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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Riayah: Jurnal Sosial dan Keagamaan Journal Evaluation in Education (JEE) Al-Ihda' : Jurnal Pendidikan dan Pemikiran SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Borneo Journal of Language and Education Ahlussunnah: Journal of Islamic Education Hikmah: Jurnal Studi Pendidikan Agama Islam El-Syaker : Samarinda International Journal of Language Studies
Asy’arie, Bima Fandi
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Technology Integration in Arabic Language Curriculum from a TPACK Perspective: A Case Study in an Islamic State High School Putra, Harfi Ade Febra; Aziz, Mahbub Humaidi; Asy’arie, Bima Fandi; Hidayatullah, Moh Iqbal Dwi; Syihab, M. Alwi
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.v6i2.12804

Abstract

This study aims to identify technology integration in the curriculum and analyze the Arabic language learning process within the TPACK framework. This research method uses a qualitative approach with a case study design, based on in-depth interviews with 21 informants, which are then strengthened by field observations and document analysis. The study was conducted at Madrasah Aliyah Negeri (MAN) 2, Malang City, Indonesia. The research results show that technology integration in the curriculum strengthens three main dimensions: learning planning, material management, and learning evaluation. Technology helps develop modules, map objectives, coordinate teachers, organize materials, update learning resources, and accelerate assignments, assessments, and feedback. The findings also demonstrate the use of digital platforms such as LMS and Edu-Panda, the Digital Madrasah Report, and the institutional commitment to the Digital Madrasah policy. In Arabic language learning, the TPACK framework illustrates the integration of content mastery, pedagogical strategies, and technology utilization in the delivery of materials, classroom interactions, and assignment management. The study emphasizes that technology integration is not only technical but also curricular, pedagogical, and institutional. The implications of this study emphasize the need for madrasas to strengthen teachers’ competencies and continuously optimize their digital platforms to support current developments.
Theological Value of Arabic Calligraphy Art in the Formation of Religious Character in Islamic Boarding Schools Ristia, Muhib Ali Hasan; Haris, Abd; Kurniasih, Apri; Afroyim, Kunainah; Isro, Arsan; Damanhuri, Damanhuri; Asy’arie, Bima Fandi
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.3027

Abstract

Purpose of the study: This study aims to identify the theological values ​​embedded in the study of Arabic calligraphy and to contribute to the formation of the religious character of Islamic boarding school students. Methodology: This study employed an interpretive research paradigm with a qualitative approach, conducted through interviews with 12 teachers (ustadz) and focus group discussions (FGD) with 6 students. The data obtained were analyzed using qualitative content analysis techniques. Furthermore, the researchers conducted observations and document analysis to strengthen the data presented. Main Findings: The findings of this study indicate that theological values ​​in Arabic calligraphy are integrated into three main aspects: spirituality, Islamic aesthetics, and morality. In the spiritual aspect, the values ​​of tauhidiyah (monotheism), ikhlas (sincerity), dhikrullah (remembrance of Allah), tadabbur (religious service), and tazkiyatul nafsi (observance of one's soul) are found. In the Islamic aesthetic, the values of jamal (community), creativity, patience, and perseverance are essential to the learning process. In the moral aspect, calligraphy instills amanah (trustworthiness), tawadhu' (religious tolerance), and ukhuwah (brotherhood). Learning Arabic calligraphy contributes to strengthening spirituality, forming personal morals, instilling etiquette, developing Islamic aesthetics, and strengthening students' socio-religious character. Novelty/Originality of this study: The novelty of this study has contributed to the strengthening of arts-based Islamic education that integrates theological values, aesthetic practices, and holistic character formation in a sustainable manner. This research has implications suggesting that Arabic calligraphy can be used as an effective pedagogical instrument for shaping socio-religious character education for students in Islamic boarding schools.
Co-Authors AA Sudharmawan, AA Abd Haris, Abd Afroyim, Kunainah Agung Heru Setiadi, Agung Heru Ardiansyah, Ahmad Aziz, Mahbub Humaidi Bunayar, Bunayar Damanhuri Dedi Setiawan Efan Chairul Abdi Farhani, Lutfia Eka Halimi, Halimi Hidayatullah, Moh Iqbal Dwi Holili, Moh. Indah Aminatuz Zuhriyah Isro, Arsan Kurniasih, Apri Luthfi, Dina Afifah Mahdi, Tubagus Ahmad Majid, Lukman Abdul Mariyana, Weni Maulana, Elvandari Muassomah Muassomah Mustofa, Ihsan Nadiah Abidin Naknawa, Dulyawit Nuraqilah, Maisarah Permatasari, Ermanita Purwanto, Agus Joko Putra, Harfi Ade Febra Ristia, Muhib Ali Hasan Siti Fatimah Susanti, Septiani Selly Syihab, M. Alwi Ulum, Anharul Umi Hijriyah Yusuf, Arifin