Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan INTAJUNA: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Arab Hidmah : Jurnal Penelitian dan Pengabdian Masyarakat
Laili, M Isroul
Unknown Affiliation
Religion Humanities Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Kurikulum 1984/CBSA Dalam Pengembahan Materi Bahasa Arab Laili, M Isroul; Jannah, Miftachul
INTAJUNA : Jurnal Hasil Pemikiran, Penelitian, Produk Bidang Pendidikan Bahasa Arab Vol. 1 No. 2 (2017)
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kurikulum adalah suatu hal yang esensial dalam suatu penyelenggaraan pendidikan. Secara sederhana, kurikulum dapat dimengerti sebagai suatu kumpulan atau daftar pelajaran yang akan diajarkan kepada peserta didik komplit dengan cara pemberian nilai pencapaian belajar di kurun waktu tertentu. Kurikulum harus mampu mengakomodasi kebutuhan peserta didik yang berbeda secara individual, baik ditinjau dari segi waktu maupun kemampuan belajar. Oleh karena itu, merumuskan suatu kurikulum sudah barang tentu bukan perkara gampang.. Masing-masing kurikulum memiliki warna dan ciri khas tersendiri. Warna dan ciri khas tiap kurikulum menunjukkan kurikulum berusaha menghadirkan sosok peserta didik yang paling pas dengan zamannya.
Kurikulum CBSA Dan Kurikulum 1994/KBI Laili, M Isroul; Aisyiah, Jaziatul
INTAJUNA : Jurnal Hasil Pemikiran, Penelitian, Produk Bidang Pendidikan Bahasa Arab Vol. 3 No. 1 (2019)
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRAK Sejarah Perkembangan Kurikulum di Indonesia mengalami 2 periode yaitu: (a) Periode sebelum kemerdekaan yaitu pada masa penjajahan bangsa Eropa baik Portugis maupun Belanda dan dilanjutkan peda masa penjajahan Jepang. b) Periode Sesudah Kemerdekaan. Kurikulum 1984 merupakan kurikulum penyempurna kurikulum sebelumnya. Dalam kurikulum ini, teori belajarnya menggunkan teori-teori humanism yang berpusat pada peserta didik dan berorientasi kepada proses. Hal ini dapat dilihat dari pendekatan yang dipakai dalam kurikulum ini, yaitu pendekatan keterampilan proses (Cara Belajar Siswa Aktif/ CBSA). CBSA adalah pendekatan yang digunakan dalam proses pembelajaran yang memberikan kesempatan kepada setiap siswa untuk terlibat secara aktif.
Kurikulum Bahasa Arab MTs dan Rancangannya Laili, M Isroul; Sa’idah, Atiqoh
INTAJUNA : Jurnal Hasil Pemikiran, Penelitian, Produk Bidang Pendidikan Bahasa Arab Vol. 5 No. 1 (2021)
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Ruang lingkup pelajaran Bahasa Arab di Madrasah Tsanawiyah meliputi tema-tema yang berupa wacana lisan dan tulisan berbentuk paparan atau dialog sederhana tentang identitas diri, kehidupan madrasah, kehidupan keluarga, rumah, hobi, profesi, kegiatan keagamaan, dan lingkungan. Dalam penyusunan kurikulumnya, disesuaikan dengan keadaan pendidikan di Indonesia yang mana anatar satu lembaga tidak bisa disamakan dikarenakan latar belakang, dan kondisi geografis yang berbeda.
Implementasi Kurikulum Berbasis Cinta (KBC) dalam Pembelajaran Bahasa Arab di Madrasah Laili, M Isroul
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 9 No 2 (2024)
Publisher : Konsorsium Dosen Sekolah Tinggi Agama Islam (STAI) Al-Yasini Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/alyasini.v9i2.6835

Abstract

The Love-Based Curriculum is a transformative educational paradigm that centers on instilling values of compassion, empathy, and spirituality throughout the learning process. Rooted in holistic education, this approach seeks not only to develop cognitive abilities but also to foster emotional intelligence and moral integrity. This article explores the practical implementation of a Love-Based Curriculum in the context of Arabic language instruction within madrasas—Islamic educational institutions that inherently balance religious and academic learning.Employing a descriptive qualitative methodology, this study synthesizes insights from recent scholarly literature, policy documents, and educational best practices published over the last five years. The analysis focuses on the strategies teachers use to internalize love-centered principles within their Arabic language teaching. These strategies include the integration of spiritually rich texts, the use of narrative and dialogical pedagogies, and the cultivation of a learning atmosphere characterized by mutual respect and emotional safety. In many cases, Arabic texts are selected or adapted to contain themes of compassion, justice, and humility—reinforcing both linguistic understanding and ethical awareness.The findings reveal that implementing Love-Based principles in Arabic language learning results in several pedagogical benefits. First, students exhibit heightened intrinsic motivation and sustained interest in the subject matter. Second, classroom interactions become more inclusive and empathetic, shifting the teacher-student relationship toward a more nurturing and dialogic model. Lastly, students demonstrate significant development in character-related domains such as cooperation, patience, and ethical decision-making.This study underscores the relevance of moral-emotional frameworks like the Love-Based Curriculum in shaping meaningful and humanistic learning experiences. By integrating values into linguistic instruction, educators can foster not only language proficiency but also nurture compassionate and reflective learners equipped to navigate both academic and social dimensions of life.
Penguatan Kompetensi Guru melalui Blended Learning Bilingual: Pendekatan Teori dan Praktik dalam Kurtilas, Kurmer, dan Kurintel: Strengthening Teacher Competence through Blended Learning Bilingual: Theoretical and Practical Approaches in Kurtilas, Kurmer, and Kurintel Laili, M Isroul
Hidmah : Jurnal Penelitian dan Pengabdian Masyarakat Vol. 3 No. 1 (2024)
Publisher : PUSAT PUBLIKASI ILMIAH SEKOLAH TINGGI AGAMA ISLAM (STAI) AL-YASINI PASURUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/hidmah.v3i1.6865

Abstract

This Community Service activity was conducted to enhance teachers’ competence in implementing a bilingual blended learning approach that aligns with the three curriculum frameworks used in Indonesia: the 2013 Curriculum (Kurtilas), the Independent Curriculum (Kurmer), and the International Curriculum (Kurintel). The program is designed in a participatory manner by involving teachers as active partners in the development of learning strategies that combine theory and practice. The method of implementing activities includes interactive workshops conducted in a blended manner (face-to-face and online), mentoring teaching practices through microteaching and team teaching sessions, and the development of digital and bilingual-based teaching tools. In the workshop, participants gained an understanding of the principles of blended learning, multicontextual curriculum structure, and bilingual pedagogy. Furthermore, teachers are guided to design lesson plans, teaching materials, and digital modules that are directly tested in the learning process. The results of the evaluation showed an increase in teachers’ ability to develop teaching tools that are adaptive to the character of students and the curriculum policies of each school. The activity also succeeded in creating a space for reflective dialogue through Forum Group Discussion (FGD), as well as encouraging the formation of a sustainable learning community across schools and levels. The expected long-term impact is the strengthening of an inclusive, technology-based, and competency-oriented learning ecosystem in the 21st century. This program makes a concrete contribution to the transformation of education at the local level with a global approach based on collaboration and innovation.
Co-Authors Aisyiah, Jaziatul Miftachul Jannah, Miftachul Sa’idah, Atiqoh