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All Journal Maraji`: Jurnal Ilmu Keislaman JALIE: Journal of Applied Linguistics and Islamic Education JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis JUPE : Jurnal Pendidikan Mandala Al-Fusha : Arabic Language Education Journal Vocational : Jurnal Inovasi Pendidikan Kejuruan Journal of Education and Religious Studies Kilmatuna: Journal Of Arabic Education TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Borneo Journal of Language and Education Community: Jurnal Pengabdian Kepada Masyarakat Journal Of Arabic Language Studies And Teaching Empowering Humanity ARKHAS: Journal of Arabic Language Teaching Funun Arabiyyah: Journal of Arabic Education and Literature Ukazh: Journal of Arabic Studies
Mohammad Makinuddin
(Google Scholar), Institut Keislaman Abdullah Faqih Gresik
Religion Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Bridging the Grammar-Law Gap: Active Learning for Arabic Legal Texts in Indonesian Islamic Universities Majduddin, Muhammad; Makinuddin, Mohammad; Ali, Mohammed Ramadhan Abraheem Alshaykh
Journal of Arabic Language Teaching Vol. 6 No. 1 (2026): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v6i1.2577

Abstract

A persistent gap remains in Indonesian Islamic higher education between teaching Arabic grammar (nahwu) and applying it to authentic Islamic legal discourse, as most instruction relies on decontextualized, fabricated sentences that fail to prepare students for interpreting real legal texts. Prior studies have examined Arabic instruction or active learning separately but have not developed a systematic, empirically grounded model that explicitly links grammatical competence to legal text analysis and authentic assessment. This study aims to develop and examine an active learning model grounded in Islamic law at UNKAFA Gresik. Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation involving 10 students and 2 lecturers, and then analyzed thematically. The findings reveal that a structured model combining group-based text analysis with guided worksheets significantly enhances both grammatical mastery and contextual legal understanding, though an evaluation gap remains, as exams still prioritize artificial sentences over authentic texts. This study concludes that integrating active learning successfully creates lecturer-initiated contextual activities, student-centered text analysis, and collaborative learning models, and recommends adopting authentic text-based assessment and aligning the institutional curriculum to strengthen epistemological coherence in Arabic language education. Terdapat kesenjangan persisten di perguruan tinggi Islam Indonesia antara pengajaran tata bahasa Arab (nahwu) dan penerapannya pada wacana hukum Islam yang autentik, karena sebagian besar pembelajaran masih menggunakan kalimat buatan yang tidak kontekstual sehingga gagal mempersiapkan mahasiswa untuk interpretasi teks hukum yang sesungguhnya. Penelitian sebelumnya membahas instruksi bahasa Arab atau pembelajaran aktif secara terpisah, namun belum mengembangkan model sistematis berbasis empiris yang secara eksplisit menghubungkan kompetensi tata bahasa dengan analisis teks hukum dan penilaian autentik. Penelitian ini bertujuan mengembangkan dan mengkaji model pembelajaran aktif yang berbasis hukum Islam di UNKAFA Gresik. Menggunakan pendekatan kualitatif fenomenologis, data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan 10 mahasiswa dan 2 dosen, kemudian dianalisis secara tematik. Temuan menunjukkan bahwa model terstruktur yang menggabungkan analisis teks berbasis kelompok dan lembar kerja terpandu secara signifikan meningkatkan penguasaan tata bahasa dan pemahaman hukum kontekstual, meskipun masih terdapat kesenjangan evaluasi di mana ujian lebih mengutamakan kalimat artifisial daripada teks autentik. Penelitian ini menyimpulkan bahwa integrasi pembelajaran aktif berhasil menciptakan aktivitas kontekstual yang diprakarsai dosen, analisis teks berpusat pada mahasiswa, dan model pembelajaran kolaboratif, serta merekomendasikan adopsi penilaian berbasis teks autentik dan penyesuaian kurikulum institusional untuk memperkuat koherensi epistemologis dalam pendidikan bahasa Arab.
Digital Authentic Media Exposure and Listening Development in Arabic as a Foreign Language: A Corpus-Informed Approach Rosyad, Muh. Sabilar; Nuruddin, Ahmad; Makinuddin, Mohammad; Rozaq, Muhammad Abdur; Hafidz, Muhammad
Borneo Journal of Language and Education Vol 6 No 2 (2026): Borneo Journal of Language and Education, Vol.6 (No.2), Agustus 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i2.12811

Abstract

The integration of authentic materials in language education has increasingly emphasized the importance of exposing learners to natural language input that reflects real-world communication. However, the pedagogical use of digital authentic media in Arabic as a foreign language (AFL) listening instruction remains limited, and corpus-informed approaches to analyzing such materials are still underexplored. This study investigates the impact of digital authentic media exposure on AFL learners’ listening development while examining the linguistic characteristics of Arabic digital media through corpus analysis. A mixed-method design was employed involving 30 intermediate-level learners at UIN Sunan Kalijaga Yogyakarta. The study combined corpus-informed analysis of Arabic news broadcasts and podcasts with a quasi-experimental classroom intervention using pre-test and post-test listening assessments. The results revealed that authentic Arabic media contain high lexical density and recurrent discourse markers, providing linguistically rich listening input. Learners exposed to digital authentic media demonstrated significantly greater improvement in listening comprehension and vocabulary recognition than those using textbook-based materials. The findings highlight the pedagogical potential of corpus-informed authentic media for enhancing listening development in Arabic language learning.
KONTRIBUSI TRI SENTRA PENDIDIKAN DALAM PENGUATAN NILAI-NILAI ISLAM MODERAT DI DESA LABAN MENGANTI GRESIK Khoirul Bariyah, Lailatul; Makinuddin, Mohammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.46474

Abstract

This study aims to analyze the contribution of the three pillars of education family, school, and community in reinforcing moderate Islamic values in the village Laban Menganti, Gresik. This study employs a qualitative approach using a case study design. The results indicate that families contribute to establishing the foundation of religious values through the practice of worship, setting a good example, and fostering an attitude of tolerance in daily life. Schools contribute to reinforcing moderate Islamic values through integration into the curriculum, religious activities, and fostering attitudes of mutual respect, tolerance, and non-violence within the school environment. Meanwhile, the community contributes to creating a conducive social environment through the practice of interfaith tolerance, support for educational activities, and participation in religious social activities. The findings of this study indicate that the contributions of these three educational centers complement one another in reinforcing moderate Islamic values, as evidenced by the development of tolerant attitudes, a reduction in negative behavior, and the establishment of harmonious social relationships within the community. Nevertheless, there remain limitations regarding coordination and collaboration among these educational centers. Therefore, a more structured synergy between families, schools, and the community is needed to optimize the sustainable internalization of moderate Islamic values.
Co-Authors Abdul Ghofur Ahmad Nuruddin, Ahmad Alawy, Muhammad Ali, Mohammed Ramadhan Abraheem Alshaykh Amiruddin Amiruddin Amrulloh, Friendis Syani Andleeb, Naima Farih, Muhammad Friendis Syani Amrulloh Haq, Muhammad A'inul Haq, Muhammad A’inul Khofiyah, Ummu Khoirul Bariyah, Lailatul Majduddin, Mohammad Majduddin, Muhammad Maknun, Mohammad Jauharul Maulana, Muhamad Ivan Rizki Muhammad Hafidz, Muhammad Muhammad Najib Niswatul Mufarrochah Rosyad, Muh. Sabilar Rosyida, Asmaa Rozaq, Muhammad Abdur Shobri, Khoirus Sholikhah, Novita Zaidatus Syani Amrulloh, Friendis