Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Proceeding of the International Conference on Global Education and Learning
Muhammad Faiz Alhaq
Unknown Affiliation
Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
From Rule-Based Nahwu to Adaptive Learning Systems: Reconceptualizing Arabic Grammar Instruction in the AI Era Laely Syaudah; Dadan Mardani; Muhammad Faiz Alhaq
Proceeding of the International Conference on Global Education and Learning Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v2i2.188

Abstract

Arabic grammar (nahwu) instruction has long been dominated by rule-based approaches that emphasize memorization and formal analysis, often resulting in rigid learning structures and limited responsiveness to learners’ cognitive diversity. While such approaches play an important role in preserving grammatical accuracy, they frequently overlook individual learning trajectories, cognitive readiness, and adaptive instructional needs. In the era of artificial intelligence (AI), language education is increasingly shaped by adaptive learning systems that personalize content, pacing, and instructional strategies based on learners’ profiles. This study aims to reconceptualize Arabic grammar instruction by proposing a conceptual framework that integrates traditional nahwu principles with adaptive learning systems informed by AI. Using a qualitative conceptual analysis, this paper synthesizes classical Arabic grammar pedagogy, contemporary theories of adaptive learning, and recent developments in AI-supported language instruction. The proposed framework highlights key components, including learner profiling, cognitive-level alignment, hierarchical nahwu content structuring, and AI-assisted scaffolding mechanisms. The findings suggest that adaptive learning systems offer significant pedagogical potential to transform nahwu instruction from a static, rule-centered model into a flexible, learner-centered process. This reconceptualization is expected to enhance grammatical comprehension, reduce cognitive overload, and promote learner autonomy in Arabic language education, particularly in Islamic higher education contexts. The study concludes by discussing pedagogical implications and directions for future empirical research on AI-assisted Arabic grammar learning.
Strategi Pengembangan Kompetensi Guru Pendidikan Agama Islam dalam Meningkatkan Kualitas Sumber Daya Manusia di Sekolah Dadan Mardani; Iis Susiawati; Muhammad Faiz Alhaq
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.8650

Abstract

Human resource (HR) policies in education play a strategic role in ensuring the quality and equity of national education; however, their implementation across different levels of governance still shows disparities that need to be systematically examined. This study aimed to analyze the forms, challenges, and strengthening strategies of education HR policies implemented at the national, regional, and institutional levels. A qualitative approach was employed through a literature study and policy analysis of official government documents, institutional reports, and relevant academic literature. The findings show that national policies such as teacher certification, curriculum reform, and training delivered through digital platforms have provided direction for the development of education human resources, but their implementation remains uneven. There are significant differences in teacher certification rates, access to professional development, and teacher distribution, particularly between urban areas and disadvantaged, frontier, and outermost (3T) regions. At regional and institutional levels, limited managerial capacity, budgetary disparities, and weak coordination across policy levels contribute to the low effectiveness of implementation. The study concludes that education HR policies are not yet fully integrated or equitable, thus requiring strengthening in both design and implementation. The implications highlight the importance of data-driven planning, the expansion of digital-based teacher training, enhanced cross-stakeholder collaboration, and the application of performance-based incentive systems to improve the quality and sustainability of education HR policies.
Co-Authors Dadan Mardani Iis Susiawati Laely Syaudah