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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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Alignment of the Arabic Language Curriculum in Madrasah Aliyah with 21st Century Competency Needs: A Qualitative Study on Graduate Profiles Fajar Nugraha; Ima ‘Ismatul Hasanah; Rizki 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.3309

Abstract

This study aims to examine the extent to which the Arabic language curriculum in Madrasah Aliyah incorporates 21st-century competencies, how its implementation in learning supports the formation of 21st-century graduate profiles, teachers’ and students’ perceptions of the curriculum’s relevance to 21st-century competency needs, and the factors influencing the alignment (or misalignment) of the curriculum with the demands of 21st-century graduate profiles. The research employs a descriptive qualitative approach, with primary data collected from teachers, students, and curriculum coordinators, and secondary data sourced from curriculum documents. Data were gathered through interviews, observations, and documentation. Analysis was conducted using the Miles and Huberman model through stages of data reduction, presentation, and conclusion drawing to provide a valid and comprehensive depiction of the alignment of the Madrasah Aliyah Arabic curriculum with 21st-century competencies. The findings indicate that the Arabic curriculum at Madrasah Aliyah directs learning toward 21st-century competencies; however, its implementation is not yet optimal. Communication competency is the most developed, followed by collaboration through group work. Critical thinking is present implicitly, while creativity is the weakest due to its absence in explicit curriculum objectives. Teachers’ and students’ perceptions acknowledge the curriculum’s relevance, but its implementation is influenced by teacher competency, facilities, teaching strategies, school culture, technology readiness, material relevance, and managerial support, all of which determine the curriculum’s alignment with 21st-century graduate profiles.
Implementation of the Communicative Approach in Arabic Language Learning at Madrasah Aliyah: A Descriptive Qualitative Study Amanah Rahmawati; Kamalia Nurhikmah; Muhammad Arief 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.3310

Abstract

This study aims to describe the implementation of the communicative approach in Arabic language learning at Madrasah Aliyah. Specifically, the study seeks to examine how teachers apply the communicative approach in teaching and learning activities, analyze the strategies and methods used, assess students’ responses and engagement, identify supporting and inhibiting factors, and evaluate the effectiveness of the approach in improving students’ Arabic language skills. The research employs a qualitative descriptive method, focusing on an in-depth understanding of the learning process within the madrasah environment. Primary data were collected through observations, in-depth interviews, and documentation of Arabic teachers and students, while secondary data were obtained from documents such as lesson plans, syllabi, textbooks, and supporting literature. Data analysis was conducted through reduction, presentation, and conclusion drawing, validated using source and technique triangulation. The findings reveal that the implementation of the communicative approach in Madrasah Aliyah has been carried out by some teachers, but it is not yet optimal. Teachers understand the importance of communication skills in Arabic language learning but often still rely on conventional methods such as lecturing and text translation. Nevertheless, some teachers have attempted to apply communicative principles through activities such as role play, discussions, open Q&A sessions, and the use of audiovisual media. These strategies enhance student participation and motivation, particularly in speaking skills. Supporting factors include madrasah support, teacher enthusiasm, and student eagerness. Inhibiting factors involve limited time, lack of teacher training, and inadequate learning facilities. Overall, the communicative approach has proven capable of creating a more active, interactive, and contextual learning environment, and it has the potential to improve students’ communicative competence if supported by relevant learning systems and policies.
The Institutional Arabic Language Curriculum Based on Outcome-Based Education in Islamic Higher Education Institutions Isop Syafei
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.3312

Abstract

This study aims to analyze the urgency of implementing Outcome-Based Education (OBE) in the development of the institutional Arabic language curriculum at Islamic Higher Education Institutions (PTKI), identify relevant learning outcomes for students, design a curriculum model in accordance with higher education standards and OBE principles, and evaluate the challenges and opportunities of its implementation within PTKI’s scientific and institutional context. A descriptive qualitative approach was employed to analyze the OBE-based institutional Arabic language curriculum at PTKI. Primary data were obtained through interviews and observations, while secondary data were derived from documents and literature. Miles and Huberman’s interactive analysis model was applied with source triangulation, producing a valid, applicable curriculum model aligned with higher education standards. The findings indicate that the implementation of OBE in the Arabic language curriculum at PTKI is urgent, as the current curriculum remains normative, lacks applicability, and is not measurable. Students require communicative, academic, professional, and Islamic-oriented competencies to strengthen global competitiveness. An ideal OBE-based curriculum should integrate institutional vision, specific outcomes, competency-based structure, and authentic evaluation. Despite challenges such as limited lecturer competence, facilities, and paradigm resistance, opportunities emerge through national regulations, digitalization, global demand, and international collaboration.
Exploring Layers of Meaning in the Poem “Kepada Noor” by Moch. Syarip Hidayat: A Semantic Study Muhammad Darda Diyaulhaq; Rohanda Rohanda; Dedi Supriadi
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.3313

Abstract

This study aims to examine the layers of meaning in the poem “Kepada Noor” by Moch. Syarip Hidayat through a semantic perspective. Specifically, this research seeks to address how lexica/denotativel, connotative, and metaphorical meanings are constructed within the linguistic structure of the poem to understand the poet's linguistic strategies in expressing his inner experiences. The method employed in this research is descriptive qualitative. The approach utilized is semantic analysis, which scrutinizes linguistic units ranging from words and phrases to sentences. The analysis is conducted by identifying lexical and grammatical meanings as a foundation, which is then expanded to the analysis of connotative meanings, conceptual metaphors, and semantic coherence between stanzas to uncover deeper figurative meanings. The results conclude that the poem “Kepada Noor”: constructs meaning through the utilization of simple diction laden with natural symbolism, such as the metaphors of birds and nests, as well as the personification of the concept of longing. The research finds that the meaning within this poem is a conceptualization of emotional and spiritual experiences, where the repetition of sounds and words serves to reinforce the intensity of longing. Thus, the semantic approach proves effective in revealing the psychological and aesthetic dimensions of meaning hidden behind the structural text of this poem.
The Role of Saint Augustine, Thomas Aquinas, and Ibn Khaldun in the Philosophy of History Budi Sujati; Ajid Thohir; Dedi Supriadi; Agus Permana
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.3314

Abstract

The philosophy of history is a branch of philosophy that attempts to understand and explain the course of human history through various theoretical approaches. In this context, Saint Augustine, Thomas Aquinas, and Ibn Khaldun played a very important role in shaping the historical thought that has developed to this day. Saint Augustine, with his main work De Civitate Dei, introduced the view of history as a journey towards the kingdom of God, linking theological beliefs with worldly developments. Thomas Aquinas, with his rational and theological approach, developed a theory of history that sought to harmonize Christian teachings with Greek philosophical thought, particularly Aristotle, and explained the role of reason in understanding human history. On the other hand, Ibn Khaldun, as a Muslim thinker, made a major contribution with his theory of historical science in the Muqaddimah, where he viewed history as a dynamic process influenced by social, economic, and cultural factors, and developed the concept of asabiyyah, which explains the relationship between group solidarity and changes in society. These three figures, although from different backgrounds, present a rich and profound view of the dynamics of human history, which informs various perspectives on the roles of religion, reason, and social factors in historical development.
Outcome-Based Education Curriculum for Arabic Instruction in Islamic Higher Education Institutions Isop Syafei
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.3315

Abstract

This study aims to analyze the integration of the concepts and principles of Outcome-Based Education (OBE) into the Arabic instructional curriculum, formulate and implement learning outcomes, examine the applied teaching and assessment strategies, and evaluate the effectiveness of OBE curriculum implementation in enhancing Arabic language competencies of students in Islamic higher education institutions. This research employs a descriptive qualitative approach to understand the OBE-based Arabic instructional curriculum. Primary data were obtained from lecturers, coordinators, and students, while secondary data came from curriculum documents. Data were collected through interviews, observations, and document studies. Descriptive qualitative analysis involved data reduction, presentation, and conclusion drawing, with triangulation to ensure the validity and reliability of findings. The results indicate that integrating OBE principles into the Arabic curriculum creates a structured learning environment focused on achieving student competencies. Specific and measurable learning outcomes facilitate comprehensive evaluation and active participation through self-reflection. Interactive, collaborative, and project-based learning strategies, supported by authentic assessment, enhance communication, writing, and understanding of Arab-Islamic culture, while strengthening students’ academic competence, character, and professional readiness.
Analysis of the Quality of Arabic Language Lesson Plans in Madrasah Aliyah Based on the National Curriculum Tiwi Lestari; Ediat Ediat; Nadzifa Milata Hanifa; Iffatun Thoyyibah
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.3316

Abstract

This study aims to (1) determine the alignment of Arabic Language Lesson Plans (RPP) in Madrasah Aliyah with the standards of the current National Curriculum, (2) assess the quality of learning objectives, instructional materials, methods, and assessment components in the Arabic RPP based on National Curriculum principles, (3) analyze the factors influencing the quality of RPP development and implementation by teachers, (4) describe the implementation of the RPP in classroom learning activities, and (5) identify the challenges teachers face in developing RPPs in accordance with regulations, as well as the efforts undertaken to overcome these challenges. The research adopts a descriptive qualitative approach using interviews, observations, and documentation, followed by data analysis through the Miles and Huberman model and triangulation techniques to ensure data validity. The findings show that the conformity and overall quality of the RPPs fall into the “adequate” category, yet they are not optimal in implementing the scientific approach, integrating Higher-Order Thinking Skills (HOTS), and conducting authentic assessments. The quality of the RPPs is influenced by teachers’ understanding of the curriculum, pedagogical competence, and their ability to adapt instruction to students’ needs. Classroom implementation still relies heavily on teachers’ creativity in fostering communicative and character-oriented learning activities. Major challenges include limited training, difficulties in formulating measurable indicators, and minimal academic supervision. Efforts to address these issues are carried out through continuous professional development, MGMP (subject-teacher forum) collaboration, and institutional support aimed at improving the alignment of the RPP with National Curriculum requirements and 21st-century learning demands.
Utilization of Digital Media in Arabic Language Learning at Madrasah Aliyah: A Descriptive Qualitative Study Agnes Shofinatulhusna; Dadan Nugraha; Miftahul Hidayat; Yesa Amelia
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.3317

Abstract

This study aims to provide a comprehensive description of the utilization of various forms of digital media in Arabic language learning at Madrasah Aliyah, particularly in supporting the mastery of language skills and improving the quality of the learning process. A descriptive qualitative approach was employed, as it enables the researcher to observe phenomena in depth within their natural learning context. Data were collected through direct observation of learning activities, in-depth interviews with Arabic language teachers, students, and the madrasah principal, as well as documentation analysis of learning tools, digital materials, and institutional policies. These data were supplemented with relevant literature to strengthen the conceptual understanding. The data analysis process followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, and was validated through source and method triangulation. The findings indicate that various digital media, such as interactive PowerPoint presentations, audiovisual materials (instructional videos and animations), mobile applications for vocabulary and language exercises, Learning Management Systems (LMS), online quiz platforms, and the use of social media as a space for language practice, can enhance students’ motivation, interaction, and learning autonomy. These media not only enrich the learning experience but also provide opportunities for students to practice Arabic more flexibly and in alignment with their individual learning styles.
Teachers’ Strategies in Developing Istima’ (Listening) Skills in Arabic Language Learning at Madrasah Aliyah: A Descriptive Qualitative Study Dede Usman; Ade Arip Ardiansyah; Faiza Geovani El Fikri; Hamidatul Sa’diyah
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.3318

Abstract

This study aims to identify the strategies used by teachers to develop istima’ (listening) skills, the supporting and inhibiting factors in the development of these skills, and the efforts made by teachers to overcome obstacles in enhancing students’ istima’ abilities at Madrasah Aliyah. The research employs a descriptive qualitative approach to provide an in-depth description of teachers’ strategies in developing listening skills. Primary data were obtained through interviews, observations, and documentation, while secondary data were sourced from relevant literature and learning documents. Data collection was carried out using triangulation techniques. The analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing, to produce a comprehensive understanding of teaching practices and their supporting factors. The results reveal that the development of istima’ skills at Madrasah Aliyah is conducted through audio-based, visual-based, collaborative, and technology-assisted strategies tailored to students’ needs. The success of these strategies is influenced by adequate media, a conducive learning environment, and student motivation. However, obstacles remain, such as limited teacher competence, insufficient facilities, and students’ low vocabulary mastery. Therefore, teachers need to be creative, utilize technology, strengthen mufrodat (vocabulary), and collaborate integratively with students and the institution.
Teachers’ Strategies in Developing Kalām (Speaking) Skills of Madrasah Aliyah Students: A Descriptive Qualitative Study Rohanda Rohanda; Bintang Helmi Putra; Siti Latifah
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.3319

Abstract

This study aims to provide an in-depth description and mapping of the various strategies used by teachers in Madrasah Aliyah (MA) to develop students’ kalām (speaking) skills, as well as to analyze the pedagogical considerations underlying the selection of these strategies. The research focuses not only on the types of strategies applied but also on the rationale, classroom needs, and instructional contexts that shape teachers’ practices in teaching speaking skills. A descriptive qualitative approach was chosen because it allows the researcher to capture the natural dynamics of classroom interaction and to understand the patterns, meanings, and considerations that emerge from teachers’ and students’ experiences. Data were collected through participatory classroom observations, in-depth interviews with teachers and students, and documentation studies involving lesson plans, teacher reflection notes, and students’ task results. All data were analyzed using the interactive model of Miles, Huberman, and Saldana, which includes iterative processes of data reduction, data display, and conclusion drawing. The findings indicate that teachers apply an eclectic set of strategies grouped into three main categories: (1) Lexical and psychological preparation, involving scaffolding, key vocabulary, and model dialogues; (2) Guided practice, including pair work, simple role-plays, and structured question–answer activities; and (3) Affective–corrective strategies, such as recasting, positive feedback, and delayed correction. The selection of these strategies is based on three primary considerations: addressing students’ psychological barriers (qalaq al-lughah), overcoming limited vocabulary that inhibits speaking fluency, and adapting to large class sizes and the lack of a supportive bī’ah lughawiyah (language environment), which requires teachers to adjust their strategies to the realities of the classroom.

Page 194 of 204 | Total Record : 2033

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