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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 2,034 Documents
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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.
The National Arabic Language Curriculum Based on Outcome-Based Education at Islamic Religious 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.3320

Abstract

This study aims to analyze the urgency of implementing Outcome-Based Education (OBE) in the development of the National Arabic Language Curriculum at Islamic Religious Higher Education Institutions, identify relevant learning outcomes for students, design a curriculum model in accordance with higher education standards, and evaluate the challenges and opportunities of its implementation within the scientific and institutional context of PTKI. A descriptive qualitative approach was employed to gain an in-depth understanding of the concept and implementation of the OBE-based National Arabic Language Curriculum in PTKI. Primary data were collected through interviews with lecturers, program managers, and students, while secondary data were obtained from curriculum documents, policies, and academic literature. Data collection techniques included interviews, observations, and document analysis. The data were analyzed interactively through reduction, presentation, and conclusion drawing, which were then linked to OBE theory and the Indonesian National Qualifications Framework (KKNI) standards. The findings indicate that implementing Outcome-Based Education (OBE) in the National Arabic Language Curriculum at PTKI is crucial since the previous curriculum was less application-oriented. OBE requires measurable, contextual learning outcomes aligned with KKNI and SN-Dikti to ensure graduates’ global competitiveness. The curriculum model should cover foundational, scientific, and applicative blocks with performance-based assessment. Despite challenges related to lecturers, facilities, and student heterogeneity, opportunities emerge through policy support, digital technology, and collaboration with national and international Islamic educational institutions.
The Essence of Science: Unraveling the Nature of Science as a System, Its Characteristics, To Ethical Dimensions and Wisdom Vina Latifah; Anneu Rosyanti Suryana
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.3321

Abstract

The aim of this research is to explore in depth the essence of science through five main pillars: science as a structured system of knowledge, the characteristics of science, the functional goals of science, the distinction between knowledge and wisdom, and the integration of ethical dimensions in scientific development. The research method employed is qualitative-descriptive with a library research approach. Data were collected through documentation techniques of primary and secondary literature, which were then critically analyzed to construct a conceptual synthesis regarding the epistemological and axiological foundations of science. The research results indicate that science is a rational-empirical knowledge system characterized by objectivity, systematicity, and universality. Functionally, science aims to provide explanation, prediction, and control over phenomena. However, this study asserts that science is distinct from wisdom; science focuses on the realm of "know-how" (technical), while wisdom focuses on "know-why" (moral values). In conclusion, science is not value-free but must be grounded in ethical dimensions and moral responsibility to ensure that the progress of civilization remains aligned with human dignity and the public good.
The Implementation of the Reading Comprehension Method in Arabic Language Learning at Islamic Senior High Schools: Teachers’ and Students’ Perspectives Isop Syafei; Kania Herliana Kurnia; Faiza Alipvia Khoerunnisa
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.3322

Abstract

This study aims to examine the implementation of the reading comprehension method in improving Arabic language learning at Madrasah Aliyah from the perspectives of teachers and students. This research employs a descriptive qualitative approach to provide an in-depth description of how the reading comprehension method is applied in Arabic language learning at Madrasah Aliyah, based on insights from both teachers and students. Primary data were obtained through classroom observations, in-depth interviews, and documentation, while secondary data consisted of the curriculum, syllabus, lesson plans, teaching materials, and supporting literature. Data collection was carried out through observation, interviews, and documentation to obtain authentic and comprehensive information. Data were analyzed using an interactive model that includes data reduction, data display, and conclusion drawing, repeatedly conducted until valid findings were produced. The results indicate that both teachers and students perceive the reading comprehension method as highly important and effective in Arabic language learning. Teachers implement the stages of pre-reading, while-reading, and post-reading through strategies such as skimming, scanning, annotating, guided reading, and reciprocal teaching. Students reported that the method helps them learn more systematically, increases motivation, and enhances learning autonomy. Visual media also strengthens reading interest. Challenges encountered include heterogeneous student abilities, limited vocabulary, short instructional time, and the lack of varied reading texts. Despite these constraints, the method remains effective in improving text comprehension and critical thinking skills.
Logic and Language as Instruments of Scientific Thinking Nissa Media Utami; Ulayya Dhiya Ulhaq
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.3323

Abstract

Logic and language are the two primary tools that enable humans to engage in scientific thinking. In scientific activities, both serve not only as aids to understand phenomena but also play a crucial role in organizing the reasoning process to be more structured and ensuring that ideas are conveyed clearly. Without their synergy, the reasoning process becomes prone to fallacies, and the outcomes of thought become difficult to verify. This study aims to explain the crucial roles of logic and language as instruments in the process of scientific thinking, as well as to analyze how both support the formation of rational and accountable knowledge. This research employs a qualitative approach with a descriptive method. Data collection techniques were conducted through library research. This approach was selected because the research focus is conceptual-philosophical in nature, requiring in-depth interpretation of texts and a synthesis of expert thought. The results indicate that logic functions as a regulator of consistency and validity in reasoning according to established rules, while language serves as the medium for the systematic transmission of thought. The two complement each other: logic ensures that the thinking process is free from rational defects, while language ensures that such knowledge can be understood and tested publicly. Furthermore, the discussion emphasizes that scientific language possesses three primary characteristics: informative, reproductive, and antiseptic. These three aspects guarantee objectivity and clarity in scientific communication. Mastery of logic and language is a fundamental foundation of scientific thinking. They are not merely technical means but epistemological pillars that shape how humans understand reality and produce knowledge responsibly.

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