Article Per Year (5 Year)
p-Index From 2021 - 2026
3.265
P-Index
This Author published in this journals
All Journal Irfani Nady al-Adab JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran Innovative: Journal Of Social Science Research Social Science Academic Afkarina : Jurnal Pendidikan Agama Islam NuCSJo : Nusantara Community Service Journal Education and Sociedad Journal Jurnal Pengabdian Masyarakat (J-AbMas)
Nur Fera Khalifah
Universitas Darussalam Gontor, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
Curriculum Enhancement and Language Assessment in Pesantren: Examining Arabic Oral and Written Tests at Pondok Modern Darussalam Gontor Putri Campus 1 Fairuz Subakir Ahmad; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
AFKARINA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2024): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v9i1.15528

Abstract

This study examines the implementation of Arabic oral and written examinations and their contribution to curriculum enhancement at Pondok Modern Darussalam Gontor Putri Kampus 1. Using a qualitative case study approach, data were collected through observations, semi-structured interviews, and document analysis involving Arabic teachers, curriculum coordinators, language supervisors, and students. The findings reveal that oral and written assessments function not only as evaluative instruments but also as strategic mechanisms for strengthening communicative competence, academic literacy, language discipline, and institutional language culture. Oral examinations reinforce students’ speaking fluency, confidence, and spontaneous communication skills through authentic interaction, while written examinations develop grammatical mastery, reading comprehension, analytical thinking, and academic writing proficiency. Furthermore, assessment outcomes are systematically utilized as feedback for curriculum refinement, instructional improvement, vocabulary reinforcement, and extracurricular language programs. The study demonstrates that Arabic language assessment in pesantren education reflects a holistic and competency-based curriculum model integrating cognitive, communicative, and behavioral dimensions of language learning. This research contributes theoretically to the discourse of Arabic language assessment and practically offers implications for developing authentic, integrative, and sustainable assessment systems in Islamic educational institutions.
Curriculum Innovation through Master of Ceremony Workshops among Female Students at Modern Islamic Boarding Schools Fairuz Subakir Ahmad; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2025): DESEMBER
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i2.15530

Abstract

This study examines the implementation of Arabic Master of Ceremony (MC) workshops as a form of curriculum innovation in enhancing communicative competence among female students at Pondok Modern Darussalam Gontor Putri Campus 1. The research employed a qualitative case study approach involving language coordinators, workshop instructors, teachers, and female students selected purposively based on their participation in the program. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that Arabic MC workshops function not only as extracurricular activities but also as performance-based learning strategies integrated into the pesantren curriculum and institutional culture. The workshops contributed significantly to improving students’ Arabic speaking fluency, public speaking confidence, leadership skills, and organizational participation through authentic communicative practices. Furthermore, the program operated as a hidden curriculum transmitting discipline, responsibility, communication ethics, and institutional values through mentoring and collective participation. The study concludes that Arabic MC workshops represent an innovative educational model integrating communicative language teaching, experiential learning, and character formation within Islamic boarding school education. This study contributes theoretically to curriculum innovation discourse and practically offers an alternative model for performance-based Arabic language learning in pesantren contexts.
FROM CLASSROOM TO STAGE: ARABIC DRAMA CONTEST AS AN EXPERIENTIAL APPROACH IN ARABIC CURRICULUM DEVELOPMENT PONDOK MODERN DARUSSALAM GONTOR PUTRI 1ST CAMPUS Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7930

Abstract

This study examines the role of the Arabic Drama Contest Antar Rayon as an experiential approach in Arabic curriculum development at Pondok Modern Darussalam Gontor Putri Campus 1. Using a qualitative educational ethnography approach, this research explores how drama-based activities contribute to communicative competence, hidden curriculum, and curriculum implementation within the pesantren educational environment. Data were collected through participant observation, in-depth interviews, and documentation involving Arabic teachers, drama supervisors, student organizers, and student participants. The findings reveal that the Arabic Drama Contest functions as an authentic communicative learning environment that strengthens students’ speaking fluency, confidence, vocabulary mastery, creativity, and collaborative interaction. The activity also serves as a hidden curriculum transmitting values of discipline, leadership, responsibility, and teamwork through participatory educational practices. Furthermore, the study demonstrates that curriculum development in pesantren extends beyond formal classroom instruction into cultural performances and student organizational activities integrated within the bi’ah lughawiyyah. The study concludes that drama-based experiential learning provides an innovative and holistic model for Arabic curriculum development in Islamic boarding schools by integrating linguistic competence, character formation, and cultural participation into a unified educational ecosystem.
Arabic Grand Speech Competition as a Medium for Curriculum Development in Islamic Boarding Schools at Gontor for Girls Campus 1 Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Nur Fera Khalifah; Nuraeni Rahmawati
Social Science Academic Vol. 2 No. 2 (2024)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9752

Abstract

This study examines the role of the Arabic Grand Speech Competition as a medium for curriculum development at Gontor for Girls Campus 1. Using a qualitative educational ethnography approach, the research explores how Arabic speech activities contribute to communicative competence, Islamic character formation, and institutional language culture within the pesantren environment. Data were collected through participant observation, in-depth interviews, and document analysis involving language supervisors, speech mentors, committee members, and participating students from the *kibar* and *shighar* categories. The findings reveal that the competition functions as a living curriculum that integrates performative Arabic learning, language immersion, hidden curriculum, and leadership training into students’ educational experiences. The activities strengthen students’ *maharah kalam* through repeated oral performance, rhetorical practice, and authentic communicative interaction. Furthermore, the integration of *Haflah Tilawah Al-Qur’an* reinforces the spiritual and da‘wah-oriented dimensions of Arabic learning in pesantren education. The study concludes that curriculum development in Islamic boarding schools is culturally constructed through institutional traditions, communal interaction, and language-based educational practices beyond formal classroom instruction. This study contributes theoretically to Arabic curriculum development discourse and practically to communicative and culture-based Arabic learning models in Islamic education.
LANGUAGE ART EXHIBITION AS AN INVISIBLE CURRICULUM IN ARABIC LANGUAGE ACQUISITION AT PMDG PUTRI 1ST CAMPUS Fairuz Subakir; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.2325

Abstract

This study investigates the Language Art Exhibition as an invisible curriculum in Arabic language acquisition at PMDG Putri Campus 1. Using a qualitative case study approach, the study explores how artistic performances such as drama, poetry recitation (qirā'ah al-syi'r), singing (ghinā'), and news reading (qirā'ah al-akhbār) function as implicit pedagogical mechanisms supporting communicative competence. Data were collected through participant observation, semi-structured interviews, and documentation analysis involving santriyah, Language Advisory Council (LAC) administrators, Arabic supervisors, and pesantren leaders. The findings reveal that the Language Art Exhibition creates a performative language environment encouraging spontaneous Arabic usage, emotional engagement, vocabulary retention, pronunciation accuracy, and speaking confidence. The study further demonstrates that repetitive artistic performances, institutional language culture, peer interaction, and bilingual discipline collectively construct a sustainable language ecosystem facilitating Arabic acquisition through habituation and immersion. The novelty lies in conceptualizing performative invisible curriculum as a framework explaining how artistic activities function pedagogically in pesantren.
ARABIC DISCUSSION FORUM AS A MEDIUM FOR DEVELOPING COMMUNICATIVE COMPETENCE AMONG SANTRIWATI AT PONDOK MODERN DARUSSALAM GONTOR PUTRI 1 Fairuz Subakir; Siti Nikmatul Rochma; Nuraeni Rahmawati; Nur Fera Khalifah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2362

Abstract

This study investigates the role of the Arabic Discussion Forum as a medium for developing communicative competence among santriwati at Pondok Modern Darussalam Gontor Putri 1. Employing a qualitative case study design, the research explores how discussion-based activities contribute to students' Arabic communicative development within the pesantren language environment. Data were collected through participant observation, semi-structured interviews, and document analysis involving santriwati, language supervisors, and dormitory coordinators. The findings reveal that the Arabic Discussion Forum significantly contributes to the development of linguistic, sociolinguistic, discourse, and strategic competence. The forum provides authentic communicative situations that encourage students to negotiate meaning, express opinions, organize arguments, and interact spontaneously in Arabic. Furthermore, the forum enhances students' confidence, reduces speaking anxiety, and strengthens willingness to communicate actively. The effectiveness of the forum is strongly supported by the pesantren's Arabic-speaking environment, which integrates formal instruction with daily communicative interaction.
MULTAQA TSAQAFI AS A MEDIUM FOR STRENGTHENING ARABIC LANGUAGE COMPETENCE AMONG FIFTH-GRADE KMI STUDENTS AT PONDOK MODERN DARUSSALAM GONTOR PUTRI 1 Fairuz Subakir; Siti Nikmatul Rochma; Nuraeni Rahmawati; Nur Fera Khalifah
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2368

Abstract

This study investigates the role of Multaqa Tsaqafi in strengthening Arabic language competence among fifth-grade KMI students at Pondok Modern Darussalam Gontor Putri 1. Employing a qualitative case study design, the research explores how the program contributes to students' communicative competence, language habituation, and academic participation within the pesantren environment. Data were collected through participant observation, semi-structured interviews, and documentation analysis involving students, teachers, and language supervisors. The findings reveal that Multaqa Tsaqafi significantly strengthens students' Arabic communicative competence through contextual interaction, scientific discussion, and authentic language practice. The activity also reinforces the Arabic linguistic environment (bi'ah lughawiyyah) by encouraging continuous Arabic use in both academic and daily communication. Furthermore, the program promotes students' confidence, active participation, linguistic discipline, and academic motivation. Another important finding indicates that Multaqa Tsaqafi integrates language learning with Islamic character formation by cultivating communication ethics, intellectual responsibility, and discipline within pesantren culture.
Optimalisasi Pemanfaatan Media Digital Interaktif melalui Pendampingan Guru pada Pembelajaran Bahasa Arab dan Inggris di SDIT Al-mukminun Ngrambe Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati; Kayla Julia Hertiani; Nafsil Muthmainnah Azis; Fikriyah Fikriyah
NuCSJo : Nusantara Community Service Journal Vol. 2 No. 4 (2026)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/nucsjo.v2i4.377

Abstract

Transformasi digital dalam pendidikan menuntut guru mampu mengintegrasikan teknologi secara pedagogis dalam pembelajaran. Media digital interaktif tidak hanya berfungsi sebagai alat bantu, tetapi juga meningkatkan motivasi, partisipasi, dan efektivitas belajar. Namun, pemanfaatannya di sekolah dasar masih belum optimal, khususnya pada pembelajaran Bahasa Arab dan Bahasa Inggris yang membutuhkan penguatan kosakata, struktur, dan latihan komunikatif. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dalam merancang dan mengimplementasikan media pembelajaran interaktif melalui platform Kahoot, Wordwall, dan Educaplay di SDIT Al-Mukminun Ngrambe. Metode yang digunakan adalah deskriptif kualitatif melalui pendampingan partisipatif dalam satu sesi intensif selama dua jam dengan melibatkan 25 guru. Tahapan meliputi analisis kebutuhan, pemaparan konsep, demonstrasi, praktik, dan refleksi. Hasil menunjukkan peningkatan pemahaman literasi digital, keterampilan membuat media interaktif, serta perubahan persepsi guru terhadap pemanfaatan teknologi sebagai instrumen evaluasi dan pembelajaran yang lebih interaktif dan adaptif.
LANGUAGE ENVIRONMENT AS AN INVISIBLE CURRICULUM: RETHINKING ARABIC LEARNING THROUGH ALI AL-HADIDI’S LENS Fairuz Subakir; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati; Ananda Rania Izzati
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.2301

Abstract

This study investigates the language environment (bi'ah lughawiyyah) as an invisible curriculum in Arabic language learning through Ali Al-Hadidi's lens. Employing a Systematic Literature Review (SLR) based on the PRISMA framework, this study analyzed scholarly publications from 2020–2025 indexed in Scopus, Web of Science, DOAJ, and Google Scholar. The selected literature was examined using thematic synthesis and critical discourse analysis. The findings reveal that the language environment functions as an invisible curriculum that shapes learners' communicative competence, linguistic identity, disciplinary behavior, and cultural consciousness through everyday institutional practices. The study further demonstrates that Ali Al-Hadidi's educational thought implicitly reflects ecological and sociocultural approaches to language learning, emphasizing language habituation and collective interaction rather than grammar-centered instruction alone. This article contributes a new conceptual framework positioning the language environment as a curriculum ecosystem integrating formal instruction, social interaction, and institutional culture. The study concludes that the future of Arabic pedagogy in the post-method era depends on reconstructing immersive educational ecologies where language becomes a lived social and cultural experience.
Pelatihan dan Pendampingan Guru dalam Pemanfaatan Media Ajar di TKIT Al-Mukminun Ngrambe Fairuz Subakir; Agus Yasin; Ahmad Ario Sofian; Siti Nikmatul Rochma; Nur Fera Khalifah; Nuraeni Rahmawati; fikriyah; Septika Wahyu; Hikmah Nurjannah
Jurnal Pengabdian Masyarakat (J-AbMas) Vol. 2 No. 2 (2026): Jurnal Pengabdian Masyarakat (J-AbMas)
Publisher : CV. Dalle’ Deceng Abeeayla

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69623/0bzfqc04

Abstract

Pendidikan Agama Islam (PAI) merupakan aspek penting yang perlu ditanamkan sejak usia dini, termasuk dalam pendidikan formal di tingkat Taman Kanak-kanak. Pada tahap ini, guru diharapkan mampu menyampaikan materi PAI secara interaktif agar nilai-nilai keagamaan dapat dipahami dan diterima oleh anak dengan baik. Namun, dalam praktiknya masih ditemukan keterbatasan media pembelajaran yang kurang menarik serta kesulitan anak dalam memahami materi PAI dan Bahasa Arab. Program Kuliah Kerja Nyata (KKN) ini bertujuan untuk meningkatkan kualitas pembelajaran PAI pada anak usia dini melalui pengembangan media pembelajaran interaktif serta pendampingan guru dalam pemanfaatannya. Kegiatan ini dilaksanakan oleh tim KKN Universitas Darussalam Gontor di TK Al-Mukminun Ngrambe. Metode yang digunakan meliputi pemetaan kebutuhan pembelajaran, perancangan media bermain dan bernyanyi untuk materi PAI, penyusunan buku kolase edukatif, pelatihan serta pendampingan guru dalam penggunaan media pembelajaran, dan evaluasi melalui observasi proses pembelajaran serta refleksi bersama pihak sekolah. Hasil dari program KKN ini menunjukkan bahwa para guru TK Al-Mukminun Ngrambe menjadi lebih interaktif dalam menyampaikan materi PAI melalui media pembelajaran yang telah disusun. Selain itu, siswa TK menunjukkan peningkatan antusiasme dalam mengikuti kegiatan belajar serta lebih mudah memahami materi yang diajarkan. Dengan demikian, pemanfaatan media pembelajaran interaktif terbukti dapat mendukung efektivitas pembelajaran PAI pada anak usia dini.
Co-Authors Afni Nurwardah Agus Yasin Ahmad Ario Sofian Ananda Rania Izzati Fairuz Subakir Ahmad Fakhira Aprilia Miladi fikriyah Fikriyah Fikriyah Fitri Setyo Rini Hani'atul Mabruroh Hasanah, Maghfirotul Hikmah Nurjannah Ifa Rodifah Nur Ihwan Mahmudi Izzati, Ananda Rania Kayla Julia Hertiani maghfirotul Hasanah Nafsil Muthmainnah Azis Naqiyah, Neni Nuraeni Rahmawati Rahmat Hidayat Lubis Septika Wahyu Siti Nikmatul Rochma