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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban FONDATIA ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Al Maghazi : Arabic Language in Higher Education
Wijaya, Mu’alim
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Kurikulum 2013 (K13) Bahasa Arab di MTs Swasta Al-Hikmah Mogutat Kotamobagu Solihah, Mamluatu; Fitrah, Moh. Aldi; Hidayah, Fathi; Wijaya, Mu’alim
FONDATIA Vol 8 No 3 (2024): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v8i3.5334

Abstract

This study aims to fill the gap in the analysis of the implementation of the 2013 Curriculum (K13) for Arabic language at MTs Al-Hikmah Mogutat Kotamobagu and to identify the challenges faced in its execution. A qualitative approach with a case study design was used to allow for an in-depth understanding of the implementation process, the obstacles encountered, the supporting factors, as well as the results and recommendations for improvement. The research was conducted in 2023-2024, with the research subjects including Arabic language teachers and other related parties at the school. Data were collected through in-depth interviews and document collection, such as syllabi and lesson plans (RPP). Data analysis followed the Miles, Huberman, and Saldaña model, which consists of three stages: data collection, data condensation, and verification/conclusion drawing. The research findings reveal that MTs Swasta Al-Hikmah Mogutat Kotamobagu chose to retain the 2013 Curriculum (K13) despite the introduction of the Merdeka Curriculum, citing reasons such as resource readiness, educator competence, and student preparedness. The implementation of Arabic language teaching at MTs Al-Hikmah involves various teaching methods, such as the Toriqoh Al-Samiyah Al-Syafawiyah, Jigsaw Method, and interactive methods like singing and games. This approach reflects the teachers' efforts to adapt teaching methods to the students' needs and the curriculum in place. However, the study also found several challenges in curriculum implementation, including limitations in facilities, student abilities, and challenges in applying innovative teaching methods.
Penggunaan Thariqah Mubasyarah sebagai Pembelajaran Bahasa Arab yang Efektif Rahmah, Risa Rabiatur; Muzdalifah, Azizatul; Wijaya, Mu’alim; Ibrahim, Abdelrahman
Al Maghazi : Arabic Language in Higher Education Vol. 1 No. 1 (2023): Al Maghazi : Arabic Language in Higher Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/al.v1i1.706

Abstract

Learning Arabic was part of the pesantren development program in Indonesia. The success of a study depends on the method used. The purpose of this research was to find out how far the mubasyarah congregation can be used for higher education. This research conducted through a literature review, collecting several empirical documents. The result indicated that the tarekat mubasyarah was a method of learning Arabic that did not use the mother tongue, Tariqah mubasyarah was a demonstration of language learning through tutukata, with an emphasis on mastery of mufrodat in everyday life. The active participation of teachers and students was an indication of successful learning. The purpose of this study was to determine the effectiveness of using Tariqoh Mubasyarah to overcome the low maharoh al Kalam in learning Arabic. Keywords: Direct Method, Higher Education, Learning Arabic
Peran Pembelajaran Bahasa Arab Kontekstual dalam Penguatan Profil Pelajar Pancasila Wijaya, Mu’alim; Shiddiq, Muhammad Danial; Faiq, Miharul
ALSYS Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i6.8115

Abstract

Contextual Arabic language instruction at MA Nurul Jadid is positioned as a key strategy for cultivating student character aligned with Pancasila values, particularly in response to the prevailing tendency of Arabic language teaching to focus narrowly on formal linguistic aspects that are less meaningful for everyday life. This study aimed to describe the role of contextual Arabic language learning in strengthening the Profil Pelajar Pancasila (Pancasila Student Profile, PPP) at MA Nurul Jadid. Employing a qualitative approach with a case study method, data were collected through classroom observations, interviews, and documentation of teaching practices. The findings show that the contextual approach contributes positively to strengthening all six PPP dimensions, with particular emphasis on the gotong royong dimension through group work and the critical reasoning dimension through the analysis of religious texts. The implementation of learning activities such as discussions, conversation simulations, and the systematic linking of lesson content to students’ daily lives makes Arabic language learning more engaging, relevant, and meaningful. In conclusion, context-based Arabic language instruction has the potential to serve as an effective strategy for supporting the implementation of Kurikulum Merdeka in shaping learners with a Pancasila-oriented character. The practical implications of this study underscore the importance of professional development for Arabic language teachers in designing contextual learning that is systematically integrated with PPP values so that character formation can proceed in a more structured and sustainable manner.
Implementasi Pendekatan Komunikatif dalam Pembelajaran Bahasa Arab di Pondok Pesantren Darul Lughah wal Karomah Fahim, Ahmad; Wijaya, Mu’alim
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6542

Abstract

This study examines the implementation of the communicative approach in Arabic language learning at the Language Development Institute (LPBA) of Pondok Pesantren Darul Lughah wal Karomah. It employs a descriptive qualitative design. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The trustworthiness of the findings was established through triangulation and member checking. The findings reveal that the communicative approach is applied through dialogue, group discussion, presentations, and daily language practice that integrates the four language skills. This approach contributes positively to students’ confidence and fluency in speaking. Nevertheless, grammatical accuracy and the consistency of the language environment remain key challenges. The study concludes that the communicative approach is effective in improving students’ speaking skills, although further improvement is needed in the evaluation system and in strengthening the language environment. These findings suggest the importance of structured communicative assessment and the consistent development of bi’ah lughawiyah within the institutional learning context.
Co-Authors Fahim, Ahmad Faiq, Miharul Fathi Hidayah, Fathi Fitrah, Moh. Aldi Ibrahim, Abdelrahman Mamluatu Solihah Muzdalifah, Azizatul Rahmah, Risa Rabiatur Shiddiq, Muhammad Danial