Implementation of the Contextual Teaching and Learning Model in the Al-Liqo Al-Usbuiyyah Program: Case Study in Higher Education in Indonesia

Nazhimah, Salma; Faqihulhikam Mohammad,

doi:10.23971/jallt.v1i1.131

Cited by 2 publications

(2 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It can be confusing when students speak despite knowing the vocabulary. Contextual learning can reduce verbatim learning and provide a more comprehensive understanding (Franscy et al, 2019;Hakim & Kamal, 2018;Nazhimah & Mohammad, 2023;Suryawati & Osman, 2017). Contextual approaches connect material with real life, encouraging students to apply it daily (Haerazi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia

Hamidah,

Rahmah,

Hasanah

et al. 2024

AlTarib

View full text Add to dashboard Cite

This study aims to describe the development of contextual-based supplementary Nahwu teaching materials in five pesantren in Central Kalimantan using the Matan al-Ajrumiyyah text. The research uses a descriptive qualitative and quantitative EDDIE model approach. The subjects are seven ustadz. Data were collected through observation, interviews, documentation, and questionnaires. Experts validated the teaching materials. Qualitative data were analyzed using Miles and Huberman's method, involving data reduction, display, and conclusion drawing. Quantitative data from questionnaires were analyzed using the mean formula. The analysis revealed a need to shift from traditional to contextual-based learning, leading to the development of supplementary Nahwu teaching materials. The design phase identified the learning experiences and specific skills needed by the students. The designed materials included introductions (apperception), examples, explanations, exercises, conclusions, and reflections. The development phase involved creating supplementary materials to achieve the learning objectives, along with determining strategies, methods, and media. Expert validation showed an average validity score of 3.71, with a validity rate of 92.75%, categorizing it as very valid and usable without revision. Theoretical implications suggest that contextual-based Nahwu learning helps learners understand Nahwu and apply Arabic communication. Educational institutions teaching Nahwu can implement contextual-based learning to facilitate students' application of Nahwu.

show abstract

Section: Introductionmentioning

confidence: 99%

Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia

Hamidah,

Rahmah,

Hasanah

et al. 2024

AlTarib

View full text Add to dashboard Cite

show abstract

“…Moreover, in Indonesia, Arabic is still a complex subject for students. (Djais, 2020;Adam & Fitriani, 2023;Falah, 2017;Habibah, 2016;Nazhimah & Faqihulhikam, 2023;Islam, 2015). Therefore, the demand for Arabic teachers to become Driving Teachers is mandatory.…”

Section: Introductionmentioning

confidence: 99%

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Hamidah,

Wahdah,

Mubarak

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

View full text Add to dashboard Cite

To realize the driving of teachers as planned by the government, it cannot be separated from various forms of professional competence that must be mastered as teachers’ identity. However, the identity, which is the qualification standard, is not evenly shared by Arabic language teachers, especially in several districts in the Kalimantan region. Therefore, this research aims to describe the identity of Arabic teachers as driving teacher resources in Arabic language learning to become driving teacher figures in the Kalimantan Region. This research uses a mixed method, combining qualitative and quantitative methods using a concurrent triangulation design. The research results show that the identity of Arabic teachers in Central Kalimantan is formed from their experiences so far, which require them to do more even though some do not have a non-Arabic language educational background. The emotional aspect of Arabic teachers who teach the Arabic language used in the Al-Quran and hadith fosters the teacher's enthusiasm to become a motivator, inspiration, and facilitator who always looks for solutions to problems in learning Arabic. Even though the teachers are located in the regions, this does not reduce the teachers' identity as teachers with pedagogical, social, personal, and professional competencies. Individuals who play the role of teachers always learn continuously throughout life and have the moral, emotional, and spiritual maturity to behave according to a code of ethics: planning, implementing, reflecting, and evaluating learning. This research recommends exploring the identity of Arabic teachers not only at the regional level but also at the national level.

show abstract

Implementation of the Contextual Teaching and Learning Model in the Al-Liqo Al-Usbuiyyah Program: Case Study in Higher Education in Indonesia

Cited by 2 publications

References 17 publications

Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia

Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Contact Info

Product

Resources

About