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All Journal Jurnal Pendidikan Bahasa Arab
M. Sandri Ansari
Institut Agama Islam Darul Ulum Kandangan
Religion Education Languange, Linguistic, Communication & Media

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IMPLEMENTASI PEMBELAJARAN LUGHAT KITAB MUHAWARAH TINGKAT WUSTHO DI PONDOK PESANTREN RAUDHATUT THALIBIN : STRATEGI, TANTANGAN, DAN SOLUSI M. Sandri Ansari; Radiatun Nazwa; Irwanda Tri Saputra; Mursyidatul Awaliyah
FASAHAH Vol 2, No 2 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v2i2.306

Abstract

This study aims to examine in depth the implementation of lughat muḥāwarah learning at the Wustho level in the Islamic boarding school Raudhatut Thalibin. The research employed a descriptive qualitative approach to obtain a comprehensive understanding of the learning process as it occurs in its natural setting. Data were collected through direct classroom observations, in-depth interviews with teachers and students, and analysis of relevant documentation such as lesson plans and learning materials. The findings indicate that lughat muḥāwarah learning is implemented using a variety of interactive and communicative methods. These methods include paired dialogues to encourage direct communication, simulations of daily situations to connect learning with real-life contexts, role-playing activities to improve speaking fluency and confidence, and habituation programs that require students to use Arabic in their daily interactions. Such approaches help create a language-rich environment that supports students’ speaking skills. Several supporting factors contribute to the effectiveness of this learning process, including the availability of appropriate and relevant textbooks, strong teacher commitment, and the existence of special programs such as Arabic Day. However, the study also identifies inhibiting factors, such as students’ low self-confidence, limited opportunities for practice, and less-than-optimal learning motivation. Therefore, this study recommends increasing teacher creativity, maximizing the use of interactive learning media, and encouraging Arabic language practice beyond the classroom to achieve more optimal learning outcomes.
IMPLEMENTASI PEMBELAJARAN LUGHAT KITAB MUHAWARAH TINGKAT WUSTHO DI PONDOK PESANTREN RAUDHATUT THALIBIN : STRATEGI, TANTANGAN, DAN SOLUSI M. Sandri Ansari; Radiatun Nazwa; Irwanda Tri Saputra; Mursyidatul Awaliyah
FASAHAH Vol. 2 No. 2 (2025): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/fasahah.v2i2.306

Abstract

This study aims to examine in depth the implementation of lughat muḥāwarah learning at the Wustho level in the Islamic boarding school Raudhatut Thalibin. The research employed a descriptive qualitative approach to obtain a comprehensive understanding of the learning process as it occurs in its natural setting. Data were collected through direct classroom observations, in-depth interviews with teachers and students, and analysis of relevant documentation such as lesson plans and learning materials. The findings indicate that lughat muḥāwarah learning is implemented using a variety of interactive and communicative methods. These methods include paired dialogues to encourage direct communication, simulations of daily situations to connect learning with real-life contexts, role-playing activities to improve speaking fluency and confidence, and habituation programs that require students to use Arabic in their daily interactions. Such approaches help create a language-rich environment that supports students’ speaking skills. Several supporting factors contribute to the effectiveness of this learning process, including the availability of appropriate and relevant textbooks, strong teacher commitment, and the existence of special programs such as Arabic Day. However, the study also identifies inhibiting factors, such as students’ low self-confidence, limited opportunities for practice, and less-than-optimal learning motivation. Therefore, this study recommends increasing teacher creativity, maximizing the use of interactive learning media, and encouraging Arabic language practice beyond the classroom to achieve more optimal learning outcomes.
Etnografi Pembelajaran Bahasa Arab di Pegunungan Meratus : Antara Hambatan Geografis dan Interferensi Sosiolinguistik M. Sandri Ansari; Radiatun Nazwa; Laksana Tri Prasetya
FASAHAH Vol. 3 No. 1 (2026): FASAHAH
Publisher : STIT Darul Hijrah Martapura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62748/eadaat83

Abstract

This study analyzes the sociolinguistic and geographical challenges in Arabic language learning among children of the Dayak Meratus indigenous community in the Meratus Mountains, South Kalimantan, and identifies pedagogical adaptation strategies based on local wisdom that are applied in the learning process. Using a qualitative approach with an educational ethnography design, data were collected through participatory observation, in-depth interviews with ustadz (religious teachers) and students' parents, and documentation of learning conditions. Data analysis was conducted using an interactive model encompassing data condensation, data display, and conclusion drawing. The findings show that Arabic language learning in this remote region faces dual obstacles: sociolinguistic challenges in the form of phonological interference from the Dayak Meratus and Banjar Hulu mother tongues on the pronunciation of makharij al-huruf (Arabic articulation points), and geographical challenges including difficult terrain, limited access to education, and minimal learning facilities. To address these conditions, the ustadz apply an ethnopedagogical approach by integrating local oral traditions into pronunciation exercises, contextualizing vocabulary based on the natural environment of Meratus, and applying flexible learning schedules adapted to the agrarian rhythms of indigenous community life. The study concludes that successful Arabic language learning in marginal regions is determined not only by formal linguistic methods but also by the ability to integrate the target language with the local community's social, cultural, and ecological context. The ethnopedagogical approach proves capable of making Arabic an instrument for strengthening religious identity without erasing the cultural identity of the Dayak Meratus community. Keyword:        Ethnopedagogical; Arabic learning; sociolinguistic; Dayak Meratus
Co-Authors Irwanda Tri Saputra Laksana Tri Prasetya Mursyidatul Awaliyah Radiatun Nazwa Radiatun Nazwa