Idārah Ta’līm Al-Lughah Al-‘Arabiyyah fi Al-Ma’had Al-Islamiyyah fi Dhou’ Nadzoriyyah Sears (Sears Theory)

Abstract

Rasyidiyah Khalidiyah Islamic Boarding School is an Islamic boarding school in South Kalimantan. It is famous for Kitab Kuning (The Classical Books) and it focuses on function of language as system, which means that Arabic is an instrument to understand the classical books/kitab kuning. This Islamic boarding school has been synchronized with Public Islamic High School standard today. The purpose of this study is to know the planning, organizing, directing, coordinating, and monitoring of learning Arabic language based on Sears’s theory in Rasyidiyah Khalidiyah Islamic High School for women in Amuntai, South Kalimantan, Indonesia. This study is classified as case study which becomes part of qualitative research. The management of Arabic learning in Rasyidiyah Khalidiyah Islamic Boarding School covers: (1)Planning includes; (a) schools use short-term planning (b) lesson plan/RPP and syllabus which refer to School- Based Curriculum (KTSP). (2) Organization includes; (a) preliminary activities, (b) core activities, and (c) final activities. The core activities include; exploration, elaboration and confirmation (b) only some teachers use methods and media in learning. (3) Directing includes; (a) the principal gives directions to the teachers (b) the teachers give directions to the students by motivating them to learn Arabic. (4) Coordinating includes; internal coordination (5) Controling includes evaluation of student learning outcomes and evaluation of Arabic learning process.

Implementasi Materi Mahârah Al-Kalâm Dalam Transformasi Kurikulum Bahasa Arab Perspektif Actfl Pada Pondok Pesantren Salaf

“…Penelitian Kurniawati menyebutkan salah satu ponpes yang ditelitinya mendukung bahasa Arab sebagai bahasa komunikasi, sehingga dilakukanlah manajemen dengan perencanaan, organisasi, pelaksanaan dan evaluasi terhadap kurikulum dengan materi ajar semua menggunakan kitab kuning dan kitab modern berbahasa Arab, serta semua proses pelaksanaan pembelajaran menggunakan materi pelajaran agama dengan bahasa pengantar pembelajaran yang menggunakan bahasa Arab (Kurniawati, 2016) (Moleong, 2007). Implementasi Materi maha> rah al-kala> m pada ponpes ini mengikuti 4 tahap manajemen kurikulum yaitu: perencanaan, organisasi, pelaksanaan, dan evaluasi (Hasanah & Deviana, 2020;Nasbi, 2017) Maha> rah al-kala> m dengan intensif diajarkan pada materi muha> datsah. Tujuan pembelajaran muha> datsah pada Ponpes Raudlatul Ulum Pati secara umum yaitu: (1) membiasakan berbicara dengan menggunakan bahasa Arab; (2) memahami dan mampu menerjemahkan percakapan lawan bicara; (3) menyukai bahasa Arab.…”