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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 2,033 Documents
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The Use of Role-Play and Guided Discussion Techniques as Speaking Strategies in Arabic Language Learning at Madrasah Aliyah Faisal Abdullah; Tantri Hasna Fauziah
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3287

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 Dadan Nugraha; Ilma Nurul Amalia; Syukron Kurniawan
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3288

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 Ade Arip Ardiansyah; Aneu Masripah; Firdan Agustiana
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3290

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 Isop Syafei; Siti Ruai’ah; Naila Fauza
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3291

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; Siti Shabrina Nur Ghassani; Yasmin Nurfadhila Nazmi
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3292

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 Alma Ilmi Nafiatin; Wini Pitriyani
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3293

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.
Challenges in Developing Arabic Language Competence Among Madrasah Aliyah Students: Educator and Graduate Perspectives Amalia Fahrunnisa; Gita Rahmatika; Imam Imam
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3295

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.
Fundamentals of Knowledge: a Philosophy of Science Perspective Muhammad Aceng Tata; Rohanda Rohanda; Abdul Kodir
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3296

Abstract

The objective of this research is to analyze the vital role of logic in philosophical studies, particularly in understanding the nature of knowledge, the structure of truth, and its function within the contexts of life and education. The method used is a qualitative method employing a library research approach and descriptive-philosophical analysis to examine literature related to epistemology and logic. The results indicate that knowledge is the product of rational human activity, categorized into empirical, rational, intuitive, and scientific types. Structurally, logic serves as a primary tool to maintain the consistency and validity of reasoning that connects the knowing subject with the known object. Furthermore, theories of truth such as correspondence, coherence, and pragmatic theories serve as essential foundations for rationally assessing truth. The implications of this study emphasize that knowledge possesses a strategic function in underpinning decision-making and shaping critical, logical, and systematic mindsets in education.
Exploring the Practice of the Integrative Approach in Arabic Language Learning at the Madrasah Aliyah Level: Teacher and Student Perspectives Salma Khaerunnisa; Bilqis Nailatuzzahra; Sania Naftali Zakiah
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3297

Abstract

This study aims to examine how the integrative approach is implemented in Arabic language learning at the Madrasah Aliyah level and to explore teachers’ and students’ perceptions of its effectiveness. In addition, the study seeks to identify the supporting and inhibiting factors in its implementation and to analyze the extent to which the integrative approach can enhance students’ overall language skills. This research employs a descriptive qualitative method, with primary data obtained from interviews and observations, and secondary data sourced from instructional documents. Data collection techniques include in-depth interviews, direct classroom observations, and documentation analysis. Data were analyzed through data reduction, data display, and inductive conclusion drawing to produce a comprehensive understanding of the implementation of the integrative approach in the field. The findings indicate that the application of the integrative approach has had a positive impact on increasing students’ motivation and language proficiency, although its implementation is not yet consistent across all classes. Both teachers and students express positive perceptions; however, limited time, insufficient facilities, and differences in students’ abilities remain major challenges. Overall, the integrative approach holds significant potential to strengthen Arabic language learning, provided it is supported by adequate planning and resources.
Analysis of Arabic Language Learning Strategies Based on Learner Characteristics in Madrasah Aliyah: a Descriptive Qualitative Study Sanniya Tus Salwa; Silva Fazriatus Sopiah; Wildan Firdaus
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/gdcs.v62i.3298

Abstract

This study aims to identify the characteristics of Madrasah Aliyah students as the foundation for designing effective Arabic language learning strategies. In addition, the study analyzes the strategies employed by teachers, describes their implementation in classroom activities, and reveals the supporting and inhibiting factors. The findings are expected to contribute to the development of more adaptive Arabic language instruction that aligns with learners’ needs. This research employs a descriptive qualitative approach to gain an in-depth understanding of the implementation of Arabic language learning strategies based on learner characteristics in Madrasah Aliyah. Data were collected through observation, interviews, and documentation, with primary data obtained from teachers, students, and instructional documents, and secondary data from syllabi, lesson plans, and relevant literature. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing, resulting in comprehensive and credible findings. The results indicate that Madrasah Aliyah students possess diverse prior knowledge, learning styles, and levels of motivation, requiring teachers to adjust their Arabic language learning strategies accordingly. Teachers employed communicative approaches, differentiated instruction, project-based learning, the grammar–translation method, and technology-supported learning. Strategy implementation was carried out through assessment-based planning, interactive teaching, and varied evaluation techniques. Supporting factors included teacher competence and adequate facilities, while challenges emerged from heterogeneous student abilities, low motivation, and limited instructional time.

Page 192 of 204 | Total Record : 2033

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