Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Tadbiruna: Jurnal Manajemen Pendidikan Islam Journal of Arabic Language Learning and Teaching Journal of Pedagogical and Teacher Professional Development Inteligensia: Jurnal Studi Keislaman
Mahdi Wahyuni Salam
Institut Agama Islam Negeri Takengon
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Internationalizing Arabic Language Materials in Pesantren Education: An ACTFL-Based Evaluation of Durusullughah al Arabiyah Mahdi Wahyuni Salam; Iswan Fadlin; Tulus Musthofa
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.535

Abstract

Despite the growing importance of international proficiency standards in foreign language education, studies evaluating Arabic textbooks in pesantren contexts using the ACTFL framework remain scarce. This study examines the alignment of Durusullughah al Arabiyah, a textbook used at Pesantren Almuslim, with ACTFL proficiency standards across listening, speaking, reading, and writing skills. Employing a qualitative content analysis approach, the study analyzed communicative functions, proficiency levels, and pedagogical patterns embedded in the textbook using ACTFL descriptors. The findings reveal that the textbook largely corresponds to the ACTFL Novice Mid level, as reflected in its contextual vocabulary, simple dialogues, drill-based exercises, and communicative tasks related to learners’ daily experiences. The Direct Method employed in the textbook supports the gradual development of basic communicative competence through repetitive and contextualized language practice. However, instructional activities remain predominantly teacher-centered and rely heavily on controlled communication, providing limited opportunities for interpretive interaction and spontaneous language production. The study highlights the potential compatibility between pesantren-based Arabic language pedagogy and international proficiency frameworks. It contributes to the advancement of Arabic textbook evaluation grounded in global standards while extending ACTFL-related scholarship within the context of Islamic boarding school education.
Peningkatan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti Menggunakan Model Pembelajaran Joyful Learning Rika Nurfitriyani; Mohammad Kholil; Nur Hasyim; Mahdi Wahyuni Salam
Journal of Pedagogical and Teacher Professional Development Vol. 1 No. 2 (2025): Journal of Pedagogical and Teacher Professional Development, January 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v1i2.2

Abstract

Penggunaan metode konvensional dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti (PABP) ditemukan kurang menarik dan berpusat pada guru, sehingga membuat siswa bosan, kurang aktif, dan kurang termotivasi. Penelitian ini bertujuan menerapkan model Joyful Learning untuk meningkatkan hasil belajar siswa kelas III di SDN 1 Cirangkong Purwakarta. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan pra-siklus, siklus I, dan siklus II, menggunakan observasi, angket, dan tes pemahaman materi. Hasil menunjukkan peningkatan signifikan dari pra-siklus hingga siklus II: pada pra-siklus, 41,67% siswa mencapai ketuntasan, meningkat menjadi 66,67% pada siklus I dan 91,67% pada siklus II. Model Joyful Learning terbukti membuat siswa lebih aktif dan memudahkan pemahaman materi. This study is motivated by the conventional teaching methods in religious and moral education lessons that are teacher-centered and unengaging, causing students to feel bored, less active, and unmotivated. The study aims to implement the Joyful Learning model to enhance learning outcomes for third-grade students at SDN 1 Cirangkong Purwakarta. This Classroom Action Research (CAR) consists of pre-cycle, cycle I, and cycle II, utilizing observation, questionnaires, and comprehension tests. Results show a significant improvement from pre-cycle to cycle II: in the pre-cycle, 41.67% of students achieved mastery, increasing to 66.67% in cycle I, and 91.67% in cycle II. The Joyful Learning model proved effective in increasing student engagement and facilitating material understanding.
Relasi Makna Dalam Kosakata Al-Qur'an Dan Implikasinya Terhadap Pengembangan Bahan Ajar Bahasa Arab Mahdi Wahyuni Salam
Inteligensia: Jurnal Studi Keislaman Vol. 9 No. 2 (2024): September 2024
Publisher : IAIN Takengon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54604/itg.v9i2.575

Abstract

This study aims to analyze near-synonymy relations in Qur’anic vocabulary and formulate their implications for the development of Arabic vocabulary (mufradāt) teaching materials. The study adopts a qualitative approach using a library research method. The data consist of pairs of Qur’anic lexical items with closely related meanings, which are analyzed comparatively by considering lexical meaning, verse context, and differences in semantic nuance. The analysis identifies similarities and differences in meaning and synthesizes principles for developing vocabulary teaching materials. The findings indicate that lexical items with similar meanings are not always freely interchangeable, as they may differ in degree of meaning, semantic specificity, and context of use. These findings imply the need to develop mufradāt teaching materials that not only present lexical meanings but also explain differences in meaning through contextual presentation and comparative exercises. Accordingly, vocabulary learning can be directed toward understanding semantic relations and using words accurately. These implications are conceptual and require further testing through the development and implementation of teaching materials in Arabic language instruction.
DIGITAL BRANDING AS CURRICULUM IDENTITY REPRESENTATION IN AN INTEGRATED ISLAMIC SCHOOL: A CASE STUDY OF SMP IT CENDEKIA TAKENGON Mahdi Wahyuni Salam; Didi Sartika; Suarsih
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 6 No 1 (2026): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/jurnalmanajemenpendidikanislam.v6i1.2990

Abstract

The rapid development of digital media has encouraged educational institutions to utilize online platforms to build institutional identity and strengthen public engagement. In the context of Islamic schools, digital branding serves not only as a promotional tool but also as a medium for representing curriculum identity. This study examines how the distinctive curriculum identity of the Integrated Islamic School Network (JSIT) is represented through the digital branding practices of SMP IT Cendekia Takengon, Central Aceh, Indonesia. A qualitative case study design was employed. Data were collected through semi-structured interviews, non-participant observation, and document analysis involving the principal, public relations staff, teachers, students, and parents. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña and interpreted through Stuart Hall's theory of representation. The findings reveal that digital branding represents curriculum identity through the publication of distinctive educational programs, including Qur'anic Learning, Arabic Language Instruction, Islamic Character Development (BPI), Agribusiness Education, and Outing Class. These programs reflect the values, culture, and educational orientation of the integrated Islamic school model. Theoretically, this study extends the educational branding literature by proposing the perspective of digital branding as curriculum identity representation, integrating educational branding, identity representation, and the integrated Islamic curriculum into a coherent analytical framework
Co-Authors Didi Sartika Iswan Fadlin Mohammad Kholil Nur Hasyim Rika Nurfitriyani Suarsih Tulus Musthofa