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All Journal Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Jurnal Pembelajaran Bahasa dan Sastra
Dewi, Metha Kusuma
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Humanities Education Languange, Linguistic, Communication & Media Other

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Transformation of Arabic Language Learning through Songs: A Reflective Autoethnographic Study At MTs Ihyaul Ulum Miru Gresik Dewi, Metha Kusuma; Yusuf, Kamal
Jurnal Pembelajaran Bahasa dan Sastra Vol. 4 No. 3 (2025): Mei 2025
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v4i3.726

Abstract

The purpose of this study is to explore: 1) teachers' reflective experiences can contribute to the development of Arabic language learning strategies Arabic language learning; 2) identify the impact of using songs on learning effectiveness; 3) explore the challenges teachers face in implementing this method. This research was conducted at MTs Ihyaul Ulum Miru Gresik in the odd semester of 2024/2025. The population in this study were ninth grade (IX) students at MTs Ihyaul Ulum Miru Gresik, the research sample was taken half of the six classes, namely classes AC. This study used a reflective autoethnography approach, in which the researcher reflected on personal experiences when applying the song method and observed its impact on student motivation and understanding. Data were collected through reflective journals, classroom observations, student interviews and analyzed using a thematic approach to identify patterns of experience, challenges and changes in teaching strategies. The results of this study showed that: 1) Teachers who conduct indepth selfreflection are able to develop more effective and contextualized learning strategies; 2) The use of songs in Arabic language learning at MTs Ihyaul Ulum Miru Gresik significantly has a positive impact on students' motivation, participation, and comprehension as well as helping to create a pleasant learning atmosphere, increase emotional involvement, and strengthen memory of vocabulary and sentence structure. In other words, songs are an effective innovation in transforming Arabic language learning; 3) The main challenges in the implementation of songbased learning include time constraints, diverse student responses, negative peer influences, technical constraints, and limited compatibility of materials with methods, which overall require teachers to be more flexible, reflective, and adaptive in maintaining a balance between creativity and academic needs.
Embroidering Innovation in Madrasah Tsanawiyah Arabic Curriculum: Teacher's Perspective as Learning Architect/Menghadirkan Inovasi dalam Kurikulum Bahasa Arab Madrasah Tsanawiyah: Perspektif Guru sebagai Arsitek Pembelajaran Dewi, Metha Kusuma; Hanifah, Umi; Ihsan, Wildanul
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : UI DDI AD Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.477

Abstract

Arabic language instruction at the Madrasah Tsanawiyah level faces growing challenges in staying relevant and meaningful for students in today’s dynamic world. A rigid and overly standardized curriculum often hinders students from engaging with the language in a practical and contextual way. In this situation, teachers are increasingly expected to act not only as curriculum implementers but also as creative designers of learning experiences. This study aims to explore conceptually how Arabic language teachers can serve as agents of innovation in curriculum development at the Madrasah Tsanawiyah level. Using a library research approach, the study draws upon various scholarly works, curriculum documents, and educational policies to build a comprehensive understanding of the teacher’s role in shaping innovative learning practices. The analysis employs content analysis techniques to uncover key ideas related to innovation strategies and the role of teachers in curricular design. The study concludes that empowering teachers as contextual curriculum designers, fostering innovation beyond technological tools, and supporting reflective practice are essential for addressing the challenges in Arabic language instruction.Pembelajaran Bahasa Arab di Madrasah Tsanawiyah saat ini dihadapkan pada tantangan untuk tetap relevan dengan perkembangan zaman. Kurikulum yang kaku dan tidak kontekstual sering kali menyulitkan siswa dalam memahami dan mengaplikasikan bahasa secara fungsional. Dalam situasi seperti ini, guru tidak lagi cukup berperan sebagai pelaksana semata, tetapi juga dituntut menjadi perancang pembelajaran yang kreatif dan responsif terhadap kebutuhan siswa. Penelitian ini bertujuan untuk mengkaji secara konseptual bagaimana guru dapat berperan sebagai agen inovasi dalam pengembangan kurikulum Bahasa Arab di Madrasah Tsanawiyah. Dengan menggunakan metode studi kepustakaan, kajian ini menelaah berbagai literatur, kebijakan, dan dokumen akademik yang relevan untuk membangun pemahaman yang utuh tentang peran strategis guru dalam menciptakan pembelajaran yang lebih bermakna. Analisis dilakukan melalui pendekatan analisis isi guna menemukan gagasan-gagasan utama terkait strategi inovasi dan peran guru dalam konteks kurikulum. Hasil kajian ini menegaskan pentingnya peran guru sebagai perancang kurikulum yang kontekstual, menunjukkan bahwa inovasi tidak harus berbasis teknologi, serta menekankan perlunya refleksi diri dan dukungan sistemik bagi guru dalam menghadapi tantangan pembelajaran Bahasa Arab.
Co-Authors Ihsan, Wildanul Kamal Yusuf Umi Hanifah