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All Journal Journal of Arabic Language Learning and Teaching Journal of Pedagogical and Teacher Professional Development
Mahdi Wahyuni Salam
Institut Agama Islam Negeri Takengon
Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
Co-Authors Iswan Fadlin Mohammad Kholil Nur Hasyim Rika Nurfitriyani Tulus Musthofa