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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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Integration of Basic Competencies, Methods, and Assessment in Arabic Language Lesson Plans at Madrasah Aliyah: a Qualitative Study Ade Arip Ardiansyah; Resti Namira Wulandari; Moh Alhan Faiz Alby Anway
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.3299

Abstract

This study aims to examine the integration of basic competencies, instructional methods, and assessment components in Arabic language lesson plans (RPP) at Madrasah Aliyah. The research employs a descriptive qualitative approach to provide an in-depth description of how basic competencies, teaching methods, and assessment are integrated within Arabic language lesson plans in the Madrasah Aliyah context. Primary data were obtained through interviews, observations, and document analysis of the lesson plans, while secondary data were derived from curriculum guidelines, textbooks, policy documents, and relevant studies. Data were collected through semi-structured interviews, documentation, and limited classroom observations. The analysis followed the Miles and Huberman model, data reduction, data display, and conclusion drawing, supported by triangulation to ensure the validity of findings. The study seeks to produce a comprehensive overview of the quality of component integration within lesson plans as implemented in practice. The findings indicate that the integration of basic competencies, instructional methods, and assessments in Arabic language lesson plans at Madrasah Aliyah remains weak. Basic competencies are listed formally, yet the indicators are not measurable, resulting in limited guidance for method selection and assessment design. Teachers tend to rely on generic, teacher-centered methods, while communicative approaches are rarely implemented. Assessment emerges as the weakest component, as performance-based instruments such as speaking (kalam) and listening (istima’) tests are seldom utilized. The lack of alignment among components highlights the need for improved teacher competence, intensive training, mentoring in lesson-plan development, and strengthened supervision to ensure more effective instructional planning.
Exploring the Use of Interactive Media to Enhance Arabic Language Skills Among Islamic Senior High School Students Novy Maryani; Dadan Nugraha; Kamilah Eka; Sopandi Putri
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.3300

Abstract

Arabic language learning in Madrasah Aliyah (MA) faces significant challenges in bridging the gap between theoretical mastery and practical communicative skills. Conventional teaching methods often fail to accommodate the needs of students in the digital era, who require learning experiences that are more responsive and actively engaging. This study aims to explore and analyze the role and effectiveness of using digital interactive media in improving the four Arabic language skills (Istima’, Kalām, Qirā’ah, and Kitābah) among MA students. This research employs a qualitative–descriptive systematic literature study design, synthesizing findings from indexed scientific journals and curricular policy documents, particularly the Decree of the Minister of Religious Affairs (KMA) Number 183 of 2019. The synthesis results indicate that digital interactive media, especially gamification platforms (such as Kahoot! and Quizizz) and interactive multimedia are effective in significantly increasing students’ motivation and participation. Empirically, the implementation of interactive multimedia has been shown to enhance speaking skills (Mahārah Kalām), with reported improvements of up to 8.37% in average scores in related case studies. Further analysis confirms that the integration of digital media supports the achievement of the three mandated competency domains (Attitude, Knowledge, Skills) outlined in KMA 183. Nevertheless, the main challenges identified include infrastructure limitations and the need to improve teachers’ digital competence. The implications of these findings lead to strategic recommendations for MA institutions to strengthen infrastructure and adopt adaptive, AI-based technologies to support the transformation of Arabic language education.
Implementation of Active Listening Techniques in Arabic Language Learning at Islamic Senior High Schools: Teachers’ and Students’ Perspectives Iis Puspita Dewi; M. Akmal Anshory; Salsabila Zahro Nurul Aufa
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.3301

Abstract

This study aims to examine the implementation of active listening techniques in Arabic language learning at Islamic Senior High Schools (MA) from the teachers’ perspective; students’ experiences and perceptions of the implementation of active listening techniques; the supporting and inhibiting factors in applying active listening techniques according to both teachers and students; and the impact of these techniques on students’ comprehension of Arabic listening skills at MA. This research employs a descriptive qualitative approach to provide an in-depth depiction of the implementation of active listening techniques in Arabic language learning at MA. Primary data were obtained through observations, interviews, and direct interactions with teachers and students, while secondary data were sourced from instructional documents and relevant literature. Data collection was conducted through classroom observations, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing, to produce a comprehensive understanding of active listening practices. The findings indicate that the implementation of active listening techniques at MA is carried out through three stages using strategies such as vocabulary activation, identification of key words, clarification, reflection pauses, and paraphrasing. These techniques help students remain focused, understand audio materials progressively, and engage more confidently in discussions. However, limitations in vocabulary mastery, audio speed, facilities, and time constraints serve as inhibiting factors. Learning motivation, a communicative classroom atmosphere, and teacher readiness support successful implementation. Overall, the technique positively impacts students’ comprehension and learning motivation.
The Implementation of the Communicative Approach in Teaching Maharah Al-Kalam at Islamic Senior High Schools: Teachers’ and Students’ Perspectives Yusnaini Pulungan; Ediat Ediat; Yelfa Mulya; Ahmad Syihabuddin
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.3302

Abstract

This study aims to investigate: the implementation of the communicative approach in teaching Mahārah al-Kalām at Islamic Senior High Schools (MA) from teachers’ perspectives; the implementation of the communicative approach from students’ perspectives; the supporting and inhibiting factors influencing its application; and the effectiveness of the communicative approach in improving students’ speaking skills (Mahārah al-Kalām) in MA. This research employs a descriptive qualitative approach to provide a comprehensive depiction of how the communicative approach is applied in teaching Mahārah al-Kalām at Madrasah Aliyah from the viewpoints of both teachers and students. Data were collected through observation, interviews, and documentation, and were further supported by relevant literature. The analysis followed the Miles and Huberman model, data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation to produce an accurate representation of the effectiveness of the communicative approach in enhancing students’ speaking abilities. The findings reveal that the implementation of the communicative approach in teaching Mahārah al-Kalām at Madrasah Aliyah is moderately effective. Teachers act as facilitators by integrating activities such as ḥiwār (dialogue), role play, and group discussions, while students demonstrate increased confidence and fluency in speaking. Supporting factors include teacher competence, student enthusiasm, and the presence of a bi’ah lughawiyyah (Arabic linguistic environment), whereas inhibiting factors consist of limited vocabulary, shyness, and insufficient supporting facilities.
Quizizz as a Digital Innovation in Arabic Vocabulary Learning: Teachers’ and Students’ Perspectives Dadan Nugraha; Ghilatus Syabiha; Muhammad Fauzan Setiawan; Muhammad Ibnu Mutsni Andalusi
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.3303

Abstract

This study aims to provide an in-depth description of the Arabic language learning process at the Islamic Senior High School (MA) level by examining teachers’ instructional strategies, the use of learning materials, communicative approaches, and challenges that arise within a multilingual classroom context. The study also seeks to identify the effectiveness of the methods employed by teachers in developing students’ listening (istimā’), reading (qirā’ah), and speaking (kalām) skills, as well as to understand the supporting and inhibiting factors in the learning process, thereby serving as a foundation for developing more relevant pedagogical strategies. The research employs a qualitative method with a descriptive approach. Data were collected through classroom observations, in-depth interviews with Arabic language teachers, and document analyses of learning materials, lesson plans (RPP), and assessments used in MA. The analysis process included data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. This method was chosen to obtain a comprehensive depiction of learning practices that naturally occur within the school context. The findings indicate that teachers employ a combination of interactive lectures, drills, question-and-answer sessions, and communicative approaches to enhance students’ language skills. The primary learning materials are sourced from the Ministry of Religious Affairs’ textbooks, yet teachers supplement them with audio media, vocabulary flashcards, and videos to strengthen comprehension. The main challenges include students’ varying levels of motivation, uneven foundational abilities, and limited instructional time. Nevertheless, adaptive strategies implemented by teachers, such as vocabulary reinforcement, gradual oral practice, and the use of contextualized examples, have proven effective in significantly improving students’ participation and understanding.
The Implementation of the Process Writing Method in Teaching Arabic Writing at Islamic Senior High Schools: Teachers’ and Students’ Perspectives Nayli Shofiel ‘Uyun; Reiqi Aisya Epa; Naufal Wirafyta Ramadhan
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.3304

Abstract

This study aims to investigate how teachers plan and implement the Process Writing method in Arabic writing instruction at Islamic Senior High Schools (MA); how students respond, experience, and engage with the implementation of the Process Writing method; what supporting and inhibiting factors influence its implementation according to both teachers and students; and how effective the Process Writing method is in improving students’ Arabic writing skills based on process-oriented and outcome-based evaluations. This research employs a descriptive qualitative approach to provide a comprehensive understanding of the implementation of the Process Writing method in Arabic writing instruction as reflected in teachers’ experiences and students’ responses. Primary data were obtained through classroom observations, in-depth interviews, and direct participation, while secondary data were collected from instructional documents. Data analysis involved data reduction, data display, and conclusion drawing, validated through source and method triangulation. The findings focus on instructional practices, teachers’ strategies, students’ experiences, and challenges encountered throughout the writing process. The results show that the Process Writing method is implemented systematically through stages ranging from pre-writing to publication, supported by instructional tools, model texts, scaffolding, and constructive feedback. Students respond positively, feeling guided and creatively engaged, although they still face challenges such as limited vocabulary, lack of confidence, and issues with accuracy. Supporting factors include teacher competence, student motivation, peer review, and the availability of media, while inhibiting factors involve limited time, linguistic constraints, psychological barriers, and technical issues. Overall, the method is effective in improving students’ writing abilities and fostering positive attitudes toward Arabic writing.
Exploring Innovative Practices of Arabic Language Teachers in Developing Creative Learning at Madrasah Aliyah Rohanda Rohanda; M. Fauzan Afsar; Muhammad Syafiq Ziyad
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.3305

Abstract

This study aims to identify the forms of innovative practices implemented by Arabic language teachers in the learning process at Islamic Senior High Schools (MA); to examine the factors that encourage teachers to develop creative learning; to analyze the strategies used by teachers to integrate methods, media, and technology in creating creative learning; to explore the challenges faced by Arabic teachers in applying innovative practices; and to understand how they overcome these challenges in MA. This research employs a descriptive qualitative approach to provide an in-depth depiction of the innovative practices of Arabic language teachers in MA. Primary data were obtained through interviews, observations, and documentation, while secondary data were collected from lesson plans (RPP), modules, and school policies. Data collection techniques included observation, semi-structured interviews, and document analysis. The interactive Miles and Huberman analysis model was used, through data reduction, data display, and conclusion drawing, supported by triangulation to ensure valid and comprehensive findings. The results indicate that innovation among Arabic language teachers in MA emerges from their ability to combine interactive methods, creative media, and digital technology to create communicative and contextual learning. These innovations are driven by professional motivation, students’ learning needs, 21st-century curriculum demands, and technological developments. Challenges such as low digital literacy, limited facilities, low student motivation, and administrative workload are addressed through professional training, collaboration, the use of alternative media, and the creation of supportive learning environments. Teachers play a key role as agents of instructional change.
Analysis of Teachers’ Challenges in Implementing Arabic Language Learning Evaluation in Madrasah Aliyah and It’s Implementative Solutions Isop Syafei; Padilah Rizky Putri Rambe; Syahrul Jaki Ramadhan; Saad Abu Ramdani
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.3306

Abstract

This study aims to describe the challenges faced by teachers in planning, implementing, and following up on Arabic language learning evaluation in Madrasah Aliyah, as well as to formulate applicable solutions for schools. The research employs a descriptive qualitative approach, with primary data obtained from interviews, observations, and teachers’ assessment documents, and secondary data derived from curriculum guidelines and supporting literature. Data were collected through semi-structured interviews, classroom observations, and analysis of evaluation tools. The data were then analyzed through processes of reduction, presentation, and conclusion drawing, with triangulation used to ensure validity. The findings indicate that teachers experience difficulties in developing skill-based assessment instruments, face limitations in conducting authentic assessments, and lack systematic follow-up procedures. Contributing factors include teachers’ competencies, limited facilities, curriculum demands, and the diverse abilities of students. The study also reveals that these challenges affect the accuracy of assessment and students’ achievement of learning competencies. Applicable solutions include providing guidance in instrument development, utilizing simple media, diversifying assessment formats, and implementing structured remedial and enrichment mechanisms.
Analysis of Arabic Learning Barriers Faced by Madrasah Aliyah Students and Teachers’ Efforts in Providing Pedagogical Solutions M. Fachri Ihsan Nurbaehaqi; Ediat Ediat; R. Nasita Namia; Muhammad Asshiddieqy Puralam
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.3307

Abstract

This study aims to identify the types of barriers to learning Arabic experienced by Madrasah Aliyah students in linguistic, psychological, and learning-environment aspects; to examine the internal and external factors contributing to these barriers; to analyze the pedagogical strategies and approaches implemented by teachers to overcome the challenges; and to evaluate the effectiveness of these pedagogical solutions in improving students’ Arabic language skills and learning motivation. The research employs a descriptive qualitative approach to portray the Arabic learning barriers at Madrasah Aliyah and to analyze teachers’ pedagogical solutions in a natural and contextual manner. Data are obtained through interviews, observations, and documentation, supported by both primary and secondary sources. The analysis applies the Miles and Huberman model through interactive processes of data reduction, presentation, and conclusion drawing to ensure accurate, objective, and comprehensive findings. The results show that barriers to learning Arabic among Madrasah Aliyah students are multidimensional, covering linguistic, psychological, and environmental aspects, and are influenced by both internal and external factors. Difficulties in phonology, vocabulary, and grammar are exacerbated by anxiety, low motivation, and limited language exposure. The learning environment and teaching methods also tend to be less supportive. Teachers apply linguistic, affective, communicative, and managerial strategies to reduce these barriers and gradually enhance students’ language acquisition.
Exploring the Characteristics of Psychological Development of Madrasah Aliyah Students from the Perspective of Islamic Education Eka Putri Rahayu; Rayhan Alfauzan; Sandrina Muchtar
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.3308

Abstract

This study aims to describe the characteristics of psychological development among Madrasah Aliyah students, covering cognitive, emotional, and social aspects from the perspective of Islamic education. In addition, the study examines the factors influencing these developmental processes and analyzes the role of Islamic educational values in guiding the formation of students’ ways of thinking, emotional regulation, and social interaction skills in an integrated and continuous manner. The research employs a descriptive qualitative approach, with data collected through observations, in-depth interviews, and documentation. Primary data were obtained from students, teachers, homeroom advisors, and counselors, while secondary data were sourced from instructional documents and madrasah archives. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawing using an interactive model to produce a comprehensive understanding of the psychological development phenomena. The findings indicate that students’ psychological development progresses in a complex manner and is influenced by learning stimulation, emotional dynamics, social relationships, and spiritual guidance. Students begin to develop abstract thinking skills but still require supervision. Emotionally, they face identity exploration, while socially they seek group acceptance. Islamic educational values play a significant role in guiding these developments, enabling the madrasah to shape students’ character in a holistic way.

Page 193 of 204 | Total Record : 2033

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