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Political Approach In Islamic Studies Sayyidaturrohimah; Mubaraq, Zulfi; Syuhadak; Taufiqurrochman
Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Vol 4 No 1 (2023): Article in Press
Publisher : STAI DDI Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55623/au.v4i1.152

This research aims to to know and understand the meaning of etymology, terminology and characteristics or concrete manifestations of the political approach in Islamic studies, to understand and find out what are the factors that cause the existence of this political approach so that it is used in studying Islamic studies, and to find out and understand what are the academic implications that arise from using this political approach in understanding Islamic studies. This article is written based on the type of literature research with primary data in the form of 30 main references which are divided into 3 material objects to be studied. The research results show that: 1) As a method used in studying Islam in depth, the political approach is always related to the benefit of the people and humans. This shows that politics is not always negative. 2) The existence of a political approach is influenced by several factors. The existence of similarities in the object of study makes Islam deepen through this method. However, it cannot be denied that the differences in the views of the ulama' on the relationship between Islam and politics are also a factor that hinders its existence. 3) A political approach can have a positive impact in the form of several leadership and government lessons that can be applied from the time of the Prophet to his successors caliphs. The existence of a field of Islamic science that specifically discusses government can also be useful for a leader of the people.

The Quality Learning of Extensive Reading with Synergetic Learning Approach Fitriyana, Azizah; Hasanah, Mamluatul; Syuhadak
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.11104

This research aims to measure the quality prediction of extensive reading learning with synergetic learning approach. This research begins with a phenomenon that reading skills in the PBA study program aim to achieve speaking skills, active students in making assignments and collecting them arranged in a disciplined and structured manner and the phenomenon of active learning in class, students exchange the results of their reading assignments and collaborate in presenting to their friends and Lecturer's experience in teaching extensive reading for more than 20 years. Departing from the curiosity of this phenomenon, the researcher will explore and analyze the factors that quality of learning extensive reading with synergetic learning approach. This research is a descriptive quantitative, data analysis using the Structural Equation Modeling Partial Least Square (SEM - PLS) method. The results showed that extensive reading complied with the Ministry of Education, Culture and Research's quality standards at 80%, a very good level, and had a positive impact on lecturer behavior, student behavior, the learning environment, educational materials, educational media, and the education system. Extensive reading meets the criteria of synergetic learning theory at 85%, which is a very good value. It has a positive impact on educational outcomes, including team building, shared goals, cooperative learning, problem solving, shared assessment, continuous learning, and feedback. The theoretical results of this research showed that the quality learning of the extensive reading with synergetic learning approach has a positive impact on input, process, output, and outcomes. These are important aspects that indicate Outcome-Based Education.

The Effect of Using the Drill Method in Learning Arabic Calligraphy to Improve the Writing Skills of Students in Indonesia Falaqi Muhamad Rizal; Syuhadak; M. Abdul Hamid; Mohammad Samsul Ulum; Mamluatul Hasanah; R. Taufiqurrochman
Journal of Advanced Research in Social Sciences and Humanities Vol. 8 No. 4 (2023): JARSSH
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0401

Aim: This study examines the effect of using the drill method and the differences in learning outcomes of elementary school students in learning Arabic calligraphy.Methodology: The quasi-experimental design was used to determine the impact of the drill method on student learning. Then, the t-test was used to look for differences in students’ learning outcomes. A questionnaire was used to determine students’ interest in Arabic calligraphy.Findings: Based on the findings, the drill method in learning Arabic calligraphy creates a competitive atmosphere for elementary school students and positively affects students’ calligraphy writing skills. So, this research helps increase student achievement and enthusiasm for learning by applying the drill method in learning Arabic calligraphy.Implications/Novel Contribution: The novelty in this study is that this research becomes a basis and prototype for actualizing Arabic calligraphy learning. This research is the basis for developing every learning method in Arabic calligraphy, especially in Indonesia. Good Arabic calligraphy writing skills can become more creative and innovative so that it can provide students with skills for the future.

Applying Nativist Theory in Arabic Language Acquisition: Insights from the “Ismu Fil Arabia” Activity in Elementary Schools Syuhadak; M. Abdul Hamid; Mohammad Samsul Ulum; Mamluatul Hasanah; R. Taufiqurrochman
Journal of Advanced Research in Social Sciences and Humanities Vol. 8 No. 3 (2023): JARSSH
Publisher : Journal of Advanced Research in Social Sciences and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26500/JARSSH-08-2023-0305

Aim: Nativism has been a pessimistic topic when discussing its implementation in the context of children’s education. This happens because the flow of its universal ability, which has been carried since birth, is not influenced by external elements like an Arabic language environment gifted by a teacher’s values. In fact, the understanding of Nativism is not that shallow; there are several indicators that are missed when looking at implicit phenomena in the role of Arabic language acquisition without involving this understanding.Methodology: Using a phenomenological approach related to the "ISMU fil Arabia" activity, the researcher would explain the Nativism learning method in the Muhammadiyah Elementary environment.Findings: which has been proven to have produced students who are able to speak Arabic without external limitations from the school environment and teachers, which has become one of the sources of school promotion to gain its accreditation value that can be achieved for free.

An Innovative Model for Teaching Speaking Skills: Integrating Contextual and Cooperative Learning M. Dzikrul Hakim Al Ghozali; Uril Bahruddin; Syuhadak
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.5279

This study addresses the lack of an effective learning model for speaking skills, which remains traditional and misaligned with students' competencies. Aiming to bridge this gap, the research designs a speaking skill teaching model grounded in cooperative and contextual learning, then examines its validity for Arabic Language Education students at KH. Abdul Wahab Hasbullah University (UNWAHA) Jombang. Adopting Borg and Gall’s research and development (R&D) approach, this study combines qualitative and design-based methodologies. Data were collected through classroom observations, interviews, and questionnaires, then analyzed using both qualitative and quantitative techniques. Key findings include: (1) the speaking skill teaching model developed on the basis of cooperative and contextual learning was designed using the Borg and Gall steps. The teaching model guide consists of three main stages of educational activities, namely introductory activities, core activities, and concluding activities, and includes educational content, technical specifications, and implementation steps. (2) Validation by experts confirmed the model’s high usability. The teaching model received a 90% score (“excellent”) from instructional design experts, while material experts rated the accompanying resources at 89% (“excellent”), reflecting robust readiness for classroom implementation. These results demonstrate that the cooperative and contextual learning-based model offers a theoretically sound and empirically validated approach to enhancing speaking skills in Arabic language education. The study underscores the importance of modernizing pedagogical frameworks to better align with learner needs.

The Influence of Self-Confidence through Language Development Programs on Arabic Communication Learning Outcomes of Indonesian Students Akhirudin; Syuhadak; Chamidah, Dewi
Asalibuna Vol. 9 No. 01 (2025): Volume 09, Nomor 01, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i01.6196

Abstract: The purpose of this study is to assess the influence of self-confidence development through language development programs implemented at four universities in Indonesia: IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, Universitas Ma'arif Lampung, and UIN Maliki Malang, on students' Arabic speaking learning outcomes. The study employs a quantitative ex post facto approach. Respondents in this study are students from the aforementioned universities who participated in language development programs under various names. The total number of informants is 138 students: 41 from UIN Maliki Malang, 35 from IAIN Kudus, 22 from UMALA Lampung, and 40 from UIN Fatmawati Sukarno Bengkulu. Data collection involved a modified psychological confidence scale focusing on Arabic language-related points and academic scores in Arabic speaking courses. The analysis techniques include instrument trials to test the validity and reliability of the questionnaire, normality tests, homogeneity tests, and hypothesis testing using Spearman Rank Correlation. Data analysis was conducted using SPSS version 26. The Spearman Rank Correlation test results show a significance value (p < 0.001), which is less than 0.05, with a correlation coefficient strength of 0.675. This indicates that variable X (self-confidence developed through language development programs) significantly correlates strongly with variable Y (students' Arabic speaking learning outcomes) at IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, UIN Maliki Malang, and UMALA Lampung. Thus, it can be concluded that the higher the students' self-confidence, the more it correlates with their Arabic speaking learning outcomes. Abstrak: Tujuan dari penelitian ini adalah untuk menilai pengaruh pengembangan kepercayaan diri melalui program pengembangan bahasa yang dilaksanakan di empat universitas di Indonesia: IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, Universitas Ma’arif Lampung, dan UIN Maliki Malang, terhadap hasil belajar mahasiswa dalam berbicara bahasa Arab. Penelitian ini menggunakan pendekatan kuantitatif ex post facto. Responden dalam penelitian ini adalah mahasiswa dari keempat universitas tersebut yang mengikuti program pengembangan bahasa dengan berbagai nama. Jumlah total informan adalah 138 mahasiswa: 41 dari UIN Maliki Malang, 35 dari IAIN Kudus, 22 dari UMALA Lampung, dan 40 dari UIN Fatmawati Sukarno Bengkulu. Pengumpulan data dilakukan menggunakan skala psikologis kepercayaan diri yang telah dimodifikasi dan difokuskan pada poin-poin terkait bahasa Arab, serta nilai akademik dalam mata kuliah keterampilan berbicara bahasa Arab. Teknik analisis yang digunakan meliputi uji coba instrumen untuk menguji validitas dan reliabilitas kuesioner, uji normalitas, uji homogenitas, dan uji hipotesis menggunakan Korelasi Rank Spearman. Analisis data dilakukan menggunakan SPSS versi 26. Hasil uji Korelasi Rank Spearman menunjukkan nilai signifikansi (p < 0,001), yang lebih kecil dari 0,05, dengan kekuatan koefisien korelasi sebesar 0,675. Hal ini menunjukkan bahwa variabel X (kepercayaan diri yang dikembangkan melalui program pengembangan bahasa) memiliki korelasi yang signifikan dan kuat dengan variabel Y (hasil belajar berbicara bahasa Arab mahasiswa) di IAIN Kudus, UIN Fatmawati Sukarno Bengkulu, UIN Maliki Malang, dan UMALA Lampung. Dengan demikian, dapat disimpulkan bahwa semakin tinggi kepercayaan diri mahasiswa, maka semakin tinggi pula korelasinya dengan hasil belajar berbicara bahasa Arab mereka.

Integration of Arabic Language Curriculum in Salaf and Khalaf Islamic Boarding Schools Amirul Mukminin; Wahidmurni; Syuhadak
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

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This study aims to analyze the design and impact of the integration of Arabic language curricula between the salaf and khalaf pesantren approaches in the Arabic Language Program at Madrasah I’dadiyah Salafiyah Syafi’iyah Sukorejo Situbondo. This integration is carried out in response to the challenges of contemporary Arabic education, which requires mastery of classical texts as well as modern communication skills. Using a descriptive qualitative approach, data were collected through observation, in-depth interviews, and document analysis involving the curriculum, teachers, students, and institutional management. The results of the study indicate that the integrative curriculum successfully combines the strengths of the salaf pesantren—which emphasizes the understanding of classical Islamic texts (kitab kuning)—with the advantages of the khalaf pesantren, which focuses on communicative competence. The pedagogical approaches employed include the sorogan, bandongan, hiwar, muhadatsah, and qirā’ah methods, all of which have proven effective in enhancing students’ abilities in both understanding Islamic texts and actively using the Arabic language. Substantively, this curriculum has produced graduates who are adaptive, communicative, and ready to compete in both academic and global arenas. This research provides both conceptual and practical contributions to the development of a contextual and sustainable pesantren-based Arabic language curriculum.

Implementasi Metode Circle Time Dalam Pembelajaran Bahasa Arab di Lembaga Bahasa Seblak Jombang Siti Azura; Adam Al barqi; Syuhadak; Nuril Mufidah
Shaut al Arabiyyah Vol 11 No 2 (2023): JURNAL SHAUT AL-'ARABIYAH
Publisher : Jurusan Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/saa.v11i2.33399

This study aims to determine the implementation of the Circle Time learning method in learning Arabic. The research method used is qualitative with the type of case study. Research data were collected through observation, interviews, and documentation. Data were analyzed by condensation, data display, and verification. The results showed that 1) The implementation of the Circle Time learning method in Arabic learning was carried out in several stages, namely planning, implementation (provocation, discussion, role play, and reflection), and evaluation. 2) The Circle Time learning method can foster students' confidence in speaking using Arabic. 3) The supporting factors for implementing the Circle Time learning method are the flexibility of learning and the teacher's open-mindedness, while the inhibiting factors are time constraints and students who are difficult to condition. It is hoped that this research can be a new reference for Arabic language teachers in choosing learning methods.

Kurikulum Bahasa Arab KMA 183 pada Tingkatan Madrasah Aliyah Muhammad Zikran Adam; Syuhadak; Siti Aliyya Laubaha; Nicky B. Lasanggo
Al-Kilmah: Jurnal Pendidikan Bahasa Arab dan Humaniora Vol. 3 No. 1 (2024): June 2024. Al-Kilmah: Jurnal Pendidikan Bahasa Arab dan Humaniora
Publisher : Faculty of Education and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/alkilmah.v3i1.1580

In 2019 the Ministry of Religion issued KMA 183 concerning Islamic Education and Arabic Curriculum in madrasas. The aim of developing the curriculum is to answer existing challenges, namely internal and external challenges, internal challenges, namely making Arabic language learning functional and communicative, and external challenges, namely making students able to use Arabic as a means of communication on an international scale. This research aims to analyze whether the Arabic language curriculum at Madrasah Aliyah has answered existing internal and external challenges. The method used by researchers is qualitative, with the type of library research. Data sources were taken from documents related to KMA 183 Arabic language subjects, both from KMA 183 Decisions and scientific articles. The data collection technique uses documentation techniques, then the data analysis is carried out in 3 stages, namely the stages of data collection, data categorization, data analysis, and data presentation. Based on the results of the analysis, curriculum development, and objectives as well as competencies, materials, and themes in the Arabic language curriculum at Madrasah Aliyyah are appropriate and can answer existing challenges.

Mapping Intralingual Errors in Students’ Final Assignments of Maharah Al-Kitabah Ridwan, Mahfud; Machmudah, Umi; Syuhadak
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.176

This research is motivated by the continued dominance of intralingual errors in the academic writing of BSA students despite their intensive Arabic language learning, particularly in the morphological and syntactic aspects that influence the quality of scientific argumentation. This study aims to identify, classify, and analyse the types of intralingual errors in the final assignment of the Kitabah course and explain their implications for the mastery of Arabic language structure as a basis for developing pedagogical interventions and curriculum evaluation in higher education. Using an interpretive qualitative paradigm with an instrumental case study design, data were obtained through document analysis, questionnaires, and interviews validated through triangulation, member checking, peer debriefing, and audit trails. The analysis followed the classic stages of error analysis. From 41 files, 138 errors were found, which were entirely intralingual and distributed across seven linguistic aspects, with error patterns influenced by internal learner mechanisms such as overgeneralisation, simplification, imperfect rule application, and rule overlapping. These errors disrupt the clarity of meaning, consistency of structure, and the accuracy of scientific argumentation. The study concludes that the source of the errors is not L1 interference, but instability of rule internalisation that requires pedagogical intervention based on error analysis. The study's limitations include its coverage of a single study program, document-based data, potential recall bias, and the lack of quantitative measurements. Nevertheless, this research is novel because it comprehensively maps intralingual mechanisms and offers an integrative analytical framework that can support improving the quality of Arabic language learning in accordance with SDG 4 and strengthen error-based teaching approaches in higher education.

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