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All Journal Jurnal Islam Nusantara Journal of Educational Management Research Indonesian Journal of Education and Social Studies
Khoirun, Fattah
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Religion Humanities Education Social Sciences Other

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The Influence of Al-Quran Reading Fluency and Self-Confidence on the Reading Mastery of Islamic Boarding School Muslichuddin, Muslichuddin; Khoirun, Fattah; Aminudin, Aminudin; Hasanah, Nur
Indonesian Journal of Education and Social Studies Vol 4, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v4i2.13148

Abstract

This study aims to analyze the influence of Quranic reading fluency and self-confidence on students' mastery of Quranic reading at Ma'had Al-Hidayah, Batu City. The background of this study stems from the importance of Quranic reading skills as a foundation for students in understanding classical religious texts (yellow books), as well as the role of self-confidence as a psychological factor that fosters courage and active participation in the learning process. This study used a quantitative approach with multiple linear regression. The sample consisted of 40 students selected through purposive sampling. Data were obtained through questionnaires and Quranic reading ability tests, then analyzed using SPSS. The results showed that simultaneously, Quranic reading fluency and self-confidence had a positive and significant effect on students' mastery of Quranic reading, contributing 49.7%. Partially, Quranic reading fluency exerted a more dominant influence than self-confidence. These findings indicate that linguistic skills derived from familiarizing themselves with reading the Quran serve as the primary foundation for understanding the yellow text, while self-confidence strengthens students' mental readiness and courage in the learning process. This research emphasizes the importance of implementing integrative learning strategies that balance cognitive and affective aspects in Islamic boarding school education to optimally improve students' Quran literacy skills.
The Urgency of Humanistic Principles in Developing a Technology-Based Arabic Language Curriculum in the Digital Era Habibah, Umi; Khoirun, Fattah; Aminudin, Aminudin; Ngantori, Ngantori
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1291

Abstract

This study explores the urgency of integrating humanistic principles into the development of technology-based Arabic language curricula in the digital era. Using a qualitative library research approach, the study examines the relevance, challenges, and implications of balancing human-centered education with digital transformation. The findings reveal that humanistic principles—emphasizing empathy, self-actualization, and interpersonal connection—complement the cognitive, affective, and psychomotor goals of the curriculum. In the cognitive domain, humanistic learning fosters critical thinking and reflective understanding through supportive digital environments. In the affective domain, it sustains emotional well-being and moral sensitivity amid reduced face-to-face interaction. Meanwhile, in the psychomotor aspect, digital tools such as virtual laboratories and project-based learning promote creativity, independence, and practical engagement. The synthesis between humanistic values and digital competence creates meaningful learning experiences, ensuring that technology enhances rather than replaces humanity in education. The study concludes that digital-based education must be ethically grounded in humanistic philosophy to produce not only digitally skilled learners but also empathetic, adaptive, and morally responsible individuals.
A Constructivist Instructional Model for the Implementation of Thariqah Mubasyarah in Beginner Mufrodat Instruction Alfiansyah, Alfiansyah; Khoirun, Fattah; Ngantori, Ngantori; Santosa, Afriana
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.514

Abstract

This study aims to examine the relationship between constructivist theory and the application of thariqah mubasyarah in beginner-level mufrodat learning, emphasizing its urgency in fostering meaningful vocabulary acquisition. Despite the centrality of Arabic in pesantren education, traditional rote memorization methods dominate, resulting in passive learning that limits students’ ability to internalize and apply vocabulary effectively. Constructivist approaches highlight active engagement, social interaction, and contextualized learning as key mechanisms for constructing knowledge. This research employed a qualitative descriptive design to explore how constructivist principles underpin the implementation of thariqah mubasyarah in beginner-level mufrodat lessons. The findings reveal three major outcomes: first, students’ activeness increased through direct interaction with objects, verbal participation, and sensory engagement, transforming rote memorization into meaningful learning. Second, social interaction and collaboration in pairs or groups facilitated peer scaffolding, enhancing vocabulary retention, communicative confidence, and cooperative learning. Third, independence and creativity emerged as students designed dialogues, performed role-plays, and applied vocabulary in authentic contexts, reflecting self-directed construction of knowledge. The study contributes to Arabic language education by providing empirical evidence that thariqah mubasyarah grounded in constructivist theory promotes active, collaborative, and creative learning. It is recommended that educators integrate constructivist principles in curriculum design to enhance vocabulary mastery, critical thinking, and communicative competence.
Implementing ChatGPT in Teaching Insya' to Intermediate-Level Students: Enhancing Arabic Composition Skills Ali Mukmin, Torang; Khoirun, Fattah; Hakim, Wildan; Maksum, M. Syukron; Aminudin
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.731

Abstract

The integration of Artificial Intelligence (AI), specifically ChatGPT, into the teaching of Arabic composition (insya) in pesantren (Islamic boarding schools) offers significant potential for enhancing the quality and efficiency of Arabic language education. This study aims to explore the effectiveness of ChatGPT in improving the Arabic writing skills of santri at the mutawassith (middle) level in pesantren. The research employs a qualitative, descriptive phenomenological approach, using semi-structured interviews, participatory observations, and focus group discussions to gather data. The findings reveal that while ChatGPT enhances student engagement and provides real-time feedback that improves grammatical accuracy, challenges such as limited access to technology, lack of technical competence, and concerns over cultural nuances and plagiarism remain. The study highlights the need for a collaborative approach involving educators, students, and AI developers to address these barriers. It contributes to the understanding of AI’s role in Islamic education, particularly in Arabic composition, and emphasizes the importance of blending AI tools with traditional pedagogical methods for a holistic learning experience. Future research should explore the long-term impacts of AI on language proficiency and cultural understanding.
The Role of Learning Motivation and Social Interaction in Enhancing Students' Speaking Skills: Managerial Perspectives in Educational Management Nasihin, Nasihin; Khoirun, Fattah; Aminudin, Aminudin; Mastur, Al Akcbar
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1042

Abstract

This study examines the role of learning motivation and social interaction in enhancing eighth-grade students' Arabic language acquisition, with a focus on speaking skills. The purpose of this research is to explore how intrinsic and extrinsic motivation impact students' persistence, practice enthusiasm, and confidence in using Arabic in everyday contexts. Additionally, the study investigates how social interaction within the classroom influences language learning, particularly through communication dynamics. A learning management perspective is used to assess how classroom organization, activity planning, teaching strategies, and the use of time and media affect language acquisition. Using a mixed-methods approach, data were collected through surveys, interviews, and classroom observations. The findings reveal that intrinsic motivation, such as curiosity and personal satisfaction, as well as extrinsic factors, like recognition and social support, significantly enhance Arabic language acquisition. Furthermore, social interaction through activities like role-play and group discussions fosters authentic practice and reduces anxiety. The study concludes that combining motivation, social interaction, and effective learning management leads to improved oral communication skills, promoting more natural, argumentative, and emotionally engaging speech.
Co-Authors Alfiansyah Alfiansyah Ali Mukmin, Torang AMINUDIN Aminudin, Aminudin Maksum, M. Syukron Mastur, Al Akcbar Muslichuddin, Muslichuddin Nasihin, Nasihin Ngantori, Ngantori Nur Hasanah Santosa, Afriana Umi Habibah Wildan Hakim, Wildan