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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya International Journal of Nusantara Islam
Achmad Yani
Universiti Islam Sultan Sharif Ali (UNISSA)
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Islamic Scholarship in The Malay World: The Multifaceted Contributions of Ulama Abdurrahman Raden Aji Haqqi; Achmad Yani; Hjh. Rasinah binti Hj Ahim; Hjh Sri Rahayu Nurjanah binti Hj Dollah; Hjh. Sarinah binti Hj Yahya; Mariam binti Abdul Rahman; Hjh Masuriyati binti Hj Yahya; Artini binti Hj Timbang
International Journal of Nusantara Islam Vol 11, No 2 (2023): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v11i2.30887

Abstract

This study explores the extensive roles and contributions of Ulama (Islamic scholars) in the Malay Archipelago, with a focus on their impact in the fields of Islamic economics, sciences, and mathematics. The research aims to illuminate how Ulama have shaped various aspects of Islamic culture, education, and intellectual thought in the region. A comprehensive literature review was conducted, examining historical texts, manuscripts, and scholarly works related to the Ulama. The study employed qualitative analytical approaches to assess the contributions of Ulama in the Malay Archipelago. Findings indicate that Ulama significantly influenced Islamic economics by aligning economic practices with Sharia principles, emphasizing justice and ethical compliance. In scientific and mathematical fields, Ulama integrated complex mathematical concepts with Islamic teachings, contributing to the advancement of these disciplines. The educational impact of Ulama, particularly through the pondok system, promoted self-reliance and entrepreneurship, while their cultural synthesis effectively combined Islamic knowledge with local traditions. The Ulama’s roles extended beyond religious instruction, encompassing broader societal, economic, and intellectual domains. Their contributions not only facilitated the spread of Islam but also respected and preserved local customs. The study underscores the Ulama’s enduring influence in shaping the educational and intellectual landscape of the Malay Archipelago.  
Arabic Language Environment and the Development of Communicative Competence among Foreign Language Learners: Evidence from an Islamic University in Brunei Darussalam: دور البيئة اللغوية العربية في تنمية الكفاية الاتصالية لدى متعلمي العربية لغةً أجنبية: أدلة من جامعة إسلامية في بروناي دار السلام Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10435

Abstract

Developing communicative competence remains a major challenge in Arabic as a Foreign Language (AFL) education, particularly in multilingual contexts where opportunities for authentic language use are limited. This study investigates the role of the Arabic language environment in fostering communicative competence among foreign language learners at Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam. Employing a cross-sectional descriptive–correlational quantitative design, data were collected from 22 first-year students selected through purposive sampling using a five-point Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. The findings indicate that the institutional Arabic language environment is generally perceived positively, with particularly strong teacher-mediated interaction (86.7%), while peer communication (71.7%) and the use of Arabic in extracurricular activities (66.7%) remain comparatively limited. Students also reported that the language environment positively supports the development of speaking (75.0%) and writing (73.3%) skills. The study argues that communicative competence is shaped by a multidimensional institutional ecosystem encompassing formal instruction, teacher interaction, peer communication, linguistic landscape, and extracurricular engagement. These findings extend current perspectives on Arabic language environments in non-Arab contexts and provide practical insights for strengthening communicative Arabic education in multilingual Islamic higher education institutions.
Arabic Language Environment and the Development of Communicative Competence among Foreign Language Learners: Evidence from an Islamic University in Brunei Darussalam: دور البيئة اللغوية العربية في تنمية الكفاية الاتصالية لدى متعلمي العربية لغةً أجنبية: أدلة من جامعة إسلامية في بروناي دار السلام Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10435

Abstract

Developing communicative competence remains a major challenge in Arabic as a Foreign Language (AFL) education, particularly in multilingual contexts where opportunities for authentic language use are limited. This study investigates the role of the Arabic language environment in fostering communicative competence among foreign language learners at Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam. Employing a cross-sectional descriptive–correlational quantitative design, data were collected from 22 first-year students selected through purposive sampling using a five-point Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. The findings indicate that the institutional Arabic language environment is generally perceived positively, with particularly strong teacher-mediated interaction (86.7%), while peer communication (71.7%) and the use of Arabic in extracurricular activities (66.7%) remain comparatively limited. Students also reported that the language environment positively supports the development of speaking (75.0%) and writing (73.3%) skills. The study argues that communicative competence is shaped by a multidimensional institutional ecosystem encompassing formal instruction, teacher interaction, peer communication, linguistic landscape, and extracurricular engagement. These findings extend current perspectives on Arabic language environments in non-Arab contexts and provide practical insights for strengthening communicative Arabic education in multilingual Islamic higher education institutions.
Co-Authors Abdurrahman Raden Aji Haqqi Artini binti Hj Timbang Hjh Masuriyati binti Hj Yahya Hjh Sri Rahayu Nurjanah binti Hj Dollah Hjh. Rasinah binti Hj Ahim Hjh. Sarinah binti Hj Yahya Mariam binti Abdul Rahman Rafidah Binti Abdullah Siti Sara Binti Haji Ahmad Siti Shalihah