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Kitaba : Journal of Interdisciplinary Arabic Learning
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : -     EISSN : 29876419     DOI : https://doi.org/10.18860/kitaba
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
KITABA is an open access journal that publishes peer-reviewed articles on Interdisciplinary Arabic Learning. KITABA: Journal of Interdisciplinary Arabic Learning is a scholarly journal that focuses on Arabic learning with an interdisciplinary approach. The journal covers various topics related to the integration of different disciplines and expertise in Arabic learning, such as linguistics, literature, technology, history, and culture. The journal may discuss teaching and learning strategies that use an interdisciplinary approach, as well as empirical research on the effectiveness of interdisciplinary Arabic learning. In addition, the journal may present case studies on the experience of teaching and learning Arabic in various educational contexts and levels, as well as the application of technology and media in interdisciplinary Arabic learning. The scope of this journal, in more detail, includes: Arabic learning in general Arabic learning strategies The use of technology in Arabic learning Linguistic studies in Arabic learning Literary studies in Arabic learning Historical and cultural studies in Arabic learning Evaluation and development of Arabic learning curriculum Development of teaching materials and Arabic learning media Implementation of Arabic learning at various levels of education and institutions Models of Arabic Education program management. Development of Arabic proficiency. The Journal of Interdisciplinary Arabic Language Learning aims to provide scholarly articles related to Arabic language learning that can provide a more holistic and comprehensive understanding of Arabic language and culture. The journal also seeks to improve the quality of Arabic language teaching and learning by integrating different disciplines and expertise. This journal can be used as a reference for practitioners and researchers in the field of Arabic language teaching and learning, as well as academics interested in the integration of different disciplines and expertise in Arabic language learning. By reading this journal, readers are expected to gain a broader insight into interdisciplinary Arabic language learning and be able to apply interdisciplinary strategies and approaches to Arabic language teaching and learning more effectively.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 62 Documents
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Hybrid Curriculum Model in a State Madrasah: A Case Study of Centralized and Decentralized Practices at MTsN 1 Malang Habib, Ikhwanul; Kabalmay, Taqiyuddin
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.41956

Abstract

Curriculum models play a crucial role in determining the quality and direction of education. However, the implementation of centralized and decentralized curricula often presents challenges in balancing national standards with local needs. This study aims to analyze the application of a hybrid curriculum model at MTsN 1 Malang City, an Indonesian state madrasah that integrates both centralization and decentralization mechanisms. Using a qualitative descriptive approach, data were collected through semi-structured interviews with three key informants (the madrasah head, vice principal for curriculum, and a senior teacher), participatory observations of curriculum practices, and document analysis of curriculum guidelines and lesson plans. The findings reveal that centralization is realized through compliance with national standards set by the Ministry of Religious Affairs and the Ministry of Education, Culture, Research, and Technology, ensuring uniformity in core subjects, learning outcomes, and assessment frameworks. Decentralization is manifested through locally initiated innovations, including the establishment of Ma'had Al-Madany (a student dormitory program), the development of special class programs (Bilingual, Tahfidz, and Olympic classes), and the initiation of Project-Based Learning, all of which accommodate students' interests, talents, and contextual needs. Teachers play a dual role in this hybrid model: as implementers of centralized policies and as innovators within decentralized spaces. The novelty of this study lies in its detailed empirical illustration of how a hybrid curriculum model operates in a madrasah context by systematically mapping the interaction between dual ministerial regulations and locally driven innovations. Unlike previous studies that tend to discuss curriculum centralization and decentralization separately, this research demonstrates a practical framework for harmonizing national policies with contextual educational creativity in Islamic secondary education. The study concludes that the hybrid curriculum model at MTsN 1 Malang represents a strategic approach to improving madrasah education quality through balanced integration of central regulation and local innovation, with implications for curriculum policy, school leadership, and teacher professional development.
Improving the Accuracy of Independent Pronouns (Ḍamīr Munfaṣil) in Present Tense Verbs (Fi'l Muḍāri') Using Group Investigation (GI) Strategy in Arabic Writing Class Milah, Siti Rifatul; Sumiati, Sumiati; Subhan, Subhan; Ubaidillah, Ubaidillah
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.42450

Abstract

This study aims to determine the effectiveness of the Group Investigation (GI) strategy in improving students' Arabic writing skills (mahārah al-kitābah), specifically the accuracy of using independent pronouns (ḍamīr munfaṣil) with present tense verbs (fi'l muḍāri') at MAN 2 Pandeglang. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral model, conducted in two cycles. The subjects were 31 students of class X-1. Data were collected through observation, written tests, and documentation. Quantitative data were analyzed using mean scores and classical mastery percentages, while qualitative data were analyzed through descriptive narratives of the learning process. The results showed that the use of the GI strategy significantly improved students' writing skills. The average class score increased from 59.35 in the pre-cycle stage to 71.74 in the first cycle, and further to 78.58 in the second cycle. Classical learning mastery increased from 19.35% to 54.84%, and then reached 90.32% in the second cycle, exceeding the Minimum Mastery Criterion (75) and the research performance indicator (80%). Student learning activity also increased from 77.02% (good category) in the first cycle to 91.94% (very good category) in the second cycle. The improvement was attributed to the integration of cooperative learning principles (positive interdependence, face-to-face interaction, individual accountability) and refinements made in the second cycle (smaller groups of three students, increased teacher guidance, more complex writing tasks). This study concludes that the Group Investigation strategy is effective in improving the accuracy of ḍamīr munfaṣil with fi'l muḍāri' in Arabic writing skills, bridging the gap between theoretical mastery and practical application through active, collaborative, student-centered learning.

Page 7 of 7 | Total Record : 62

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