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Gunung Djati Conference Series
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Gunung Djati Conference Series merupakan penyedia layanan publikasi dan konferensi berbagai bidang keilmuan yang diterbitkan oleh UIN Sunan Gunung Djati Bandung dan sebagai sarana publikasi hasil penelitian. Penerbit ini memuat artikel yang belum pernah dipublikasikan sebelumnya yang berupa artikel hasil penelitian ataupun penelitian terapan. Informasi mengenai pedoman penulisan artikel dan prosedur pengiriman artikel terdapat pada setiap penerbitan. Semua artikel yang masuk akan melalui ‘peer-review process’ setelah memenuhi persyaratan sesuai pedoman penulisan artikel, kemudian penerbit menyerahkan semua template ke pelaksana konferensi keilmuan. Penerbitan artikel ini dilakukan sesuai kegiatan yang dilaksanakan oleh penyelenggara konferensi.
Arjuna Subject : Umum - Umum
Articles 1,918 Documents
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The Use of Role-Play and Guided Discussion Techniques as Speaking Strategies in Arabic Language Learning at Madrasah Aliyah Abdullah, Faisal; Fauziah, Tantri Hasna
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to examine the process of implementing the role-play technique in teaching Arabic speaking skills at Madrasah Aliyah, the use of guided discussion as a strategy for Arabic speaking instruction, the effectiveness of combining role-play and guided discussion in improving students’ Arabic speaking abilities, and the supporting and inhibiting factors that influence the application of both strategies. The research employs a descriptive qualitative approach to illustrate the implementation of role-play and guided discussion techniques in Arabic speaking learning at Madrasah Aliyah. Data were collected through observations, interviews, and documentation, both primary and secondary, to capture student interactions, classroom dynamics, and learners’ responses. Data analysis was conducted using the Miles and Huberman model through data reduction, data display, and conclusion drawing, resulting in a detailed picture of the effectiveness of the two techniques in enhancing students’ fluency, accuracy, and speaking confidence. The findings indicate that role-play and guided discussion techniques are effective in improving the Arabic speaking skills of Madrasah Aliyah students. Role-play fosters a communicative atmosphere and builds speaking confidence, while guided discussion enhances critical thinking and language fluency through two-way interaction. The combination of both techniques is the most effective, as each complements the other. Successful implementation is influenced by student motivation, teacher competence, vocabulary mastery, time allocation, and available facilities. Well-prepared instructional planning and a supportive learning environment are essential to optimize these strategies.
The Use of Authentic Texts and Digital Media in Qirā’ah Instruction at Madrasah Aliyah: a Qualitative Study Nugraha, Dadan; Amalia, Ilma Nurul; Kurniawan, Syukron
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

Qirā’ah (reading) instruction at Madrasah Aliyah continues to face challenges, including the limited use of artificial or non-authentic learning materials and the low level of students’ exposure to linguistic contexts used by native speakers. Meanwhile, technological advancements offer opportunities to create more contextual learning through the integration of authentic texts and digital media. This study aims to describe the forms of authentic text utilization, patterns of digital media use, supporting and inhibiting factors in implementation, and their impact on students’ Qirā’ah abilities. The method used is a descriptive qualitative study based on library research, examining various literature on Arabic reading instruction, authentic texts, and digital media innovations. The findings indicate that authentic texts such as news articles, magazines, dialogues, and social media content provide natural language exposure and enhance discourse comprehension as well as vocabulary mastery. Digital media contribute by expanding access to learning resources, increasing interactivity, and optimizing reading strategies through multimedia features and online dictionaries. Supporting factors for implementation include teacher preparedness, availability of reading materials, student motivation, and adequate infrastructure. Conversely, challenges arise from text difficulty, dependence on digital translation, limited devices, and disparities in digital competence between teachers and students. Overall, the integration of authentic texts and digital media strengthens students’ motivation, reading strategies, and learning autonomy, thereby making a significant contribution to improving the quality of Qirā’ah instruction at Madrasah Aliyah.
The Use of Digital Media to Enhance Arabic Writing Skills at Madrasah Aliyah: a Qualitative Study Ardiansyah, Ade Arip; Masripah, Aneu; Agustiana, Firdan
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to examine the use of digital media in enhancing Arabic writing skills at Madrasah Aliyah. A descriptive qualitative method was employed to provide an in-depth description of how digital media are utilized in Arabic writing instruction. Primary data were collected through interviews, observations, and analysis of teacher and student writing tasks, while secondary data were obtained from school documents and relevant literature. Data collection techniques included semi-structured interviews, participatory observations, and documentation. Data analysis followed the Miles and Huberman model through ongoing processes of data reduction, data display, and conclusion drawing. The findings reveal that digital media such as Google Docs, Google Classroom, WhatsApp, Padlet, Canva, and educational videos greatly support Arabic writing instruction at Madrasah Aliyah. These tools facilitate material delivery, writing practice, and rapid feedback through digital comments. Both teachers and students hold positive perceptions, as digital media enhance understanding of sentence structure, vocabulary acquisition, and motivation. Despite challenges related to devices and internet connectivity, the use of digital media has been proven to improve students’ linguistic accuracy, paragraph coherence, creativity, and self-confidence.
Implementation of Arabic Language Learning Evaluation in Madrasah Aliyah: a Qualitative Descriptive Study on Teachers’ Assessment Practices Syafei, Isop; Ruai’ah, Siti; Fauza, Naila
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to examine the implementation of Arabic language learning evaluation in Madrasah Aliyah, covering evaluation planning, the implementation of formative and summative assessments, the use of instruments assessing cognitive, affective, and psychomotor domains, the processing of assessment results, and follow-up actions such as remedial instruction, enrichment, and improvements in teaching strategies. This focus is intended to portray teachers’ actual assessment practices within the context of Arabic language learning at the Madrasah Aliyah level. The study employs a descriptive qualitative method using in-depth interviews, direct classroom evaluation observations, and document analysis, including lesson plans, assessment instruments, and student score records. Data were analyzed through the stages of reduction, data presentation, and conclusion drawing following the Miles and Huberman model. The findings indicate that teachers have implemented authentic assessments; however, the development of affective and psychomotor instruments remains insufficiently systematic. Evaluation is carried out through written tests, observations, and performance assessments of reading and speaking skills, although time constraints and large class sizes limit its effectiveness. Assessment results are processed using the e-report system, while follow-up actions include remedial programs, enrichment activities, and variations in teaching methods to enhance students’ Arabic language proficiency.
Exploration of Internal and External Factors Influencing Difficulties in Learning Arabic at Madrasah Aliyah Rohanda, Rohanda; Ghassani, Siti Shabrina Nur; Nazmi, Yasmin Nurfadhila
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

Arabic language learning at Madrasah Aliyah continues to face serious challenges, characterized by students’ limited vocabulary mastery, low speaking fluency, and difficulties in comprehending texts. These challenges are influenced not only by individual learner factors but also by diverse learning environment conditions. This study aims to comprehensively explore the interaction between internal factors, including motivation, basic linguistic competence, learning strategies, psychological conditions, and cognitive abilities, and external factors such as teacher competence, teaching methods, availability of learning media, family support, facilities, and curriculum policies. Using a descriptive qualitative approach, data were collected through classroom observations, in-depth interviews with students and teachers, and analysis of instructional documents. The findings indicate that internal factors often serve as the initial trigger of learning difficulties, yet the quality of the learning environment determines whether these difficulties improve or develop into chronic obstacles. Monotonous teaching methods, less contextual learning materials, and limited opportunities for practice were found to reinforce the negative impact of internal factors. Conversely, appropriate external interventions, such as varied teaching methods, audio-visual media, and strong support from both family and school, can significantly enhance students’ motivation and skills. These findings affirm that difficulties in learning Arabic are multidimensional and interrelated, requiring effective interventions that integrate the strengthening of students’ internal strategies with systemic improvements in external aspects. This study provides a conceptual foundation for developing more adaptive instructional models and policies to improve the quality of Arabic language education at Madrasah Aliyah.
Analysis of the Implementation of Active, Creative, and Collaborative Learning Models in Arabic Language Instruction at Madrasah Aliyah: Teachers’ and Students’ Perspectives Nafiatin, Alma Ilmi; Pitriyani, Wini
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to examine the implementation of active, creative, and collaborative learning models in Arabic language instruction at Madrasah Aliyah from the perspectives of teachers and students. It also seeks to identify the supporting and inhibiting factors in applying these learning models, as well as the alignment between the instructional strategies planned by teachers and the learning experiences perceived by students within the active, creative, and collaborative framework. This research employs a descriptive qualitative approach to provide an in-depth depiction of how the active, creative, and collaborative learning models are applied in Arabic language teaching at Madrasah Aliyah. Data were collected through interviews, classroom observations, and documentation, supported by secondary sources such as lesson plans and relevant literature. The data were analyzed using an interactive model through the stages of data reduction, data display, and conclusion drawing. The findings present a comprehensive overview of teacher strategies, student responses, and classroom dynamics. The study reveals that active, creative, and collaborative learning at Madrasah Aliyah is implemented through discussions, dialogues, varied media, and group work. Teachers play a crucial role in creating engaging and adaptive learning environments, while students generally respond positively despite differing levels of ability. Supporting factors include teacher competence and student motivation, whereas the barriers involve limited time, inadequate facilities, and classroom dynamics. Teacher flexibility emerges as the key to ensuring effective learning implementation.
Social, Emotional, and Spiritual Behavior of Madrasah Aliyah Adolescents: a Qualitative Analysis of Student Characteristics Fellia, Annida Fitri; Ediat, Ediat; Sholihah, Tria Maratus; Rois, M. Jahdan
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to identify: the forms of social behavior demonstrated by Madrasah Aliyah adolescents in their interactions within and outside the school environment; the level of emotional intelligence reflected in how they manage feelings, cope with pressure, and build relationships with others; the spiritual behavior of Madrasah Aliyah adolescents as seen in their religious practices and the moral values they uphold; and the factors influencing the development of their social, emotional, and spiritual behavior, viewed from both individual and environmental characteristics. This study employs a descriptive qualitative approach to understand the social, emotional, and spiritual behavior of Madrasah Aliyah adolescents through interviews, observations, and documentation. Primary data were collected from students as well as counseling and Islamic education teachers, while secondary data were obtained from school documents and relevant literature. Data were analyzed using the Miles and Huberman model, data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation to maintain accuracy and credibility. The findings indicate that the social, emotional, and spiritual behavior of Madrasah Aliyah adolescents is influenced by their religious environment, family background, peer groups, and digital media. At school, they tend to display prosocial behavior, cooperation, and deliberation, while outside school they are more selective in choosing peer groups. Their emotional development is reflected in their growing self-awareness and self-regulation, although some still avoid confrontation. Their spiritual values play a significant role in emotional regulation and identity formation, although the consistency of their religious practices varies between school and home.
Challenges in Developing Arabic Language Competence Among Madrasah Aliyah Students: Educator and Graduate Perspectives Fahrunnisa, Amalia; Rahmatika, Gita; Imam, Imam
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to identify educators’ views on the level of Arabic language competence among Madrasah Aliyah students, the main challenges faced by teachers in developing Arabic proficiency within the madrasah environment, graduates’ perceptions of the relevance and effectiveness of the Arabic learning they received, and the strategies that can be developed to address these challenges based on the perspectives of both educators and alumni. This research employs a descriptive qualitative approach to understand the challenges of developing Arabic language competence in Madrasah Aliyah from the viewpoints of teachers and graduates. Primary data were obtained from teachers and alumni through in-depth interviews, classroom observations, and documentation, while secondary data were derived from institutional documents and relevant literature. Data were analyzed using the Miles and Huberman interactive model, data reduction, data display, and conclusion drawing, allowing the findings to provide a comprehensive picture of the realities of Arabic language learning in the madrasah context. The results indicate that students’ Arabic competence, particularly in productive skills, remains low due to traditional teaching methods, limited facilities, and a lack of supportive language environments. Teachers face challenges such as low student motivation, disparities in students’ foundational abilities, and limited opportunities for professional development. Graduates perceive the Arabic learning they received as insufficiently aligned with current curricular and real-world demands. Improvement strategies point toward the adoption of communicative approaches, the integration of TPACK-based technology, and reforms in curriculum and learning materials.

Page 192 of 192 | Total Record : 1918

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