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All Journal Murobbi: Jurnal Ilmu Pendidikan At- Ta'lim : Jurnal Pendidikan Bilingua
Biqi Asshafah Zain
Institut Agama Islam Negeri – IAIN Tulungagung
Education Languange, Linguistic, Communication & Media Mathematics Other

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Aksiologi Pengembangan Kurikulum Pembelajaran Bahasa Arab di Madrasah Tsanawiyah Darul Hikmah Tawangsari Tulungagung Nurcholis, Ahmad; Harianto, Budi; Zain, Biqi Asshafah
At- Ta'lim : Jurnal Pendidikan Vol. 6 No. 1 (2020): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

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Abstract

The axiology of learning Arabic is the essence of the benefits contained in learning Arabic. The purpose of this study was to determine the functions and benefits of Arabic Language Curriculum Development, Suitability of Arabic Language Curriculum Development with Vision and Mission, Problematic Development of Arabic Language Curriculum in Darul Hikmah MTs. The method and design in this research is a qualitative approach with the type of research used is descriptive. The results showed that the Axiology of the Development of Arabic Language Curriculum in Madrasas is the use of Arabic Language in learning and habituation of Language (Bi’ah Lughowiyah) as oral and written communication. Through the development of the curriculum, the axiology is considered to have the usefulness and benefits in understanding the Qur’an, hadith and Arabic texts. The development of Arabic Language Curriculum in MTs DH is adjusted to the Vision and Mission of character building and noble character through the habituation of language (Bi’ah Lughowiyah) in learning and in the Madrasah environment. The problematic of developing curriculum at Madrash is in terms of the number of teachers who have not participated in curriculum development, some of the management of OPPM and KMI Curriculum Staff in the application of Language Habituation. While other inhibiting factors are the diversity of students’ backgrounds, internal motivation of students, violations, discipline, and Arabic are still considered not important for students and the problem of habituating Arabic language that does not pay attention to aspects of Grammatical Language.
Inovasi Kurikulum Bahasa Arab di Madrasah Aliyah Pacitan: Pendekatan Multimahārah Ahmadi, Ahmadi; Zain, Biqi Asshafah
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.v10i1.4307

Abstract

This study examines Arabic curriculum innovation at Madrasah Aliyah Pacitan through a multi-mahārah approach integrating four language skills. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the innovation of the Arabic curriculum is carried out by innovating Arabic learning tools that are directed to support the multi-mahārah approach in a structured manner in the form of preparing learning tools (teaching modules, syllabus, and lesson plans) that contain integrated skills-based learning objectives and the use of a contextual approach in delivering the material. Innovation of learning strategies and techniques to accommodate the multi-mahārah approach by implementing project-based learning, conversation simulations, group discussions, and the use of digital media. However, several challenges remain, such as limited lesson time and teacher readiness in implementing the approach optimally.
Implementation of Psychoeducational-Based Arabic Language Maharah Kitabah Learning at MTsN Pacitan Zain, Biqi Asshafah
Bilingua Vol. 3 No. 2 (2025): Bilingua: Journal of English and Arabic Studies
Publisher : Lembaga Pengembangan Bahasa Universitas Hasyim Asy'ari Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/bilingua.v3i2.11324

Abstract

Arabic writing skills (mahārah al-kitābah) remain one of the most challenging aspects of language learning in Islamic schools, partly due to students’ anxiety, low confidence, and limited motivational support during instruction. This study aimed to explore how psychoeducational-based learning was implemented in the teaching of Arabic writing at MTsN Pacitan and how it influenced student engagement and competence. The study employed a qualitative descriptive design involving one Arabic teacher and 32 eighth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis using validated observation sheets, interview guides, and review checklists. Data were analyzed thematically through coding and categorization. The results showed that psychoeducational elements were systematically embedded in learning activities through motivational dialogue, collaborative learning, reflective sharing, and supportive feedback. These practices reduced writing anxiety, strengthened confidence, and encouraged students’ active participation. Students gradually demonstrated greater autonomy and improvement in constructing Arabic sentences and short paragraphs. The findings indicate that writing competence develops more effectively when emotional readiness and psychological support accompany linguistic instruction. This study contributes to Arabic language pedagogy by highlighting the importance of integrating cognitive and affective learning dimensions. Future research is recommended to apply this model in broader contexts using mixed-method approaches.
Co-Authors Ahmad Nurcholis AHMADI Budi Harianto