How is an Arabic Lecturer’s Personality Competence as Expected by Students? An Analysis of Students’ Perceptions in Indonesia

This research aims to scrutinize and assess the learning dynamics within the regular Sharaf learning program conducted by the Islamic and Arabic Learning Foundation. Employing a descriptive qualitative approach, data for this study were obtained through interviews with the program director, supervisors, and administrators. Data collection involved observation, interviews, and document analysis. Data analysis followed Miles and Huberman's framework, comprising data collection, reduction, presentation, and drawing conclusions. Findings indicate that the regular Sharaf learning program features effective teaching methods, sequential curriculum delivery, adequate instructional materials, and proficient instructors. The researchers aspire that this study contributes to advancing the management of Arabic language programs and facilitates the development of comprehensive Arabic language activities for enhanced outcomes.

Section: Discussionmentioning

confidence: 76%

Evaluating the Regular Sharaf Learning Program at the Foundation of Islamic and Arabic Language Learning In Indonesia

Asbarin,

Nailil Amalia,

Mukhlishoh

2024

“…Such group activities are not only beneficial for adaptation but also make it easier for students to adjust. Additionally, small group activities can enhance collaboration and communication (Anggraini et al, 2021;Hamidah et al, 2022;Suryapermana, 2016). Learning is not just about receiving knowledge in the classroom.…”

Section: Establishing Study Groups and Student Discussionmentioning

confidence: 99%

The Challenges of Implementing the Merdeka Curriculum in Arabic Language Learning: Perspectives from Indonesian Lecturers and Students

Rohimah,

Sholikha,

Isnainiyah

2024

This research aims to identify and explain the issues or challenges faced by the Sunan Kalijogo Islamic Institute in Malang, especially the Arabic Language Education program, in implementing the Merdeka Curriculum. The focus of this research includes the learning process using the Merdeka curriculum, inhibiting factors, and solutions to overcome challenges in implementing the Merdeka curriculum in Arabic language learning. Data collection is conducted through observation, interviews, and documentation. This research is a qualitative, descriptive study, where the method used involves describing and analyzing a phenomenon by describing a number of variables related to the issues and the unit under study. The next step is to analyze qualitative data from the research results related to the challenges of Arabic language learning. Based on the research findings, it is concluded that the challenges of implementing the Merdeka curriculum in Arabic language learning at the Sunan Kalijogo Islamic Institute in Malang are divided into three aspects: institutional, student-related, and lecturer-related. The researcher also found several solutions and alternatives that can help overcome and address the challenges of implementing the Merdeka curriculum in Arabic language learning.

“…Therefore, he focuses on the teaching process that will take place and cares about the student as well. If in his activities there are some students who did not achieve the educational objective, then some other students participate in providing solutions and assisting those who did not achieve that objective (Hamidah et al, 2022).…”

Section: "The Main Goal Of Teaching Arabic Language Here Corresponds ...mentioning

confidence: 99%

Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies

Mahfuz Rizqi Mubarak,

Audina,

Muhammad

2024

The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.