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All Journal HuRuf Journal : International Journal of Arabic Applied Linguistic El-Fata: Journal of Sharia Economics and Islamic Education
Yusriyah
UIN Sultan Syarif Kasim Riau
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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RELEVANSI PEMIKIRAN IBNU KHALDUN DAN IMAM AL-GHAZALI TERHADAP PENDIDIKAN DI INDONESIA : Yusriyah; Herlini Puspika Sari; Novelia Angely
El-Fata: Journal of Sharia Economics and Islamic Education Vol. 1 No. 2: OKTOBER 2022
Publisher : Fakultas Agama Islam Universitas Cokroaminoto Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (513.815 KB) | DOI: 10.61169/el-fata.v1i2.16

Abstract

Ibnu Khaldun dan al-Ghazali adalah dua pemikir Islam yang dikenal luas oleh masyarakat. Pemikiran-pemikiran yang tertuang dalam kitab Muqadimah karya Ibnu Khaldun telah menjadi acuan bagi banyak orang dalam membangun sistem pendidikan Islam yang ideal. Cara berpikirnya yang mengalami percampuran antara Al-Ghazali dan Ibnu Rasyid memberinya ide baru, yaitu Rasionalis Sufi. Dalam gagasan ini, Ibnu Khaldun menyamakan wahyu dengan proporsi atau rasio. Selanjutnya, gagasan-gagasan al-Ghazali yang dihadirkan dalam setiap karyanya membuat banyak pemikir lain, baik Muslim maupun non-Muslim, merujuknya dan menerjemahkan karya-karyanya ke dalam bahasa mereka. Ide-idenya yang dituangkan dalam bentuk tasawuf banyak mempengaruhi karya-karyanya dan juga mempengaruhi ide-idenya tentang seperti apa seharusnya pendidikan yang ideal. Jika pemikiran kedua karakter tersebut dikaitkan dengan pendidikan Islam baik di pesantren umum maupun di pesantren di Indonesia, masih ada kecocokan dan keterkaitan antara keduanya
Classroom-Based Gamification to Improve Students’ Arabic Speaking Skills: A Classroom Action Research at Smp Al-Faruqi Syafia Imarani; Yusriyah; Jihan Padilah Dalimunthe; Pitroh Aulia Putri; Nurul Hidayati Rusmar; Susilawati
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 6 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v6i1.11213

Abstract

This classroom action research was conducted to address the low Arabic speaking performance of class VIII.3 students at SMP Al-Faruqi. Preliminary observation showed that students had limited vocabulary mastery, low confidence in speaking Arabic, and limited participation in oral classroom activities. Although gamification has been widely discussed in language learning, its classroom-based implementation for improving mahārah al-kalām at the junior high school level remains underexplored. Therefore, this study aimed to describe the implementation of a classroom-based gamification strategy and to examine its contribution to improving students’ Arabic speaking skills. The study involved 24 students and was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through classroom observation, speaking tests, and documentation. The gamification strategy was implemented through four games: matching card, sentence completion, flip bottle, and guess the card. The data were analyzed descriptively by calculating the mean score and the percentage of classical mastery. The findings showed that students’ speaking achievement improved from Cycle I to Cycle II. In Cycle I, the mean score was 65.33, with 9 of 24 students achieving mastery and classical mastery reaching 37.5%. After improving the game instructions, task sequence, feedback, and reward system in Cycle II, the mean score increased to 81.33, with 20 of 24 students achieving mastery and classical mastery reaching 83.33%. The study contributes to Arabic learning by showing that simple, low-cost classroom games can provide structured oral practice and create a more active speaking environment.
Co-Authors Herlini Puspika Sari Jihan Padilah Dalimunthe Novelia Angely Nurul Hidayati Rusmar Pitroh Aulia Putri Susilawati Syafia Imarani