THE IDEA OF MAHMUD YUNUS TO REFORM ARABIC TEACHING

Eka Srimulyani

doi:10.22373/jid.v12i1.434

Abstract

In Indonesian Islamic education, Mahmud Yunus is an educationalist who is full of idea and discourse to reform the Islamic education. Moreover, as the one who get involved in Religious department bureaucracy and other structural positions in Islamic institution, including his last career as the first rector of Imam Bonjol Islamic Institution of Padang, Mahmud Yunus has some chances to manifest his idea and discourse widely through his positions. If we try to analyze his idea on reformation in education and teaching, we can clearly see that he has put serious attention to Arabic Language and Arabic teaching. He has written many books such as Arab-Indonesia Dictionary (Qamus), Arabic Language Textbook, called Durus al-Lughah al-‘Arabiyyah, and a special book about Arabic Teaching.

Highlights

Mahmud Yunus: A Brief Biographical SketchMahmud Yunus was born on February 10, 1899 at Sungayang batu Sangkar, West Sumatra; a religiously-oriented community
In Indonesian Islamic education, Mahmud Yunus is an educationalist who is full of idea and discourse to reform the Islamic education
As the one who get involved in Religious department bureaucracy and other structural positions in Islamic institution, including his last career as the first rector of Imam Bonjol Islamic Institution of Padang, Mahmud Yunus has some chances to manifest his idea and discourse widely through his positions

Summary

INTRODUCTION

Mahmud Yunus was born on February 10, 1899 at Sungayang batu Sangkar, West Sumatra; a religiously-oriented community. Yunus came with his new ideas of teaching Arabic which had transformed in many ways Did he propagate his ideas, he wrote some books on learning and teaching Arabic, such as: Durus al-Lugha al ‘Arabiyya (1927), Al-Muhadatha al-Arabiyya (1955), Al-Mukhtarat al-Arabiyya wa al-Mahfuzat (1971), Qamus Arabi Indunisi (1981), dan Metodik Khusus Pengajaran Bahasa Arab (1982). Arabic is divided into different sub-subjects such as qawaid (grammar), muhadatha (conversation), qira’a (reading), and so forth Each of these has a particular textbook, time schedule, and curriculum planning to help with its inculcation.19Nazariyya al-wihda is the opposite to nazariyya al-furu’. Conversation or reading for instance are taught at the same time and using the same textbooks In his view on teaching Arabic, Yunus stressed on nazariyya al-wihda, for the beginners (al-mubtadi’in). Yunus suggested that Arabic should be viewed as a communicative language, usurping the traditional view that Arabic was merely a language of religious significance.

Method and Materials

CONCLUSION