Integrative Arabic Language Teaching of Integrated Islamic Elementary Schools in Solo Raya

Kurniawan, Rio; Sugiyono, Sugeng; Musthofa, Tulus

doi:10.15408/a.v8i1.20095

Cited by 3 publications

(3 citation statements)

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“…However, the presentation of religious teachings, which traditionally took place only in mosques and through religious gatherings and similar activities, is now also incorporated into the school curriculum. (Kurniawan & Mibtadin, 2022).…”

Section: Presentation Of Materialsmentioning

confidence: 99%

Curriculum Integration Constructs in Integrated Islamic Elementary School

Basri,

Abdullah

2024

tijie

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Despite the extensive documentation of educational curriculum research, there is still a lack of studies examining the constructs of integrated curriculum and its presentation by incorporating religious content into various subjects. To address this gap, this research aims to analyze the constructs of integrated curriculum in terms of curriculum content, presentation, and the supporting factors for implementation in the learning process. Data collection involves document analysis of curriculum guidelines, teacher manuals, student package books, and direct observation of learning implementation. The study's findings, based on document analysis and observation, are further reinforced through interviews with the school principal and teachers. The research reveals that the curriculum constructs at SDIT Insantama Kendari encompass the classification of material comprising elements of Islamic character formation, introduction to Islamic culture (tsaqafah), and the introduction of science and skills. These components are presented in the learning activities by integrating religious education into all subjects through team teaching, non-co-education, and a shared perception among teachers who assume the role of religious educators.

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Section: Presentation Of Materialsmentioning

confidence: 99%

Curriculum Integration Constructs in Integrated Islamic Elementary School

Basri,

Abdullah

2024

tijie

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“…This communication technology is now growing rapidly in cell phones and facsimiles and various forms, such as cell phones, e-mail, Facebook, Twitter, and so on. But along with the increasingly rapid development, communication technology is required to be able to provide many benefits to the world of education (Kurniawan et al, 2021).…”

Section: Ict-based Learning Design In Senior Highschoolmentioning

confidence: 99%

Output-based Arabic Language Learning in The Excellent Class of Islamic Junior Highschool in Tulungagung

Faruq

Nurcholis

Efendi

et al. 2023

AJAS

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People spend about 6 hours a day using a gadget, and if it is not controlled properly, their handphones can lead to negative impacts. As the answer, students today are different from learners in the past who focus more on routine activities by reading written sources. In this modern era, they have various accesses to determine the learning resources they want and need for themselves. Furthermore, optimizing ICT use is the main priority in improving Arabic learning quality. It is qualitative research. The study results show that the Arabic language teaching-learning process in the excellent class of MTsN 6 Tulungagung has been using various ICT media. Its implementation has some problems, including the lack of facilities or infrastructure and the teachers’ problem in mastering technology. This research indicates that using ICT is one step forward in the world of education.

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“…Social, belief, or whatever makes it a part of social reality (Kurniawan, Sugiyono, & Musthofa, 2021). Social reality makes language a medium of selfexpression and self-understanding (Uril Bahruddina, Muhammad Fadli Ramadhana, Halomoan Halomoanb, Diaya Uddeen Deab Mahmoud Alzitawic, 2021).…”

Section: Introductionmentioning

confidence: 99%

Social Reality-Based Arabic Language Learning in Islamic Senior High School

Nurcholis¹,

Rudisunhaji²,

Timbul³

et al. 2022

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Social reality is an interesting issue in Arabic learning in madrasas because students can connect the subject matter with the phenomenon in the community. The purpose of this study was to analyze the success of MA Sirojut Tholibin Bacem Sutojayan Blitar in implementing social reality-based Arabic learning. It is qualitative research with an exploratory approach and phenomenological analysis. This study used the theory of social reality initiated by Paul Ricoeur (in 1973). The principal of Paul Ricoeur said that human actions in social reality are symbols of language, while these symbols invite certain thoughts and interpretations. The results of this study indicated that MA Sirojut Tholibin had succeeded in implementing social reality-based Arabic learning. The students’ Arabic language competence is increasing through social reality approaches such as learning ethics, juvenile delinquency, and the influence of social media. The learning media used included news articles, newspapers, websites, and scientific articles.

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Integrative Arabic Language Teaching of Integrated Islamic Elementary Schools in Solo Raya

Cited by 3 publications

References 0 publications

Curriculum Integration Constructs in Integrated Islamic Elementary School

Curriculum Integration Constructs in Integrated Islamic Elementary School

Output-based Arabic Language Learning in The Excellent Class of Islamic Junior Highschool in Tulungagung

Social Reality-Based Arabic Language Learning in Islamic Senior High School

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