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All Journal Global Perspectives in Education Journal Jurnal Dedikasi Pengabdian Pendidikan
Ismail Akzam
Fakultas Agama Islam, Universitas Islam Riau, Pekanbaru, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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An Integrative Curriculum Model for Arabic Instruction Integrating Traditional Values and Modern Pedagogies Pesantren Indonesian Ismail Akzam; Najmi Hayati
Global Perspectives in Education Journal Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/gpej.v2i1.55

Abstract

This study aims to develop an integrative curriculum model for pure Arabic language instruction in Indonesian Islamic boarding schools (pesantren). Traditionally, pesantren emphasize turāth-based instruction through methods such as sorogan and bandongan, fostering deep textual comprehension and scholarly dispositions. However, contemporary educational and societal demands necessitate the development of communicative, academic, and professional Arabic competencies. Employing a Design and Development Research (DDR) methodology, this study collected data from salaf, modern, and semi-modern pesantren through interviews, classroom observations, document analysis, and expert focus group discussions. The data were analyzed thematically and comparatively to examine existing curriculum structures, explore tensions and complementarities between traditional and modern pedagogical approaches, and identify points of convergence between turāth values and communicative, task-based language instruction. The resulting curriculum model delineates philosophical foundations, instructional objectives, content organization, learning strategies, assessment mechanisms, and the creation of an intentional Arabic language environment. Expert validation and limited field try-outs indicate that the proposed model is conceptually robust and practically feasible for gradual implementation, offering a contextually grounded framework for Arabic curriculum reform in pesantren settings.
Integrasi Pendidikan Bahasa Arab Tradisional dan Metode Modern dalam Kurikulum Bahasa Arab Murni Ismail Akzam; Najmi Hayati
Jurnal Dedikasi Pengabdian Pendidikan Vol. 2 No. 1 (2026): January
Publisher : CV Najmi Edu Creative

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64008/jdpp.v2i1.53

Abstract

The transformation of education and the demands of 21st-century competencies demand linguistically strong Arabic language learning, as well as being communicative and adaptive to technology. Traditional education in Islamic boarding schools and kuttabs has advantages in mastering turats, thoroughness of nahwu–sharaf, memorization, talaqqi, and sanad. In contrast, modern methods, such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and blended learning, are effective in enhancing communicative competence and promoting independent learning. This article aims to identify the characteristics of traditional Arabic education, assess the relevance of modern methods, and formulate an integrative curriculum model for pure Arabic language instruction. The research employs a qualitative-descriptive design, utilizing an integrative literature review that is thematically analyzed in light of sociocultural theory, constructivism, educational linguistics, and Fogarty's curriculum integration model. The results showed that traditional approaches excelled in language deepening and adab formation, but were weak in communication and ICT utilization; In contrast, modern approaches enhance practical skills but can reduce the deepening of turats if they are not balanced. The synthesis of the two resulted in an integrative curriculum model that combines talaqqi, memorization, and book study with communicative tasks, collaborative projects, and the use of digital platforms. This model offers a practical framework for institutions to maintain the purity of the Arabic language while meeting the demands of contemporary learning.
Co-Authors Najmi Hayati