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Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.

Revitalizing Arabic Learning in Madrasah: A Deep Learning-Based Holistic Framework Integrating Islamic Pedagogy Hania, Irfan; Ubaidillah, Ubaidillah; Mufrodi, Mufrodi; Faiqotussana, Faiqotussana; Rifaldi, Muhammad
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.52-01

This study aims to formulate the "Arabic Language Learning as a Holistic Experience" conceptual framework to revitalize pedagogy in madrasahs, aligning with the national Deep Learning campaign. Using a conceptual framework development method, this research conducts a thematic synthesis and argumentative analysis of literature from educational psychology and Islamic pedagogy. The main results are three synthesized propositions: (1) Meaningful Learning is enriched by tadabbur (contemplation) to achieve spiritual meaningfulness; (2) Mindful Learning is integrated with khusyū' (reverent presence) to create full presence; and (3) Joyful Learning is reinterpreted through ladzdzah al-‘ilm (the pleasure of knowledge) to cultivate intellectual-spiritual delight. These propositions are constructed into a holistic model that views the Arabic language as an integrated experience rather than merely a school subject. Its practical implications include shifting the teacher's role to that of a facilitator-murabbī (spiritual guide) and reorienting assessment, while theoretically, the model bridges the discourse of modern psychology with Islamic wisdom. As a conceptual study, its primary limitation is the lack of empirical validation; therefore, future research is recommended to test the framework's effectiveness through classroom-based intervention studies.

Strategic Management of Religious Moderation in Indonesian Higher Education: An Integrative Islamic Education Perspective Kurniawan, Ade Fakih; Juhji, Juhji; Mufrodi, Mufrodi; Sumintak, Sumintak
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v4i2.100

This study explores the ideological foundations of religious moderation among Indonesian university students and their role as agents of tolerance and inclusivity, emphasising the importance of educational management in strengthening these values. This study used a descriptive qualitative design and collected data through participant observation, in-depth interviews, and FGDs. The tools were an observation schedule, an Interview guide, and an FGD Guide, developed through expert opinion to ensure content, cultural, and context relevance. Data were analysed using Interpretative Phenomenological Analysis (IPA), which involved transcription and immersion, exploratory note-taking, theme identification, pattern recognition, and interpretative synthesis. The results suggest that religious moderation is grounded in universal humanitarian principles shared by Islam and other world religions. Values are systematically internalized by students and reflected in their attitudes, critical thinking, and daily lives. Religious moderation is realised through inclusivity, tolerance, and social harmony, strengthened by intercultural dialogue and reflective engagement. The study concludes that universities strategically manage and strengthen religious moderation by integrating interfaith literacy and community-based learning into the curriculum and extracurricular activities. Hence, it is suggested that universities adopt a strategic approach to disseminate the values of religious moderation. However, more studies are needed to generalize the comparative study across different learning settings.

Preserving Meaning and Context: A Study of Cultural Adaptation in the Translation of Arabic Proverbs Zaki Ghufron; Subhan Subhan; Mufrodi Mufrodi; Azizah Alawiyyah
ALSINATUNA Vol 9 No 1 (2023): December 2023
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i1.2007

This research delves into the intricate dynamics of translating proverbs, aiming to ensure that the essence of the source language is accurately conveyed in the target language. Translating proverbs presents unique challenges due to the inherent cultural and contextual nuances embedded within them. To address this, employing culturally equivalent strategies becomes crucial in faithfully representing the intended meaning. The process of translating through culture is not merely a mechanical task; it serves as a bridge fostering a profound understanding between different cultures. This bridge facilitates the effective communication of proverbial messages in the target language, exemplified by the proverb "Qabla ar-rima tumlau al-kanain." A literal translation fails to capture its essence, but a cultural approach reveals its Indonesian equivalent: "sedia paying sebelum hujan." This stark contrast underscores the necessity of cultural adaptation to convey the intended message accurately. This qualitative study relies on data sourced from various references, such as "Al-Balaghah Al-Wadhihah" and "Al-Amtsal Al-Arabiyyah Wa Al-Amtsal Al-Amiyah: Muqaranah Dalaliyah" by Al-hamzawi. Proverbs are extracted, and the research applies content analysis and a cultural adaptation approach. The fusion of Arabic proverbs with Indonesian counterparts from works like Dipo Udi's "Kumpulan Peribahasa Indonesia" and the Indonesian Ministry of Education and Culture's "500 Pepatah" allows for a comprehensive analysis. The findings affirm that cultural adaptation effectively conveys proverbial messages. This adaptation involves substituting proverbs with culturally relevant expressions, ensuring a seamless integration into the cultural context of the target language. Ultimately, this research sheds light on the significance of cultural sensitivity in translating proverbs for a more nuanced and accurate representation of their intended meanings.

The Impact of Google Classroom-Based Blended Learning on Arabic Writing Skils (Maharoh Al Kitabah) of Madrasah Aliyah Students 3 Serang Fitrotul Hasanah; Dina Indriana; Azizah Alawiyyah; Mufrodi Mufrodi
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41099

Blended learning using Google Classroom is a face-to-face and online learning method that utilizes the Google Classroom platform to connect student and teacher interactions outside the classroom. This study aims to determine the impact of blended learning implementation using Google Classroom on writing skills. The problem in developing writing skills based on blended learning to improve the competency of Madrasah Aliyah students can be formulated as follows: due to limited classroom time, many students experience difficulties understanding Arabic language materials, including writing skills. This can be caused by teaching methods that are less engaging and less relevant to their needs. This study uses a quantitative method with an experimental research type. This study involved 30 eleventh-grade students at Madrasah aliyah students 3 Serang. Data collection was conducted through pre- and post-tests, as well as a questionnaire. The questionnaire assessed five aspects: Google Classroom usage, learning interaction, technology accessibility, comfort and satisfaction, and the impact of blended learning. The results of output pairs 1 and 2 obtained a significance value (2-tailed) of 0.000, and based on the independent sample t-test, a significance value (2-tailed) of 0.000 was obtained in the variance similarity section for homogeneous data. This study proves that the implementation of the blended learning method can significantly improve the learning process of Arabic writing skills.

Dampak Penggunaan Metode Content-Based Instruction terhadap Kemampuan Penggunaan Kosa Kata Bahasa Arab bagi Siswa SMAN 1 Pandeglang Putri Aulia; Hannanah Mukhtar Thabrani; Ahmad Faroji; Mufrodi, Mufrodi
Jurnal Sosial Humaniora dan Pendidikan Vol. 5 No. 2 (2026): Mei: Inovasi: Jurnal Sosial Humaniora dan Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/inovasi.v5i2.7220

Content-Based Instruction learning is an approach that integrates language learning with materials or topics that are relevant to students’ daily lives. At SMAN 1 Pandeglang, students’ mastery of Arabic vocabulary is still considered less effective because the learning process still uses conventional methods, causing students’ learning interest to be relatively low. This study aims to determine the effect of using the Content-Based Instruction method on students’ Arabic vocabulary mastery. The research employed a quantitative method with a true experimental design, specifically a pretest–posttest control group design. The subjects of this study consisted of 50 students divided into two classes, namely the experimental class and the control class. Data collection techniques were carried out through tests (pretest and posttest) and questionnaires covering five aspects: vocabulary application, vocabulary mastery, ease of understanding the material, participation, and students’ perceptions of the learning process. The results of the study indicate that the use of the Content-Based Instruction method has a significant effect on improving students’ Arabic vocabulary mastery. Therefore, the Content-Based Instruction method can be used as an alternative learning approach that is more effective than conventional methods.

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