Article Per Year (5 Year)
p-Index From 2021 - 2026
2.249
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al Ibrah Journal of Arabic Language Education An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Mauriduna : Journal of Islamic studies caXra: Jurnal Pendidikan Sekolah Dasar Jurnal Ilmiah Pendidikan Dasar (JIPDAS) TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab HIKMATUNA: Journal for Integrative Islamic Studies Shawtul ‘Arab: Jurnal Pendidikan Bahasa Arab Hikmatuna INTIFA: Journal of Education and Language Ukazh: Journal of Arabic Studies
Maswani
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Landasan Filosofis, Sosiologis, Psikologis, Pedagogis, dan Yuridis dalam Penyusunan Kurikulum Bahasa Arab di Indonesia Muhammad Fakhri Nurfauzan; Ubaid Ridlo; Maswani
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 2 (2025): Al Ibrah: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i2.8716

Abstract

Penelitian ini membahas secara komprehensif berbagai landasan utama yang menjadi dasar penyusunan kurikulum bahasa Arab di Indonesia, yaitu landasan filosofis, sosiologis, psikologis, pedagogis, dan yuridis. Permasalahan yang diangkat dalam kajian ini adalah lemahnya pemahaman integratif mengenai hubungan antarfondasi tersebut dan bagaimana masing-masing mempengaruhi arah, tujuan, serta implementasi kurikulum bahasa Arab di lembaga pendidikan. Penelitian ini menggunakan metode studi kepustakaan dengan menelaah literatur pendidikan, regulasi nasional, serta teori pembelajaran bahasa modern. Hasil penelitian menunjukkan bahwa penyusunan kurikulum bahasa Arab tidak dapat dipisahkan dari kerangka filosofis yang menentukan hakikat peserta didik dan tujuan pendidikan; konteks sosiologis masyarakat Indonesia yang majemuk; karakteristik psikologis peserta didik; prinsip-prinsip pedagogis dalam proses pembelajaran; serta ketentuan yuridis seperti Standar Nasional Pendidikan. Integrasi kelima landasan tersebut menghasilkan kurikulum bahasa Arab yang lebih relevan, adaptif, dan sesuai kebutuhan peserta didik serta tuntutan pendidikan nasional.
Strategi Pembelajaran Gamifikasi untuk Meningkatkan Motivasi Belajar Bahasa Arab Siswa di Sekolah Dasar Islam Terpadu Putra Fadliardi, Nadhif Athallah; Mardhotillah, Shafa Aurel; Ana Dzukhoiriyah; Maswani
Ukazh : Journal of Arabic Studies Vol. 6 No. 3 (2025): Ukazh : Journal of Arabic Studies, September 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i3.3

Abstract

This study aims to describe and analyze the Arabic language learning strategies implemented at an Integrated Islamic Elementary School (SDIT) in Depok, focusing on the use of games to enhance student motivation. The research problem arises from common challenges in teaching Arabic at the elementary level, such as limited language exposure, difficulties in writing, and an unsupportive learning environment. The novelty of this research lies in the use of gamification as the primary strategy for teaching Arabic, which is linked to students’ Islamic identity, thereby encouraging them to connect the lesson content with daily worship and fostering greater interest in the subject. This study employs a qualitative method, with data collected through in-depth interviews with an Arabic teacher and non-participant observations. The findings reveal that the school applies a self-developed curriculum emphasizing word-by-word translation from the Qur’an and Hadith, as well as practical daily conversations. A prominent learning strategy is the use of gamification, such as competitive group games and word-matching activities, to maintain student enthusiasm. Based on interviews, observations, and student responses, the gamification strategies applied were found to be effective in addressing the primary challenge, students’ low motivation in learning Arabic. This approach can serve as a reference for other schools seeking to develop enjoyable Arabic learning methods that enhance student motivation.
Integrasi Ranah Afektif, Kognitif, dan Psikomotorik dalam Pembelajaran Bahasa Arab di MAN 1 Kota serang: Analisis Berdasarkan Kurikulum Merdeka Vivi Miftahul Jannah; Ira Ainul Latifah; Ubaid Ridlo; Maswani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38166

Abstract

Penelitian ini dilatarbelakangi oleh perubahan paradigma pembelajaran Bahasa Arab di MAN 1 Kota Serang seiring penerapan Kurikulum Merdeka yang menekankan pembelajaran berbasis kompetensi dan integrasi ranah afektif, kognitif, dan psikomotorik. Penelitian ini bertujuan menganalisis secara mendalam bagaimana integrasi ketiga ranah tersebut dirumuskan dan diimplementasikan dalam pembelajaran Bahasa Arab Fase F berdasarkan Capaian Pembelajaran (CP) dalam SK Dirjen Pendis Nomor 3302 Tahun 2024. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi dokumen dan analisis deskriptif terhadap CP, tujuan pembelajaran, serta keterkaitannya dengan materi unsur bahasa dan keterampilan berbahasa. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka di MAN 1 Kota Serang telah mengarahkan pembelajaran Bahasa Arab secara holistik, di mana ranah kognitif tercermin dalam penguasaan dan analisis struktur kebahasaan, ranah afektif terintegrasi melalui internalisasi nilai religius dan sikap apresiatif terhadap bahasa Arab, serta ranah psikomotorik diwujudkan melalui praktik komunikatif lisan dan tulisan yang kontekstual. Temuan penelitian ini menegaskan bahwa integrasi ketiga ranah tersebut menjadikan pembelajaran Bahasa Arab lebih bermakna, aplikatif, dan relevan dengan kebutuhan abad ke-21. Implikasi penelitian ini memberikan kontribusi teoretis dan praktis bagi guru dan pengembang kurikulum dalam merancang pembelajaran Bahasa Arab yang seimbang, komunikatif, dan berorientasi pada pembentukan kompetensi peserta didik secara utuh.
Implementasi Strategi Diferensiasi dalam Pembelajaran Bahasa Arab pada Kurikulum Integratif di SMP Islam Madinatul Ilmi Legoso Balkist, Vhebe Angela; Humairah, Siti; Tuniam, Naila; Maswani
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol 6 No 1 (2026): JANUARI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i1.4078

Abstract

This study aims to analyze the differentiated instructional strategies in Arabic language learning based on the curriculum implemented at Madinatul Ilmi Islamic Junior High School. Using a descriptive qualitative approach and a case study method, data were collected through in-depth interviews, classroom observations, and documentation. The findings reveal that teachers apply differentiated strategies in three main aspects: content, process, and product. Instructional materials are adjusted according to students’ initial abilities through tiered textbooks, ranging from Kitabati to Al-‘Arabiyyah Bayna Yadayk. The learning process is designed to be flexible, employing affective and gradual approaches, while assessments are conducted formatively through tiered tasks that reflect individual student progress. Furthermore, instruction is contextualized with daily Islamic practices, such as prayer and worship, to strengthen students' understanding of religious meaning in language use. These findings offer an adaptive Arabic language learning model that responds to student heterogeneity and integrates Islamic values in an applicable way, contributing a novel perspective to the development of faith-based differentiated instruction strategies in Islamic schools
The Effectiveness of Using Mind Maps Through Power Point Media in Vocabulary Learning: An Experimental Study at Al-Murshidiyah Islamic Elementary School Nadhilah Khairina Pulungan; Maswani; Fatimah El Zahra
INTIFA: Journal of Education and Language Vol. 3 No. 2 (2026): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v3i2.284

Abstract

This study originates from the problem of students’ weak mastery of Arabic vocabulary, as they struggle to memorize vocabulary and understand its meanings due to the use of traditional methods that lack visual and interactive media. To address this issue, the study aims to determine the effect of using mind maps based on PowerPoint media in improving students’ Arabic vocabulary acquisition. It seeks to answer two main questions: how students’ vocabulary learning outcomes improve after using mind maps through PowerPoint, and whether there is a statistically significant effect of using such mind maps on students’ vocabulary acquisition. The researcher employed an experimental method with a quantitative approach using a Non-Equivalent Control Group Design, with a sample of 64 sixth-grade students at Al-Mursyidiyah Islamic Elementary School divided into experimental (32 students) and control (32 students) groups. Data were collected through pre-tests and post-tests and analyzed using normality and homogeneity tests as well as an independent t-test via SPSS. The results showed that the mean score of the experimental group increased from 60.46 to 82.03, while the control group’s mean score rose from 58.12 to 72.03, and the t-test indicated statistically significant differences at the Sig. < 0.05 level.
Co-Authors Ana Dzukhoiriyah Az Zaky, Sulton Hussain Azkia Muharom Albantani Balkist, Vhebe Angela Dhavi, Muhammad Muhsin El Mawaddah, Vina Nur Erba Rozalina Fachry Abda El Rahman Fakhira, Lu’lu Fatimah El Zahra Fitranur, Rafi Herdiani, Salvia Insani, Razik Ira Ainul Latifah Mardhotillah, Shafa Aurel Muhammad Fakhri Nurfauzan N. Lalah Alawiyah Nadhilah Khairina Pulungan Putra Fadliardi, Nadhif Athallah Refaldi, Muhammad Ridho, Ubaid Rifda Gista Zahara Rivaldy, Daffa Achmad Romadhoni, Laili Alfi SAFIRA Saharani, Devira Siti Humairah Tsaniya, Syifa Bilqis Tuniam, Naila Ubaid Ridlo Vivi Miftahul Jannah Zaidaan, Muhammad