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All Journal International Journal of Evaluation and Research in Education (IJERE) Al-Muyassar: Journal of Arabic Education
Muassomah Muassomah
Universitas Islam Negeri Maulana Malik Ibrahim
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Challenges to professional teacher development through workplace culture management Khairiah Khairiah; Alfauzan Amin; Muassomah Muassomah; Mira Mareta; Sulistyorini Sulistyorini; Mirna Yusuf
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25666

Abstract

The implementation of professional teacher development in Indonesia has been lacking. Many teachers continue to underperform, as evidenced by their workplace behaviors that violate the ethics of their profession. Workplace culture has contributed significantly to, and been detrimentally affected by, this lack of professionalism. Using a qualitative approach, this study seeks to explore the forms, factors, and implications of these challenges for the management of workplace culture. Teachers are simultaneously the objects and key informants of this research, which was conducted through observation of secondary-level madrasas spread throughout Bengkulu Province, Indonesia, as well as interviews with 15 teachers. This study identifies three main challenges: i) teachers have difficulty accessing professional training; ii) teachers cannot readily continue their educations; and iii) teachers have trouble writing and publishing academic works. These challenges are caused by a multitude of factors, primarily the lack of the funding, facilities, and infrastructure for professional development, as well as teachers limited digital literacy, and result in a workplace culture where initiative goes unrewarded, discipline is lacking, and teachers are unmotivated. As such, this study recommends significant improvements to the structure, culture, and infrastructure of educational institutions, thereby allowing teachers to overcome the challenges that hinder their professional development.
Integrated Arabic Language Learning in Pesantren: Five Patterns and Their Differential Roles in Developing Kalām and Kitābah Lisa Khillatur Risalah; Muassomah Muassomah; Zakiyah Arifa
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/eb7dx419

Abstract

Arabic language instruction is often fragmented across skills and language components, widening the gap between mastery of grammatical rules and productive language use. Integration is proposed as a bridge, yet a puzzle remains: within a single institution, one and the same language environment does not yield equal development in speaking and writing. Because integration tends to be treated as an undifferentiated category, this uneven outcome has been documented but not explained. This study addresses that gap by mapping the integration patterns operating within a single institution and analysing their differential contribution to speaking (kalām) and writing (kitābah) at the Dar al-Ukhuwwah Putri 2 pesantren (Islamic boarding school) in Malang. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and were analysed using the Miles and Huberman model, with credibility ensured through source and technique triangulation. The study identifies five integration patterns organised into two mutually reinforcing dimensions: a pedagogical dimension (inter-skill integration; language-component–skill integration; Arabic–Islamic-content integration) and an environmental dimension (formal–nonformal integration; language-environment integration). The patterns contribute unequally: speaking is shaped mainly through oral production and habituation within the language environment, whereas writing is shaped mainly through a graded progression from controlled to free composition and through written corrective feedback. This study not only examines integration within classroom-based instruction but also extends it to non-formal activities in the dormitory and the language environment, which operate through a single sequence: input → comprehension → language use → habituation. The findings recommend selectively strengthening the patterns according to the targeted skill.
Co-Authors Alfauzan Amin Khairiah Lisa Khillatur Risalah Mareta, Mira Mirna Yusuf Sulistyorini