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All Journal AL ISHLAH Jurnal Pendidikan Lughawiyah: Journal of Arabic Education and Linguistics
Muhammad Rusydi
Institut Agama Islam Negeri Bone
Education Languange, Linguistic, Communication & Media Mathematics Other

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PARADIGMA PEMBELAJARAN BAHASA ARAB DALAM INTEGRASI ILMU: KOMPARASI PEMIKIRAN IMAM SUPRAYOGO DAN AZHAR ARSYAD Muhammad Rusydi
Lughawiyah: Journal of Arabic Education and Linguistics Vol 2, No 2 (2020)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v2i2.2258

Abstract

Penelitian ini bertujuan untuk mengkomparasikan pemikiran dua tokoh yaitu Imam Suprayogo dan Azhar Arsyad tentang paradigma pembelajaran bahasa Arab dalam integrasi ilmu. Metode yang digunakan dalam penelitian ini adalah metode penelitian kepustakaan. Data dianalisis melalui tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa metafora integrasi ilmu yang dirintis oleh keduanya, yaitu metafora pohon ilmu di UIN Maulana Malik Ibrahim Malang dan metafora cemara ilmu di UIN Alauddin Makassar, menunjukkan paradigma pembelajaran bahasa Arab dalam integrasi ilmu tersebut. Perbedaan posisi bahasa Arab beserta komponen yang menyertainya pada kedua metafora integrasi ilmu tersebut menunjukkan kerangka paradigmatik-metodologis dalam menguatkan bahasa Arab sebagai media integrasi ilmu yang dikembangkan oleh kedua tokoh tersebut. Kedekatan kerangka ontologis, epistemologis, dan aksiologis paradigma pembelajaran bahasa Arab dalam integrasi ilmu yang digagas keduanya melahirkan konsep ideal berupa konsep “ululalbab” oleh Imam Suprayogo yang diimplementasikan dalam bentuk Ma’had al-Jamiah serta Program Khusus Pengembangan Bahasa Arab (PKPBA) pada UIN Maulana Malik Ibrahim Malang, dan melahirkan konsep “inner capacity” oleh Azhar Arsyad yang diimplementasikan dalam bentuk Program Pencerahan Imani dan Keterampilan Hidup (PIKIH) pada UIN Alauddin Makassar. This study aims to compare the thoughts of two figures, Imam Suprayogo and Azhar Arsyad about the paradigm of learning Arabic in science integration. Library research method was used  in this research. Data were analyzed through three stages, namely data reduction, data display, and drawing conclusions/verification. The results showed that the science integration metaphor pioneered by the two, namely the science tree metaphor at UIN Maulana Malik Ibrahim Malang and the pine tree metaphor at UIN Alauddin Makassar, described the paradigm of learning Arabic in the knowledge integration. The difference of Arabic position and its accompanying components in the two science integration metaphors indicated a paradigmatic-methodological framework in strengthening Arabic as a medium for science integration developed by the two figures. The closeness of the ontological, epistemological, and axiological framework of the Arabic learning paradigm in the science integration which was initiated by both produced an ideal concept named "ululalbab" by Imam Suprayogo. This concept was implemented in the form of Ma'had al-Jamiah and the Arabic Language Development Special Program (PKPBA) at UIN Maulana Malik Ibrahim Malang. While, the concept of "inner capacity" produced by Azhar Arsyad was implemented in the form of Religious Enlightenment and Life Skills Program (PIKIH) at UIN Alauddin Makassar.
The Integration of Bugis Local Wisdom on Tolerance in Islamic Education at Senior High School: Strategies and Implications Sultan Hasanuddin; Muhammad Rusydi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5285

Abstract

This research explores the strategies and implications of integrating the value of tolerance, based on Bugis local wisdom, into Islamic religious education at SMA Negeri 1 Bone. It addresses the need for educational approaches that promote tolerance and understanding in diverse societal contexts. A qualitative research paradigm was employed, involving field research to collect data. The study focused on examining how Bugis local wisdom can be integrated into the Islamic religious education curriculum and how it can enhance teaching materials and learning media. The primary strategy identified was the integration of Bugis local wisdom values into the curriculum. This was achieved through the enrichment of teaching materials and learning media with Bugis cultural insights, alongside the reinforcement of universal values aligned with tolerance. Practical implementations included creating lesson plans, teaching aids, and media resources infused with Bugis wisdom. The findings suggest that incorporating Bugis local wisdom fosters collective awareness of diverse life phenomena, reduces arrogant behaviors among majority groups towards minorities, and promotes steps to reconcile differences, facilitating dialogue. The study emphasizes the need for detailed examples of enriched teaching materials and specific activities that promote tolerance in the classroom. It also highlights the importance of a clear theoretical framework based on existing theories of tolerance, education, and local wisdom to inform the study. Integrating Bugis local wisdom into the Islamic religious education curriculum at SMA Negeri 1 Bone effectively promotes tolerance and understanding. The study calls for further elaboration on the specific elements of Bugis wisdom incorporated and their adaptation within the educational framework to provide comprehensive insights for educators.
Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central Ilyas Ilyas; Muh. Rasmi; Muhammad Rusydi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5095

Abstract

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.
Co-Authors Ilyas Ilyas Muh. Rasmi Sultan Hasanuddin