Arabic Curriculum Research Articles

The Role of ADDIE Analysis Phase in Arabic Module Design for Ugandan - Adults Muallaf (UAM)

This research investigated Arabic needs for Ugandan -Adults Muallaf (UAM ) using the first phase of ADDIE; Analyze, Design, Develop, Implement, and Evaluate in favor of developing an Elementary Arabic Learning Module (EALM) for UAM. This research marked Step (i) out of ADDIE five steps of academic module development. It was meant to explore Arabic learning needs for UAM in order to identify the major aspects of the proposed EALM development. The study used a descriptive method with a purposive UAM sample size (n=40). The valid and reliable questionnaire of 5 Likert scales was used and the total reliability coefficient of which was ( r )=.984 for 128 items. The major results showed that UAM needed Arabic language for nine major purposes including religious, social, communication, education, business, self-satisfaction, diplomatic, security, and legal purposes. The general implication of the findings confirmed that UAM Arabic weakness was a reflection of weaknesses in their Arabic curriculum. The researchers recommended to consider thise finding in the process of building EALM for UAM with samples of lessons using elementary Arabic grammar, morphology, and Common Arabic Vocabularies (CAV)”.

Implementing Digital Citizenship Elements in Middle School Arabic Language Curriculum in Saudi Arabia

Implementing Digital Citizenship Elements in Middle School Arabic Language Curriculum in Saudi Arabia

Hambatan Pembelajaran Bahasa Arab pada Jenjang SMA di Jawa Barat

Based on Government Regulation No. 4 of 2022, learning Arabic as a foreign language in high school is part of the mandate of Law No. 20 of 2003. In order to be relevant to the needs of the times, evaluation and development of the Arabic curriculum is a necessity. This study aims to identify barriers to learning Arabic in high schools so that they can be utilized by the government and related parties in developing the Arabic curriculum. This research uses a descriptive quantitative approach with the technique of distributing questionnaire instruments with a Likert scale. Respondents in this study were high school Arabic teachers in West Java. The data obtained were processed using SPPS. Based on the research, it is known that the obstacles in high school Arabic learning in West Java exist in eight factors with two classifications 1) rated significant on the factors of teaching materials (MA), teachers (G), curriculum (K), facilities (F), and teaching material sources (SB), with an average score of 2.55, 2.61, 2.71, 2.96, and 3.18; 2) rated very significant on the factors of students (S), teaching methods (MB), and government policies (KP) with an average score of 3.25, 3.29, and 3.46.

Implementation of Al-Islam Kemuhammadiyahan and Arabic Language (ISMUBA) Curriculum and Hizbul Wathon Scouting Movement Program in Character Building of Junior High School Students

The purpose of this research is to describe character values in al-Islam Kemuhammadiyahan and Arabic activities as well as the Hizbul Wathon scouting movement program at SMP 4 Muhammadiyah Medan. In qualitative research, the research approach used is phenomenology. Data were collected through observation, interview, and documentation. The results of this study mention (1) Character values in ISMUBA learning implemented at SMP Muhammadiyah 4 Medna are Honest, caring, polite in communication and daily associations, responsible, istiqomah and progress, true learners, and critical in taking ibrah. Furthermore, the character values in Hizbul Wathon scouting activities are piety to God Almighty, love of nature and human compassion, patriot and knight, obedient and like deliberation, willingness to help and steadfast, diligent, skillful and joyful, thrifty, careful and unpretentious, disciplined, brave and loyal, responsible and trusted and pure in thought, word, and deed. (2) The implementation strategy of student character building through ISMUBA learning at SMP Muhammadiyah 4 Medan begins with planning learning, then implementing learning and conducting assessments. In the learning process, exemplary methods, habituation, advice, and educational punishment are used. ISMUBA learning is carried out using image, video, and natural learning media. Activities are carried out by problem-solving. Furthermore, related to the implementation strategy of student character building through Hizbul Wathon scouting is done by providing education to students through interesting, fun, and challenging activities, by the conditions, situations, and activities of students by not eliminating the assertiveness of discipline enforcement in its implementation.

Perpaduan Kurikulum Bahasa Arab Salaf-Khalaf

Purpose- This article aims to examine the combination of the classical dan modern Arabic curriculum at the Darul Hidayah Islamic Boarding School, Pati. Design/Methodology/Approach- This article uses an educational linguistic approach and qualitative-verification with curriculum organization theory. Data sourced from the field through observation, interviews and documentation, and analyzed using the Spradley method with domain, taxonomy, componential and cultural techniques. Findings- The results of this study are the combination of the Islamic boarding school curriculum in the form of a micro that integrates the curriculum of the classical dan modern Islamic boarding school, without linking it with other educational institutions. The integrated curriculum components are system, organization, objectives, materials, methods, educators dan evaluation. However, there are several sub-components that are not integrated, but only adopted from one of the classical dan modern Islamic boarding school. In addition to micro, in terms of planning dan learning practices, this curriculum blend is also integration-interconnection. Research Limitations/Implications- The field data of this research is only sourced from the Darul Hidayah Islamic boarding school, then the literature is compared with other Islamic boarding school.

Integrating Artificial Intelligence Into Arabic Language Curriculum Evaluation

The integration of Artificial Intelligence (AI) in teaching the Arabic Language (A L), particularly in the realm of Arabic language curriculum evaluation has marked a momentous from traditional evaluation approaches. Therefore, the study aimed to highlight how to integrate artificial intelligence into Arabic language curriculum evaluation. It sought also to show how AI applications can be utilized to provide consistent and unbiased evaluation outcomes. The descriptive method was adopted, wherein the most relevant literature and related studied were reviewed. Two types of Arabic language curriculum evaluations were addressed, namely, internal and external evaluations. Findings of the study revealed that AI applications like Automatic Evaluation Systems, AI Chatting Robots, Neural Machine Translation Tools, Intelligent Virtual Environment, Affective Computing (AC) in ITSs and Intelligent Tutoring Systems (ITSs) can be utilized to make the evaluation process more flexible, interactive, collaborative, valid. recursive and free of personal preferences and impressions. Findings also showed that AI applications are easy to use by trained educators, teachers, other stakeholders and student and provide immediate evaluative feedback. These findings adduce the importance of incorporating AI tools into Arabic language curriculum evaluation.

Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah

The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.

Tashmîm Manhaj Ta’lîm al-Lughah al-‘Arabiyah fî Qism al-Mashrafiyah al-Islâmiyah fî Jâmi’ah STEBANK al-Islâmiyah

The Arabic language learning curriculum in universities in Islamic Banking Study Program of STEBANK follows the institution's curriculum. The study program formulates its curriculum in addition to being based on the KKNI formulation also based on needs and environmental analysis, then from these formulations various competency standards that must be mastered will be produced in order to reflect competence of graduates according to the curriculum, the study program imposes the burden on Arabic language learning to master certain Arabic language skills that support graduate competence. The research method used is qualitative approach. The data collection technique is documentation, while the purpose of this study is to provide an overview of the use of the Arabic curriculum in the Islamic banking study program STEBANK, tertiary institution. The Arabic language curriculum in this program is designed so that students are able to master the basic elements of Arabic and are able to master the elements of Arabic skills, namely listening, speaking, reading and writing in the fields of Muamalah and Islamic Economics.

ANALISIS PENGEMBANGAN KURIKULUM 2013 PADA PEMBELAJARAN BAHASA ARAB DI SMP PLUS NURUL HIKMAH PAMEKASAN PERSPEKTIF TEORI GEORGE A. BEAUCHAMP

This study aims to analyze the development of the Arabic curriculum with the perspective of George A. Beauchamp's theory. This research was conducted at SMP Plus Nurul Hikmah Pamekasan. The research design used is qualitative research with a literature study approach. The data are obtained by observation techniques, interviews and document studies. The primary data for this study is the Arabic curriculum used at SMP Plus Nurul Hikmah Pamekasan. The result of this study is the application of the 2013 curriculum, especially in Arabic language learning at SMP Plus Nurul Hikmah Pamekasan, it can be said that there is a compatibility with the Beaucampp curriculum model, these things can be clearly described as follows: establishing or determining an arena (scope) of the region, establishing Personnel, organizing and curriculum development procedures, implementing curriculum, organizing curriculum evaluation.

Acquiring Reading and Writing Skills among Beginner Learners of Arabic Language, An Applied Analytical Study of the First and Second Books of the University of Jordan’s Arabic Curriculum for Non-native Speakers

This applied study identifies the common mistakes among beginner learners of the non-native Arabic language in reading and writing skills. It measures the two skills in the progress of those learners according to the descriptive-analytical method. It answers the following questions: What are the types of errors in reading among non-native Arabic learners at the beginner level? What are the types of errors in writing, and their proportion among non-native Arabic learners at the beginner level? The sample of this study consisted of 50 students who studied at the beginner level at the University of Jordan before the Arab Spring. Two tests were conducted for them in reading and writing skills to obtain consistent results. The first test measured verbal reading skills, and the second test measured writing. The study analyzed patterns of writing errors among beginners of non-native Arabic language learners, revealed their frequency and percentages, and highlighted their diversity among three main sections: spelling errors, a synthetic, and a third semantic.

Shiāghatu Manhaji Qism Ta’līm al-Lughah al-‘Arabiyyah bi Jāmi’ati Batu Sangkar al-Islāmiyyah al-Hukumiyyah wa ‘Alāqatihaa bi Manhaj al-Lughah al-‘Arabiyyah fī al-Madrasah al-Mutawasithah

This research aims to describe how the approach to curriculum development of the Arabic language department at Batusankar State Islamic University, implementation of Arabic curricula in MTs / West Sumatra, relationship of the Arabic language curriculum of Batusankar State Islamic University with the achievement of the objectives of the Arabic curricula MTs / in West Sumatra. This research uses a qualitative design, with a multi-faceted approach to discuss the synchronization of the curricula of Arabic education departments with Arabic language teaching in MTs/ in West Sumatra and then obtaining this research data using documentation, observation and in-depth interview techniques. Then validate the data correctly, constraints by triangulating the data. The results showed that the curriculum of the Arabic language department at Batusankar State Islamic University is the result of "institutional union" respectively, not "structural union". The “institutional” results development model is called the grass-roots model with an academic subject approach. The Arab Curriculum Development Model for West Sumatra District Managers follows a “linear pillars” or “top-down” line of command procedure. The implementation plan for the implementation of the Arab curriculum for the Ministry of Foreign Affairs is implemented by Salbous and the Learning Implementation Plan (RPP) / preparation and implementation of a curriculum that cannot be separated. So that its maintenance is considered a unified unit. Then between the curriculum of the State Islamic University of Batusankar, the achievement of the objectives of the Arabic curricula, the MTs / middle school in West Sumatra has a relevant relationship. Keywords: approach to curriculum, curriculum of the Arabic language, The Arab Curriculum

Model of Arabic Curriculum Development in Traditional Islamic Boarding Schools: A Case Study in Pesantren Musthafawiyah Purba Baru and Dayah Mudi Mesra Samalanga

This research aims to describe the Arabic language curriculum development model that is carried out at the Musthafawiyah Islamic Boarding School, North Sumatra, and Dayah Mudi Mesra, Samalanga, Aceh. This research uses a case study approach with data collection techniques in the form of observation, interviews, and documentation. The results of the research show that the Arabic language curriculum development model at the Musthafawiyah Islamic Boarding School Purba Baru and Dayah Mudi Mesra Samalanga has undergone stages of development in planning, organizing, implementing, and evaluating. First, the Arabic language curriculum development model at the Musthafawiyah Islamic Boarding School Purba Baru and Dayah Mudi Mesra Samalanga includes the following steps: a) formulating the vision, mission, and learning objectives to be achieved; b) maximizing the needs of students, graduate user communities, and further studies; c) curriculum evaluation; and d) adaptation to current needs. Second, the Arabic curriculum model used in the Old Musthafawiyah Islamic Boarding School and Dayah Mudi Mesra Samalanga is known as a separate curriculum model. In this curriculum model, listening skills, speaking skills, writing skills, reading skills, and grammar learning are taught separately.

Pembelajaran Bahasa Arab dalam Kurikulum Dayah Jeumala Amal Pidie Jaya

This article specifically reviewed Arabic learning in the Dayah Jeumala Amal Curriculum. The review based on the Arabic Language Curriculum Model and Principle as stated by Moh. Taufiqurrahman and Muhammad Ikrom Karyodiputro in Islamic Academika published in 2019. Researchers see this concept is quite significant to see various sharp and measurable reviews of language learning, especially Arabic. Furthermore, the curriculum is reviewed by looking at the philosophical foundation, psychological foundation, sociological foundation, organizational foundation and linguistic foundation. Furthermore, this study sees the relevance, efficiency, effectiveness and worthiness of Arabic learning in this curriculum. Researchers use qualitative methods to understand various phenomena that occur in the field related to the object of study and study related documents. The research was conducted in Dayah Jeumala Amal by involving related figures and teachers, especially the curriculum drafting team and Arabic Language Teachers Institution to obtain objective data.

Development of Arabic language learning curriculum during the COVID-19 pandemic

The purpose of this study is to find out and analyze the curriculum that is suitable for Arabic language learning during the COVID-19 pandemic. This research is literature review research because the purpose of this study is to produce a design for the development of an Arabic curriculum during the Covid-19 pandemic based on the results of previous research. The results showed that there are 4 basics in the development of the Arabic language learning curriculum during the pandemic; 1) The compilation of learning objectives must be adapted to the circumstances of the learners and socialized to parents to work together to achieve these goals, 2) The content or content of the material is designed in such a way as to reach the students direct to higher level thinking skills, 3) During the learning process the teacher is required to be as creative as possible to guide the learning of the use of appropriate methods and media is very influential, 4) Evaluation is strongly recommended on a project-based basis to avoid the possibility of students cheating on each other.

تنفيذ منهج تعليم اللغة العربية في الإعداد اللغوي لدى الطلاب الجدد على المستوى العالية بمعهد الإمام ابن كثير بكنبارو رياو

This research is a qualitative study. The method used is a qualitative descriptive method. The purpose of this study is to find out how the Arabic language learning method and how to implement the Arabic language learning curriculum at the Islamic boarding school imam ibn kasir pekanbaru riau. This study used primary data sources and secondary data related to the research topic. The data collection methods used in this study are documentation and interviews. The data analysis method used in this study is descriptive qualitative. After the researchers analyzed the research related to the topic, the researcher concluded, that students experienced good language development, which can be seen in terms of language and the average score of the classes that students got. With the ILMA class, students' ability to speak Arabic can be better. Likewise, every year the students who enter the madrasa aliyah imam ibn kasir pekanbaru riau the students continue to grow. The curriculum used is the Arabic curriculum, so to add insight into the Arabic language, the curriculum is very good to be applied in every Islamic boarding school.

Monitor Model Theory as a Solution to Overcome the Problem of Mastering Arabic Grammar Among Students in Malaysia

The issue of mastery of Arabic grammar has long been discussed by researchers as well as academicians. Until now, the problem of students' Arabic grammar mastery in Malaysia has been a grievance of teachers in schools and lecturers in Institutions of Higher Learning. There are two divisions of grammatical aspects that are difficult for students which have been identified, firstly the use of al-kalimat (words) and secondly, the use of at-tarakib (sentence construction). Therefore, this paper aims to discuss the problem of Arabic grammar mastery of students in Malaysia as well as how the role of Monitor Model Theory acts as a solution to address the problem of Arabic grammar mastery based on secondary sources. It also discusses the history of the development of Arabic language, the syllabus of the Arabic language curriculum in religious secondary schools as well as the learning of Arabic grammar in the Kurikulum Standard Sekolah Menengah Syllabus and the Kemahiran Bersepadu Dini Syllabus. This paper will contribute to the knowledge of more effective teaching methods or approaches which in turn have an impact on pedagogy in the teaching of Arabic grammar to improve the students' understanding and reduce their errors in learning Arabic grammar.

The Role of the Language Environment in Improving Arabic Learning Abilities

One factor that influences and determines the success of the learning process is the environment, and the language environment is no exception. A quality language environment is significant for the success of someone learning a second language, in this case, Arabic. In this paper, the author wants to discuss the role of the language environment in improving Arabic learning skills. This research uses qualitative research. The qualitative research approach is a research and understanding process based on a methodology that investigates a social phenomenon and human problem. The results of the study show that the language environment plays an essential role in improving Arabic language skills because the language environment is designed in such a way that it is similar to the original environment so that there is an appreciation and supportive attitude towards learning Arabic from related parties so that it creates student motivation in learning Arabic. There are ten strategies to develop an Arabic learning environment, namely the formulation of a mission, strong commitment, reviewing the Arabic curriculum, determining Arabic language compulsory days, Arabic seminars, nuanced Arabic competitions, providing adequate Arabic language media, dormitory concepts with Arabic nuances, cooperation between institutions and the provision of rewards for achievers.

Diskoneksi Antara Kurikulum Bahasa Arab dan Implementasi Pembelajarannya di Madrasah Aliyah Dalam Perspektif ACTFL

There has been a disconnect between the Arabic language curriculum and the implementation of learning in Madrasah Aliyah which is one of the causes of the many failures of learning Arabic at the madrasa. This study aims to reveal some of the problems that occur in learning Arabic in the form of a disconnect between the Arabic curriculum and the implementation of learning at Madrasah Aliyah from the perspective of ACTFL. This study uses a qualitative method with a narrative approach that relies on the document analysis study of KMA 183, KMA 184 in 2019 and the ACTFL Proficiency Guide. The findings of this study indicate that there is a disconnect between the Arabic curriculum and the implementation of learning in Madrasah Aliyah from the aspect of material, assessment, allocation of learning time and supporting programs for learning Arabic at Madrasah Aliyah. This study suggests further studies related to overcoming the disconnection between the Arabic language curriculum and the implementation of learning and increasing Arabic learning in Madrasah Aliyah.

Implementasi Manajemen Kurikulum Bahasa Arab: Faktor Pendukung dan Penghambat

The success of the curriculum is determined by how the management is carried out. This study aims to collect data and information regarding the implementation of the Arabic language curriculum at SD Ummu Aiman ​​Lawang and the supporting and inhibiting factors. Curriculum management at the institution is an attraction for research because the curriculum is made independently by a team of Arabic language teachers and is supported by a supervisor appointed by the principal as the curriculum curriculum and subject teacher at the school. This study uses a qualitative method. The data sources of this research are: observation, interview, and documentation. The results of this study indicate: the implementation of Arabic language curriculum management at Umm Aiman ​​Elementary School has fulfilled the 6 main elements of curriculum management, namely: people are supervisors, curriculum team as well as Arabic teachers, large costs (money) due to online learning and offline, question and answer methods, lectures, and mubasyaroh as well as blended learning models, curriculum administration materials (PROTA, PROMES, basic competencies, materials, syllabus, RPE, RPP, and KKM), and markets. implementer of curriculum, implementer of learning and evaluation. While the supporting factors come from the school, the supervisor's message and the curriculum curriculum team, the supervisor's ability and the curriculum curriculum and the responses of students and guardians of students. While the inhibiting factors are the diagnosis of needs, the weakness of the instructional objectives, and the evaluation is not in accordance with the instructional objectives.

IMPLEMENTASI MATERI MAHÂRAH AL-KALÂM DALAM TRANSFORMASI KURIKULUM BAHASA ARAB PERSPEKTIF ACTFL PADA PONDOK PESANTREN SALAF

Most Arabic language studying at Salaf Islamic Boarding Schools leads to maharah al-qira'ah wa al-istima'. One of the salaf Islamic boarding schools, namely Raudlatul Ulum Guyangan Pati, Central Java, Indonesia, began the formulation of curriculum transformation by achieving the goals of speaking skills (maharah al-kalam). This study aimed to analyze the implementation of maharah al-kalam material of the ACTFL Perspective Arabic language curriculum at the Raudlatul Ulum Islamic Boarding School. The method uses a qualitative explanatory case study approach. The implementation of maharah al-kalam material follows four curriculum management stages: planning, organization, performance, and evaluation. The results show (1) planning: preparation of muhādaṡah materials 2JP, debates, and speeches based on: (a) vision and mission, (b) goals of maharah al-kalam, (c) developing students' talents; (2) organization: material using al-'Arabiyyah Bayna Yadaik; (3) performance: learning process uses direct, audiolingual, mixed methods supporting bī'ah, native speakers, laboratories, kitab turats; (4) evaluation using imtihān and munaqasyah.