serta Relevansinya di Abad 21 Hania, Irfan; Suteja, Suteja
HEUTAGOGIA: Journal of Islamic Education Vol. 1 No. 2 (2021)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2021.12-10

Tulisan ini memaparkan perbedaan pandangan dua tokoh terkenal dalam filsafat Islam, Al-Ghazali dan Ibn Rusyd, terhadap konsep alam semesta, sumber pengetahuan, dan pendidikan. Metodologi penelitian ini melibatkan analisis literatur yang mendalam untuk memahami argumen dan perspektif kedua tokoh ini. Hasil penelitian menunjukkan bahwa Al-Ghazali cenderung memprioritaskan keberagamaan dan sufistik dalam pendidikan, sementara Ibn Rusyd menekankan rasionalitas dan pertumbuhan intelektual. Kedua pendekatan ini mempengaruhi paradigma pendidikan Islam kontemporer, khususnya dalam konteks kurikulum dan peran pengetahuan. Limitasi dari penelitian ini melibatkan ruang lingkup studi yang terbatas pada dua tokoh dan kurangnya data empiris. Untuk penelitian selanjutnya, disarankan adanya kajian empiris untuk memahami implementasi dan dampak dari perspektif ini dalam pendidikan Islam kontemporer. Penelitian ini berdampak penting pada pembuat kebijakan pendidikan, desainer kurikulum, dan edukator yang terlibat dalam pendidikan Islam.

Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.

Poetry, Power, and Language: Rereading Arabic Metaphors and Their Implications for Arabic Language Education in Indonesia Maman Dzul'iman; Irfan Hania
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

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This study investigates the historical evolution of metaphor in Arabic poetry, from the classical to the modern era, and explores its implications for Arabic language instruction in Indonesia. Utilizing a qualitative approach, the research analyzes a purposive selection of ten major poems from the classical and modern eras, chosen for their thematic representativeness of power dynamics and social change. The analysis integrates semantic-rhetorical, intertextual, and critical discourse frameworks to uncover shifting metaphorical functions. The findings reveal that classical metaphors were rooted in natural and spiritual imagery, reinforcing social values, divine order, and political legitimacy. In contrast, modern metaphors reflect sociopolitical critique, existential anxiety, and resistance to colonial and authoritarian regimes. This transformation mirrors broader cultural and ideological shifts within Arab societies. By tracing this evolution, the study demonstrates that metaphors are not merely decorative but function as cognitive and ideological tools that encode historical consciousness. The research further argues that incorporating metaphor-rich poetry into Arabic language education in Indonesia enhances learners' interpretive and expressive skills. A context-based, thematic pedagogical model is proposed, integrating classical and modern texts to foster critical reading (qirā’ah) and creative writing (kitābah) skills. While limited by its theoretical scope and lack of empirical classroom testing, this research offers a novel framework that bridges the gap between literary evolution and curriculum development, transforming metaphors from linguistic ornaments into instruments of cultural and critical literacy.

The Relevance of the Philosophy of Language to Pedagogical Approaches in Arabic Language Education Khotijah, Khotijah; Salim, Irfan; Hania, Irfan
Lingu Vol 11 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/lingua.v11i2.12549

Purpose – This study examines how philosophy of language—specifically theories of meaning, signs, and speech acts—can enrich Arabic pedagogy by providing a context-sensitive epistemological foundation for contemporary instruction. Design/methods/approach – This research employs a qualitative conceptual approach using document-based analysis. Primary and secondary literature on philosophy of language, linguistic theory, and Arabic language pedagogy were identified, selected, and analyzed through thematic content analysis. The process involved categorizing theoretical constructs, mapping their pedagogical relevance, and synthesizing them into an integrated instructional model. The analysis relies on theoretical triangulation to ensure conceptual rigor and coherence. Findings – The study reveals that philosophical theories of meaning, semiotic representation, and speech acts provide a robust framework for addressing the limitations of structural and communicative methods traditionally used in Arabic language classrooms. The integration of these theories highlights the centrality of context, intention, and social function in meaning-making and demonstrates that effective Arabic instruction requires more than grammatical accuracy or fluency. The proposed synthesis model incorporates illocutionary functions, multimodal signs, and interpretative practices to help learners construct deeper semantic, pragmatic, and cultural understanding. Research implications – This research mandates integrating philosophical theories into Arabic pedagogy to enhance learners' pragmatic competence, cultural interpretation, and context-driven meaning-making beyond mere grammatical accuracy.

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