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All Journal Ijaz Arabi Journal of Arabic Learning Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Al-Mabsut: Jurnal Studi Islam dan Sosial
Masitho, Dewi Nur
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Development Of Adaptive Arabic Language Teaching Materials To Support Inclusive Learning Hasim, Muhamad Fuad; Taufiq, Mirwan Akhmad; Ramadhani, Arya Pratama; Masitho, Dewi Nur; Nashirulloh, Adam
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.35819

Abstract

The increasing demand for inclusive education requires the availability of teaching materials that accommodate the diverse learning needs of all students, including those with special needs. As a subject with complex grammatical structures, Arabic presents a unique challenge in inclusive classroom settings, particularly in Islamic schools. This study examines the development of adaptive Arabic language teaching materials to support inclusive learning at MTs Miftahul Afkar Kediri. Using a qualitative approach with an evaluative-descriptive design, this research applies the CIPP (Context, Input, Process, Product) evaluation model, supported by the Universal Design for Learning (UDL) framework. Data were collected through classroom observations, in-depth interviews, and document analysis. The results show that Arabic teachers have independently developed adaptive teaching materials by simplifying content, using visual and audio supports, and adjusting learning activities to match the students’ varied needs. These efforts reflect UDL principles such as multiple means of representation and engagement, even though no training for teachers in UDL. Adaptive materials have positively impacted student motivation and participation, especially among students with learning barriers. Regular students also benefited from the more interactive and multimodal approach. However, several challenges remain, including institutional policy support, limited teacher training, and the lack of standardized material evaluation procedures. This study contributes to developing inclusive education practices in madrasahs by emphasizing the importance of adaptive teaching materials and the teacher’s role as a curriculum designer. The novelty of this study lies in its integration of the UDL approach within the context of Arabic instruction and the focus on student engagement as an indicator of effectiveness. Findings from this study offer a practical reference for other inclusive madrasahs seeking to develop equitable and accessible Arabic learning experiences for all students.
THE CONCEPT OF ISLAMIZATION OF SCIENCE: A STUDY OF THE EDUCATIONAL PHILOSOPHY OF SYED MUHAMMAD NAQUIB AL-ATTAS Hasim, Muhamad Fuad; Al Mubarak, Ahmad Jundi; Taufiq, Mirwan Akhmad; Ramadhani, Arya Pratama; Al-Hakim, Ahmad Ghulam Zaidirrohman; Masitho, Dewi Nur; Hariadi, Dedi; Rachmawati, Emilia; Wahid, Abdurrahman; Arif, Mohammad Nuzulul Qodri; Utama, Adi Surya; Azhari, Saefullah
Al-Mabsut: Jurnal Studi Islam dan Sosial Vol 19 No 2 (2025): SEPTEMBER
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/almabsut.v19i2.2323

Abstract

Abstract: This study critically examines Syed Muhammad Naquib al-Attas’s concept of Islamization of knowledge, highlighting its original contribution to the reform of contemporary Islamic education. Unlike prior descriptive studies, this research identifies a conceptual gap in the discourse and offers a critical synthesis of al-Attas’s thought. It employs library research using a conceptual-hermeneutic analytical approach to his primary texts. The findings show that al-Attas’s Islamization is not merely a critique of the West, but an integrative project placing revelation as the epistemic foundation, adab as the basis of education, and tawhid as its ontological framework. The study also reveals that his concept can be practically applied to address current challenges such as secularism, identity crisis, and the science-religion dichotomy in Islamic education. By contextualizing al-Attas’s principles in light of today’s educational issues, this study offers both theoretical and practical contributions for revitalizing Islamic curricula grounded in tawhid and epistemic integrity. Keywords : Knowledge, Naquib al-Attas, Islamization
The Application Of Outdoor Learning Method To Improve Nineth Grade Students' Arabic Speech Skills At Ponpes Darul Ulum Indragiri Hasim, Muhamad Fuad; Baihaqi, M; Sakinah, Nelly; Humaidah, Ulil Irzaqotul; Ramadhani, Arya Pratama; Al-Hakim, Ahmad Ghulam Zaidirrohman; Masitho, Dewi Nur; Wahid, Abdurrahman
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 8 No 2 Oktober 2025
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i2.5212

Abstract

This study investigates the effectiveness of the outdoor learning method in enhancing Arabic speaking skills among 11th-grade students at Pondok Pesantren Darul Ulum Indragiri. Employing a one-group pretest-posttest experimental design, 12 students were assessed using structured tests before and after receiving treatment through four sessions of outdoor learning activities. Data were analyzed quantitatively using SPSS 27.0. Results show a significant improvement in students' speaking skills, with average scores rising from 62.77 (pre-test) to 93.33 (post-test). The paired sample t-test yielded a significance value of 0.000, confirming that the method effectively improves speaking performance. The outdoor setting increased student engagement and provided a contextual environment conducive to practicing Arabic in real-life scenarios. This method not only improved vocabulary recall but also boosted student confidence and participation. Findings support the integration of outdoor learning into Arabic language instruction, particularly in environments that demand higher student interaction. Future research should involve a larger population and longer duration to validate the long-term impact of this method.
Multiple Intelligences in Arabic Language Teaching: An Experimental Study in Islamic Junior High School/ Kecerdasan Majemuk dalam Pembelajaran Bahasa Arab: Studi Eksperimen di Madrasah Tsanawiyah Masitho, Dewi Nur; Rahmatillah, Saudati Alfira
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.616

Abstract

This study aims to analyze the effectiveness of a differentiated instruction model based on multiple intelligences in improving Arabic reading skills (maharah al-qira’ah) of eighth-grade students at MTs Negeri 1 Sidoarjo. The study employed a quantitative approach using a quasi-experimental method with a one-group pretest–posttest design. The population consisted of 310 eighth-grade students, while the sample comprised 33 students from class VIII-B selected through purposive sampling with the criteria that the class demonstrated relatively low Arabic reading proficiency and diverse learning characteristics. The treatment involved the implementation of differentiated instruction integrated with a multiple intelligences approach through various learning activities such as the use of visual media, group discussions, language games, and reading exercises tailored to students’ intelligence potentials. The results indicate an improvement in students’ Arabic reading skills after the implementation of the model. These findings highlight the importance of adaptive instructional strategies that accommodate students’ diverse characteristics to support more inclusive and student-centered Arabic language learning.Penelitian ini bertujuan menganalisis efektivitas model pembelajaran berdiferensiasi berbasis kecerdasan majemuk dalam meningkatkan keterampilan membaca bahasa Arab (maharah al-qira’ah) siswa kelas VIII di MTs Negeri 1 Sidoarjo. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen semu melalui desain one-group pretest–posttest. Populasi penelitian berjumlah 310 siswa kelas VIII, sedangkan sampel terdiri dari 33 siswa kelas VIII-B yang dipilih menggunakan teknik purposive sampling dengan kriteria kelas yang memiliki kemampuan membaca bahasa Arab relatif rendah serta menunjukkan keragaman karakteristik belajar. Perlakuan penelitian berupa penerapan pembelajaran berdiferensiasi yang dipadukan dengan pendekatan kecerdasan majemuk melalui berbagai aktivitas seperti penggunaan media visual, diskusi kelompok, permainan bahasa, dan latihan membaca yang disesuaikan dengan potensi kecerdasan siswa. Hasil penelitian menunjukkan adanya peningkatan kemampuan membaca bahasa Arab setelah penerapan model tersebut. Temuan ini menegaskan pentingnya strategi pembelajaran yang adaptif terhadap keberagaman karakteristik siswa untuk mendukung pembelajaran bahasa Arab yang lebih inklusif dan berpusat pada peserta didik.
Co-Authors Abdurrahman Wahid, Abdurrahman Ahmad Jundi Al Mubarak Al-Hakim, Ahmad Ghulam Zaidirrohman Arif, Mohammad Nuzulul Qodri Hariadi, Dedi Hasim, Muhamad Fuad Humaidah, Ulil Irzaqotul M Baihaqi Nashirulloh, Adam Rachmawati, Emilia Rahmatillah, Saudati Alfira Ramadhani, Arya Pratama Saefullah Azhari Sakinah, Nelly Taufiq, Mirwan Akhmad Utama, Adi Surya