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Proceeding of International Conference on Islamic Education
Published by International Islamic Schools Alliance
ISSN : 25410113     EISSN : 27989151     DOI : https://doi.org/10.51425
Core Subject : Humanities, Science, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences
Proceeding of the International Conference on Islamic Education explores ideas and solutions for international Islamic education problems, such as (1) improving the quality of Islamic education management, (2) teaching and learning processes (3) educational measurement and evaluation, (3) curriculum, (4) education research and development, (5) child protection in education, (6) the role of the family in Islamic education, (7) the application of Islamic values ​​in Islamic education, and (8) improving the quality of teachers. Also, this proceeding will explore the best practice of Islamic education in several countries around the world. This educational process aims to create an excellent, productive, competitive, and solution generation for community development. Strengthening innovation and mastery of technology is an effective way to deal with globalization. Therefore, the most basic and the most important thing is to apply Islamic values ​​in the educational process.
Arjuna Subject : Umum - Umum
Articles 27 Documents
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The Role of Career Woman in Islamic Education Field in a Digital Era Anisa Dwi Makrufi
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.12

Abstract

This paper aims to analyses the role of career woman in Islam especially Islamic education in a digital, modern era. To this end, analyses on the relevant literature have been carried out. As a result, an educated family with values of Islam is the greatest favors. In a family, a woman has a central role in Islamic education. Nowadays, many women opt for a career outside their home. In Islam it is allowed, even in the recorded history, several women who became wives of the Prophet also became career women. Islam provides a strong motivation for women to run their careers in any fields in accordance with their nature and dignity without leaving their duties as ra’iyah fi baiti zaujiha (person(s) in charge of the internal problems of households). The role of a career woman in the field of Islamic education is a challenge. Considering the fact of the digital era, it is significantly important to take account of the concept of monotheism. It is the single concept referring to that of God, the Absolute Power. In this digital era, the principle of tauhid as the main one of monotheism itself is to stand for a belief that Allah, the only God, encompasses all the things. In short words, the digital age would bring people into the circumtance where they are united to be faithful to God Almighty. In the sense, career women are eble to optimize their roles in lifting this tauhid value as well as especially educating their family.
Reconstruction of Higher Education Curriculum to Prepare the Next Generations Sarwanto Sarwanto
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.13

Abstract

Republic of Indonesia Government had issued a regulation on the national standards of higher education in 2015. UNS should immediately adjust the education process in accordance with the new regulations by reconstructing the curriculum. This study aims to analyze the reconstruction process in preparing the curriculum in UNS prepare future generations better. National standards require the higher education curriculum compiled from formulating learning outcomes to the preparation of the assessment system. This research method is a survey method. Samples are Diploma Program, Bachelor, Master Program, and Doctorate Program. Results showed that the reconstruction of the new curriculum is implemented by 45% of study program at the UNS, 60% of which is in conformity with the standards, even two courses had prepared the curriculum to standards well adapted to the AUN QA, only three study programs that have student learning outcomes have been agreed by the forum study program.
Islamic Education in the Era of Technological Wave: A Case in Indonesia Today Arif Rahman
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.14

Abstract

The long journey of Islamic educational reform has come a new phase, in which Islamic education is no longer bound by the dichotomy paradigm or the Islamization of Science. But faced with a huge wave of technology that has touched all aspects of human life. Indonesia has turned into a market for technology companies of the world, but Islamic education has not been seen by intelligently utilizing current technological developments, as an integrated part in solving the problems that have not been able to be resolved in Islamic education itself. The dynamics of the encounter of technology to Islamic educational dimension in the case in Indonesia shows that the need for serious efforts to capitalize on opportunities both as a form of effective collaboration.
The Solution of Arabic Teaching: Design of Arabic Teaching for Non-Native Speakers through Creative Ways as An Initial Step to Raises Enthusiasm Learning Arabic Rizqy Maulana Hakim; Adam Doni Mauladi
Proceeding of International Conference on Islamic Education 2018: Proceeding of 2nd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.15

Abstract

The Arab world has an extremely rich culture and history with diverse region geographical in the Arabian Peninsula. The religion of Islam was spread in Arab firstly by the prophet Muhammad SAW and the only language he spoke was Arabian well as Arabic also is the language of the Quran. There are 300 million Arabic speakers in the world and Arabic is the official language in 22 countries. Arabic is also one of the six official languages in the United Nations (UN). Arabic language education is very important, benefits that received from learning Arabic could implement into daily life and any aspects such as understanding the meaning of the Holy Qur’an and very potential to increase good relations in international affairs especially among Indonesia and Arab countries. However, Arabic teaching in non-native speakers' countries has some challenges. We observe that the biggest challenge teaching Arabic in Indonesia is the lack of knowledge among society about the benefit that we can gain from learning Arabic and the educational curriculum has been relying heavily on aspects of memorizing without any effective aspects or understanding of the Arabic lesson, it caused the low level of awareness to learn Arabic. Refer to the research of Jamsuri Muhammad Syamsudin and Mahdi Mas’ud on 30 students of IIUM indicates the biggest challenge to learn Arabic influenced by psychological factors such as desire, motivation, and un-confident. The question then is how to increase Arabic enthusiasts in non-native speakers’ countries and how to improve the educational system to learn Arabic effectively? The serious effort to increasing Arabic enthusiasts and to improve the educational curriculum is through simplification of the Arabic curriculum, as said before that much of the curriculum on Arabic depends on rote teaching methods that can’t truly benefit today. This can be done through creative ways and implement human behavior-based approaches or multiple forms of incentives to raises enthusiasm among non-native speakers to learn Arabic. We propose technology and fun activities that giving out the rewards and without it feels as if a burden to learn Arabic. This approach needs to be developed because the individuals need to be encouraged to do things that will bring benefits much than the act itself. In conclusion, solving the challenge of Arabic teaching is neither easy and improves its educational curriculum is crucial. It is hoped that Arabic teaching will have innovation for its development and overcome its challenges.
الدورة اللغوية بمركز اللغة العربية للناطقين بغيرها بجامعة قطر Dedi Mulyanto
Proceeding of International Conference on Islamic Education 2018: Proceeding of 2nd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.16

Abstract

اللغة العربية هي إحدى اللغات السامية و من أكثر اللغات انتشاراً في العالم، وإحدى اللغات الرئيسية الست في منظمة الأمم المتحدة، ولغة مقدسة عند المسلمين لأنها لغة القرآن ولا تتم الصلاة لدى المسلمين إلا بإتقان كلماتها. رأت دولة قطر من أكثر المهتمي اللغة العربية في أرجاء العالم فخطى بخطوات واضحة في مساعدة تعليم اللغة العربية للأجانب. هذه الخطوات منها اعطاء المنح الدراسية لمعلمي اللغة العربية والجاهدين في نشرها من أنحاء العالم بوسيلة جامعة قطر. أراد الكاتب في كتابة هذه المقالة أن يبين عن برنامج اللغة العربية للناطقين بغيرها في جامعة قطر. لمحة البرنامج التى حصل عليها الكاتب هي 1) نشأة برنامج تعليم اللغة العربية للناطقين بغيرها، 2) أهدافها، 3) موادها التعليمية 4)المنهج وطريقة التعليم 5) نشاطتها.
Codification of Arabic Verb Inflection: Easy Method to Understand the Basic of Words’ Formation for Indonesian Learners Titin Nurhayati Mamun; Tanty Riyani
Proceeding of International Conference on Islamic Education 2018: Proceeding of 2nd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.17

Abstract

The abundance of words’ change in Arabic language has become a challenge for Indonesians to learn Arabic language. Almost every lingual unit in Arabic may change depending on the number, subject, or its position. These changes require Arabic language learners to memorize all examples of words’ form in order to use the language properly. One of the most common forms of word’s change in Arabic is in verbs. The verbs in Arabic are three kinds: madhi (past form), mudhori (present form), and amr (order form). The formation of verb form changes commonly called tashrif lughowy (inflection) is a common way of learning Arabic language. If an encoding process applied to Arabic verb inflection, it would create an easy method to understand the basic of word’s formation. This research used morpholinguistic theory in Arabic inflection codification process and used questionnaire to measure the effectiveness of easy method to understand the basic formation of Arabic word. The results of this study are: (1) Arabic verb inflection codification process; (2) Codification of Arabic verb inflection and its use; (3) Indonesian learner's response to an easy method to understand the basic formation of Arabic words.
نماذج تعلم اللغة العربية في إندونيسيا (دراسة الحالة عن تجارب تعلم اللغة العربية لمحاضري اللغة العربية في إندونيسيا الحاصلين على التقديرات من الشرق الأوسط عام 2014) Umi Baroroh
Proceeding of International Conference on Islamic Education 2018: Proceeding of 2nd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.18

Abstract

تصف هذه المقالة تجارب تعلم اللغة العربية المتعلقة بالكفاءة اللغوية الاستقبالية و وتجارب تعلم اللغة العربية المتعلقة بالكفاءة اللغوية المنتجة التي قام بها محاضري اللغة العربية في إندونيسيا الحاصلين على التقديرات من الشرق الأوسط عام ۲۰۱۸ و تصف أيضا نماذج تعلم اللغة العربية للكفاءة اللغوية الاستقبالية و للكفاءة اللغوية المنتجة من تجارب تعلم محاضري اللغة العربية في إندونيسيا الحاصلين على التقديرات من الشرق الأوسط عام ۲۰۱۸. هذا البحث بحث نوعي تفاعلي مع دراسة الحالة الجماعية. تم جمع البيانات عن طريق المقابلات والوثائق. وتم تحليل البيانات من خلال تحليل البيانات النوعية وتحليل دراسة الحالة مع التحليل الوضعي والتحليل المقارن. وتم اختبار صحة البيانات بطريقة تحقق العضو، واختبار قابلية النقل بطريقة استجابة المدرسين إلى النتائج، والاعتمادية، والتأكيد من خلال تقنية تدقيق التجارب التي يقوم بها كل من المروجين. ومساهمة هذا البحث في نظرية تعلم اللغة العربية هي نظرية التحرك والانتقال في تعلم اللغة. الكلمات المفتاحية : تجارب تعلم اللغة العربية، ونماذج التعلم،
Teaching the Arabic Language by the Mean of Soft and Aural-Oral Approach Adam Doni Mauladi; Muhammad Humamvidi Hunafa; Rizqy Maulana Hakim; Yudo Rahmadiansyah Putra
Proceeding of International Conference on Islamic Education 2018: Proceeding of 2nd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.19

Abstract

In today’s Indonesia, the Arabic language is not very popular among the population. Even though Indonesia is the most populous Muslim country in the world, Muslims in Indonesia tend to have this “neglection” feeling on the importance of learning the Arabic language. This feeling is caused by the rise of bad sentiment towards Islam and Arab in the world particularly in the west which also influenced Indonesians mindset. The dichotomy which stated the Arabic language as a backward language and the terrorist language further escalate this unpopularity which creates the discouragement of the citizen to learn Arabic by the popular opinion. The problem which has been stated could be solved by further examining Islamic education curriculum especially the Arabic language to be more relevant with the modern world. Seeing the fact that the Arabic language is not a popular subject to be learned, then teaching it should further be with the way that is familiar to the student and easy-going. The Arabic language should be taught with soft and aural-oral approach. Soft approach means that it should be taught casually, while aural-oral approach means that the Arabic language should firstly be taught with conversation style teaching that emphasizes in speaking and understanding of the word and its roots. This study shall examine the problem stated above and the reason why soft and aural-oral approach should be used. it is hoped that by examining this approach, the soft and aural-oral approach could be implemented in the Arabic language classes in Indonesia.
Problems of Arabic Language Teaching in Traditional Institutes (An Experimental Study at Miftah Al-Huda Institute 2 as a Model) Lina Marlina; Arif Ramdani
Proceeding of International Conference on Islamic Education 2018: Proceeding of 2nd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.20

Abstract

Some traditional Islamic boarding schools in Indonesia in teaching Arabic only focus on teaching the rules of language, memorizing vocabularies with their meanings, without regarding the importance of speaking, listening, reading, and writing skills, and the development of Arabic teaching curriculum that is relevant for non-native Arabic students. The main problem in teaching Arabic in traditional boarding schools is reflected in the understanding of learning objectives, teaching materials, teaching methods, and the quality of teachers. The aim of this paper is to describe the basic concepts of learning Arabic for non-native Arabic students. The main solution to overcome the problem of teaching Arabic is to set learning goals that are in line with the needs analysis, create teaching materials suitable for learning Arabic for non-Arabic natives, use effective teaching methods, and select teachers who are trained and have a good competency in teaching language.
The Difficulty Level of Online Learning Content According to the Students' Perspective towards Arabic Language Course Hairun Najuwah Jamali; Ku Fatahiyah Ku Azizan; Awatif Abdul Rahman; Wazzainab Ismail
Proceeding of International Conference on Islamic Education 2021: Proceeding of 3rd International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.21

Abstract

Online teaching and learning is no longer an option as a result of the corona virus pandemic, also known as COVID-19. Since March 2020, teaching and learning activities in all educational institutions at various levels are implemented online. Therefore, this paper discusses the findings of a study that has been conducted quantitatively on 295 undergraduate students at Kolej Universiti Islam Antarabangsa Selangor (KUIS). This study aims to discover the difficulty level of online learning content according to the students' perspective towards Arabic language courses NBWU1062 Al Arabiah Al A’liyah Li Dirasat Islamiyyah II and NBWU2102 Al Arabiah Al A’liyah Li Dirasat Islamiyyah III. The learning content consists of listening, speaking, reading and writing skills as well as grammar learning. The findings of the study shows that the most difficult level of learning content is listening skills and the easiest level is reading skills. The study aims to help the lecturers involved in teaching this course to further improve the quality of teaching and learning in the future.

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