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All Journal Pedagogik Journal of Islamic Elementary School An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Millah: Journal of Religious Studies Borneo Journal of Language and Education Journal in Teaching and Education Area
Naknawa, Dulyawit
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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The Interaction Between Arabic and Bahasa Melayu in Traditional Islamic Schools in Bangkok: An Analysis and Alternative Approach Yenprasit , Prasert; Naknawa, Dulyawit
Millah: Journal of Religious Studies Vol. 24, No. 2, August 2025
Publisher : Program Studi Ilmu Agama Islam Program Magister, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/millah.vol24.iss2.ar5

Abstract

Traditional Islamic schools are institutions where Arabic and Bahasa Melayu function together as mediums for Islamic learning. This research aims to explore, analyze, and propose strategies for utilizing both Arabic and Bahasa Melayu in teaching. The data was collected through field survey and in-depth interview with 15 teachers and 25 students from 5 traditional Islamic schools that employ Arabic and Bahasa Melayu in their curricula. The findings revealed that Bahasa Melayu represents regional Islam, while Arabic serves as the global language of Islam. In the context of Bangkok, most Muslims are Melayu descent who adapted to Thai culture. Although they may not be able to preserve their Melayu identity in term of language, they can connect their Muslim identity with the Bahasa Melayu in traditional Islamic schools through religious education. Understanding the interaction between Arabic and Bahasa Melayu in this context requires consideration of languages, identity preservation, and cultural heritage. Moreover, this will suggest traditional Islamic schools to develop Arabic and Bahasa Melayu teaching and instruction. To express both global and regional Muslim identities within the context of Bangkok, the capital city with a strong Thai identity.
Learning the Book of Ihya’ ‘Ulum Ad-Din through Anjangsana: Andragogy Practices in a Rotating Arabic Literacy Forum in Situbondo Abdi, Efan Chairul; Muassomah, Muassomah; Halimi, Halimi; Asy’arie, Bima Fandi; Naknawa, Dulyawit
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 2 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i2.401-424

Abstract

This study aims to explore the practice of learning to read Arabic texts in the book Iḥyā Ulum ad-Dīn, which then identifies the social role patterns formed within it, and analyzes the principles of andragogy in adult education as reflected through the Anjangsana forum. This study uses an ethnographic approach following a 12-stage developmental research. Data were collected through participant observation during 24 meetings, in-depth interviews with 20 informants, and documentation in the form of recordings, texts from various print media, and digital communication archives. The results indicate that the practice of learning to read Arabic texts during the visit of Iḥyā’ ‘Ulūm ad-Dīn took place through collective sorogan reading by middle-aged and elderly congregants, interpretation of nahwu-ṣarfiyah with typical Islamic symbols, provision of murod in local languages, interactive discussions, and verification of textual variations across printed editions. Learning through the Anjangsana forum exhibits transformative characteristics that can be understood as a form of community of practice. This study offers an alternative, participatory, inclusive, and reflective learning process rooted in local tradition, combining linguistic, spiritual, and socio-religious dimensions.
Implementation of the Moving Class System in the Hadith Learning Process at MTsS MILBoS Septoyadi, Zikry; Candrawati, Vita Lastriana; Naknawa, Dulyawit; Agusalim
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/tn5st293

Abstract

The moving class system is a strategy to improve the quality of learning, aiming to create a more engaging and innovative learning environment, and reduce student boredom. Furthermore, this system is designed to address the limited learning resources often found in static classrooms. The primary objective of implementing a moving class is to create an ideal educational environment by providing specially designed thematic classrooms equipped with various learning media tailored to the characteristics of each subject. In the context of Hadith learning, classrooms are specifically designed by providing educational games, television (TV), and reference books to enhance students' understanding and memorization of hadith. This study uses a qualitative approach with research subjects involving the principal, five teachers, and five students at MTsS Maghfirah Islamic Leadership Boarding School (MILBoS). This study aims to describe the empirical reality related to the implementation of the Moving Class System in Hadith learning at MTsS MILBoS. The results show that the role of teachers in implementing the moving class concept is not limited to being educators alone, but also as facilitators in the implementation of the system. Teachers are required to be more proactive and creative in managing classrooms and utilizing learning resources, particularly in adapting the room design to the characteristics of the subjects being taught. Infrastructure and learning media have proven to play a strategic role in supporting the teaching and learning process, so each classroom needs to be equipped with relevant media. This system is implemented through a class transfer mechanism every time a subject changes, so students learn in a space that has been tailored to their material needs.
Implementation of Professional Competency Development for Teachers in Islamic Religious Education Candrawati, Vita Lastriana; Septoyadi, Zikry; Naknawa, Dulyawit; Ali, Abdul Karim; Fauzi, Adil Ahmad
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.9764

Abstract

Teaching and learning activities at MTsS Maghfirah Islamic Leadership Boarding School (MILBoS) have generally been running well, but still require strengthening and development in several aspects, particularly in improving teacher competency as the main factor determining the quality of learning. Based on Law Number 14 of 2005 concerning Teachers and Lecturers, Article 8, teacher competency includes pedagogical, personality, social, and professional competencies obtained through professional education. Therefore, developing teacher competency in Islamic religious education is a strategic need in improving the quality of education, especially in the context of boarding schools that have the characteristics of integrated academic and religious development. This study aims to describe and analyze the implementation of teacher competency development at MTsS MILBoS. The study used a qualitative method with a descriptive-analytical approach. This approach produces descriptive data in the form of written and spoken words from informants, as well as behavior observed in natural contexts, rather than quantitative data. Research informants consisted of the principal, teachers, and students who provided information related to the implementation of the teacher competency development program in Islamic religious education. In addition to primary data, this study also utilized relevant secondary data. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was carried out in three stages: data reduction, data presentation, and drawing conclusions and verification using an interactive analysis model. The results of the study indicate that the implementation of teacher competency development at MTsS MILBoS was effective and had a positive impact. Teachers showed high enthusiasm in planning and implementing various development programs, resulting in significant improvements in pedagogical, social, personality, and professional competencies. Thus, teacher competency development in Islamic religious education at MTsS MILBoS contributed to improving the quality of learning and strengthening the quality of education in the boarding school environment.
Arabic Linguistic Creativity in Informal Communication: An Analysis of Non-Standard Expressions and Pragmatic Functions Aditia, Dimas; Naknawa, Dulyawit; Setiawan, Agus; Muhammad, Eqtada Bilhady
Borneo Journal of Language and Education Vol 6 No 2 (2026): Borneo Journal of Language and Education, Vol.6 (No.2), Agustus 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v6i2.12795

Abstract

Arabic language use in university contexts is often dominated by Standard Arabic (fusha) and emphasizes grammatical accuracy. However, in everyday informal interactions, students frequently employ more flexible, creative, and socially driven forms of expression that diverge from formal norms. This phenomenon reflects the dynamic nature of language as a socio-pragmatic resource shaped by interactional needs and community practices. This study aims to: (1) identify the types of non-standard expressions used in students’ everyday conversations; (2) explain the interactional contexts in which these expressions occur; and (3) analyze the pragmatic functions of non-standard expressions in students’ social relationships, including their roles in building solidarity, conveying emotions, strengthening interpersonal bonds, and sustaining group identity. Using a qualitative descriptive design, data were collected through participant observation and in-depth interviews with purposively selected students who actively engage in informal interaction. Data were analyzed with Miles, Huberman, and Saldaña’s interactive model (data condensation, data display, and conclusion drawing/verification). Trustworthiness was strengthened through source triangulation and member checking. The findings reveal 21 non-standard expressions that are recurrent and mutually intelligible within the student community. These expressions fall into six categories—lexical innovation, expressions uncommon in formal norms, shortening/ellipsis, repetition, cross-linguistic adaptation, and creative forms—and cluster across eight recurring interactional contexts. Pragmatically, they function to build solidarity, express emotions and bodily states, maintain relational harmony (facework), and sustain group identity. Overall, non-standard Arabic use should be viewed as an adaptive socio-pragmatic practice that strengthens pragmatic competence in Arabic language education.
Co-Authors Abdul Karim Ali, Abdul Karim Agusalim Asy’arie, Bima Fandi Dimas Aditia Efan Chairul Abdi Fauzi, Adil Ahmad Halimi, Halimi Muassomah Muassomah Muhammad, Eqtada Bilhady Yenprasit , Prasert