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Menyelami Integrasi Kurikulum untuk Penerapan TPACK dalam Pembelajaran Bahasa Arab Hasan, Laili Mas Ulliyah; Aziz, Muhammad Tareh; Rido'i, Muhammad
Journal of Practice Learning and Educational Development Vol. 4 No. 3 (2024): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v4i3.291

Curriculum integration is an important aspect in developing education that is holistic and relevant to the needs of the times. This study investigates the application of the Technology Content Pedagogical Knowledge Model (TPACK) in Arabic language learning which includes four skills: listening, speaking, reading, and writing. This research uses a qualitative approach with case studies as the main method of data collection. The research participants consisted of Arabic language teachers and students at high school. Data was collected through classroom observations, interviews with teachers, and analysis of curriculum documents. The results of the analysis show that the integration of TPACK in Arabic language learning can improve the quality of teaching and learning, as well as facilitate the development of comprehensive Arabic language skills. These findings indicate that the use of TPACK allows teachers to integrate technology with relevant curriculum and teaching strategies, thereby enriching students' learning experiences in achieving holistic Arabic language skills. The practical implication of this research is the need for ongoing training for Arabic language teachers in integrating TPACK in their learning to strengthen the quality of Arabic language education in high schools.

Jembatan Kurikulum: Inklusi dan Pembelajaran Bahasa Arab dalam Konteks Multikultural Aziz, Muhammad Tareh; Hasan, Laili Mas Ulliyah; Adhimah, Syifaul
Journal of Practice Learning and Educational Development Vol. 4 No. 3 (2024): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v4i3.292

This study explores the implementation of inclusive Arabic language learning in a multicultural context, which includes all four language skills: listening, speaking, reading, and writing. This research uses a qualitative approach by collecting data through classroom observations, interviews with teachers, and analysis of curriculum documents. The findings show that the integration of inclusion values and multiculturalism in the curriculum provides a basis for developing learning strategies that take into account student diversity. With a holistic approach, learning Arabic can be a bridge to strengthen intercultural relations and promote cross-cultural understanding among students from diverse backgrounds. The practical implications of this research underscore the need for learning approaches that are adaptive and responsive to students' needs by considering their multicultural context.

Pemanfaatan Aplikasi Pembelajaran Bahasa Arab: Mengubah Cara Belajar di Era Digital Firdaus, Ferry Maulana; Aziz, Muhammad Tareh
Journal of Practice Learning and Educational Development Vol. 4 No. 4 (2024): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v4i4.312

The use of Arabic language learning applications in the digital age has brought a significant change in the way the language is learned. The Arabic language plays an important role in diplomacy, economics, international relations, and religion, making it crucial to master. Digital technology, through applications like Duolingo, Rosetta Stone, and Memrise, offers flexible and interactive solutions that enable students to learn anytime and anywhere. The research uses qualitative descriptive approaches to explore the impact of such applications on learning processes. Research results show that this application improves student motivation and involvement compared to conventional methods. Students appreciate application flexibility and interactivity, while teachers report efficiency in material preparation and improved learning outcomes. Despite the huge benefits, challenges such as technical constraints and adaptation to new technologies remain. Therefore, there is a need for continuous improvement in the application and support of educational institutions for effective integration. Overall, Arabic learning applications are an innovative and effective tool in improving Arabic language competence in the digital age.

Project-Based Curriculum Approach in Arabic Language Learning: Case Studies and Best Practices Masitoh; Aziz, Muhammad Tareh
Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i1.323

This article explores the application of a project-based curriculum approach (PBL) in Arabic language learning, with emphasis on case studies and best practices. This approach aims to enhance student engagement and material understanding by involving them in relevant and contextual projects. Through analysis of several cases from various educational institutions, this article identifies how PBL is applied and its impact on student learning outcomes. Projects such as video making of presentations, blogging, and simulation of real-life situations are integrated to enable students to apply Arabic language knowledge in a practical context. The best practices identified include clear project planning, the use of supportive technology, and structured evaluation. This article also discusses the challenges faced in the application of PBL, such as time management and training needs for teachers. By understanding and addressing these challenges, PBL can be an effective strategy for improving the quality of Arabic language learning.

Project-Based Curriculum Approach in Arabic Language Learning: Case Studies and Best Practices Masitoh; Aziz, Muhammad Tareh
Journal of Practice Learning and Educational Development Vol. 5 No. 1 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i1.323

This article explores the application of a project-based curriculum approach (PBL) in Arabic language learning, with emphasis on case studies and best practices. This approach aims to enhance student engagement and material understanding by involving them in relevant and contextual projects. Through analysis of several cases from various educational institutions, this article identifies how PBL is applied and its impact on student learning outcomes. Projects such as video making of presentations, blogging, and simulation of real-life situations are integrated to enable students to apply Arabic language knowledge in a practical context. The best practices identified include clear project planning, the use of supportive technology, and structured evaluation. This article also discusses the challenges faced in the application of PBL, such as time management and training needs for teachers. By understanding and addressing these challenges, PBL can be an effective strategy for improving the quality of Arabic language learning.

IMPLEMENTATION OF LEARNING THE KITAB KUNING THROUGH ACTIVE METHODS IN THE PERSPECTIVE OF HADITH AT MMA SUNAN DRAJAT LAMONGAN Moh. Faizal Hidayatullah; Muhid; Muhammad Tareh Aziz
Journal of Practice Learning and Educational Development Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i3.634

This study analyzes the implementation of active learning methods in the teaching of kitab kuning at MMA Sunan Drajat Lamongan through a hadith-based educational approach. Kitab kuning, as classical Islamic texts written in unvowelized Arabic script, often poses challenges for students, especially those lacking foundational knowledge in Arabic grammar such as nahwu and sharaf. Traditional passive teaching methods are often ineffective in fostering deep comprehension and student engagement. To address these issues, this study explores the use of active learning strategies such as discussion (musyawaroh), interactive dialogue, group work, and role-playing. A qualitative research approach was employed, using observation, interviews, and documentation for data collection. The findings indicate that active learning methods create a more interactive learning environment, enhance textual understanding, and help develop students’ confidence, critical thinking, and analytical skills. Moreover, these methods are strongly rooted in the educational practices of Prophet Muhammad (SAW), who frequently applied participatory, contextual, and communicative approaches in his teaching. Thus, active learning from a hadith perspective not only serves as a pedagogical innovation but also revives prophetic educational values that remain relevant and effective in the context of modern Islamic education.

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