JALIE: Journal of Applied Linguistics and Islamic Education

LINGUISTIC LANDSCAPE OF PESANTREN MODERN AL-AMANAH JUNWANGI: ITS ROLE IN ARABIC ACQUISITION

Muhammad Alfa Choirul Murtadho — 2025-09-30

The study of the Linguistic Landscape has increasingly garnered attention within the field of sociolinguistics, providing valuable insights into the manifestation and function of language in public spaces. Its significance lies in its capacity to illuminate dynamic shifts in language use within specific social contexts, as well as its impact on language acquisition processes. This article delves into the types and functions of the Linguistic Landscape within pesantren environments, where language practices reflect an integrated Islamic educational and religious setting that actively facilitates students’ language learning. Employing a qualitative research methodology, this study was conducted at Pesantren Modern Al-Amanah Junwangi. Data were collected through observations, interviews, and documentation, followed by systematic analysis and synthesis. The findings reveal a linguistically diverse landscape characterized by monolingual, bilingual, and multilingual expressions, alongside varying degrees of permanency, encompassing both stable and ephemeral linguistic elements. Beyond their informational and symbolic roles, such as place names, public signage, and instructional media, the elements of the Linguistic Landscape substantially contribute to students’ language acquisition. Continuous exposure to written texts, informative signs, and verbal interactions within the pesantren environment promotes effective absorption, comprehension, and internalization of language in both academic and social domains.

TRANSLANGUAGING PRACTICES IN PESANTREN-BASED BILINGUAL EDUCATION: BRIDGING ARABIC, ENGLISH, AND LOCAL LANGUAGES

Ivan Nurseha — 2025-09-30

This study explores the emerging translanguaging practices within pesantren-based bilingual education in Indonesia, focusing on the dynamic interplay between Arabic, English, and local vernaculars (e.g., Javanese or Bahasa Indonesia) in classroom interactions and religious learning environments. Drawing on ethnographic classroom observations, interviews with teachers and students, and analysis of pedagogical materials, the research highlights how multilingual resources are strategically mobilized to facilitate comprehension of religious texts, enhance communicative competence, and foster a culturally grounded yet globally relevant linguistic identity. The findings reveal that translanguaging functions not only as a pedagogical tool but also as an ideological stance that challenges traditional language hierarchies and redefines the role of pesantren in the 21st-century Islamic education landscape. Moreover, the study uncovers tensions between institutional language policies and grassroots classroom practices, suggesting the need for more flexible and context-sensitive approaches to language planning in Islamic educational institutions. By situating the analysis within the broader framework of critical applied linguistics and Islamic pedagogy, this research contributes to ongoing debates on multilingualism, religious education, and identity formation in the Global South.

THE SUITABILITY OF THE TIKTOK APPLICATION IN QIRA’AH SHAMITAH LEARNING (CASE STUDY OF STUDENTS AT WALISONGO STATE ISLAMIC UNIVERSITY SEMARANG)

Inayah Inayah — 2025-09-30

This research has two focuses: (1) Examine the use of TikTok applied in the teaching of Qira’ah Shamitah (QS) for Arabic Language Education (ALE) students at Walisongo State Islamic University Semarang; (2) Investigate students’ perceptions of the suitability of TikTok for teaching QS at the university level. This study was designed as explanatory field research with mixed methods, by quantitatively describing students’ opinions through questionnaires presented on a Likert scale and combined with interviews, accompanied by qualitative observations of QS learning activities among students. The students involved in this case study were 106 students from the 2022-batch of the ALE department. Data was collected through a questionnaire, observation, and interview. Data were analyzed qualitatively using Spradley’s model. The results indicate that the scope of skills in teaching QS encompasses understanding the content of the text, pronouncing it correctly, comprehending the meaning of the text, utilizing information from the text, recognizing and understanding written words, improving silent reading speed, analyzing content structure, and thinking critically about the text. The suitability of TikTok regarding perceptions of QS learning shows that 23.48% strongly agree, 13.44% agree, 13.04% are neutral, 26.24% disagree, and 23.8% strongly disagree. These results identify the potential involvement of TikTok in their Arabic Language Learning (ALL) at the university level, by following up on the obstacles encountered in the process of its use. The implications of TikTok on QS learning are that it fosters group collaboration and student engagement in learning Arabic texts, as well as providing videos for independent and repeated learning.

ANALYSIS OF ARABIC PROFICIENCY LEVELS IN INDONESIAN MINISTRY OF RELIGIOUS AFFAIRS’ 2022 DECREE

Heru Permana — 2025-09-30

The implementation of the Merdeka Curriculum in madrasahs, regulated by the Director General of Islamic Education Decree No. 3211 of 2022, introduces new Learning Outcomes (CP) for Arabic. Although this policy is crucial, there has been no systematic analysis mapping these CP to the international language proficiency framework. This study fills this gap with the aim of mapping and critically analyzing the level of Arabic language proficiency at each phase of learning (Ibtidaiyah to Aliyah) in the decree using the Common European Framework of Reference for Languages (CEFR) standards. Using qualitative document analysis, each LOs descriptor for the four language skills was analyzed and matched to the CEFR proficiency scale. The main results show a systematic and progressive alignment, where LOs are mapped from Pre-A1 level (Phase A) to C1 level (Phase F). This alignment provides an international standard benchmark for the Arabic language curriculum in madrasahs, but it also implies significant challenges related to the development of teaching materials, pedagogical training for teachers, and the design of an assessment system to ensure that these ambitious proficiency targets can be effectively achieved in the classroom.

RELIGIOUS-CULTURAL APPROACH IN INTERNALIZING THE VALUE OF ISLAH AND QUDWAH IN THE LIFE OF PESANTREN TARBIYATUT THOLABAH

Moh. Nasrul Amin — 2025-10-01

This study aims to analyze the values of Islah and Qudwah in the life of the Tarbiyatut Tholabah Islamic boarding school, as well as to analyze the implementation strategies of the religious-cultural approach in internalizing the values of Islah and Qudwah in the life of the Tarbiyatut Tholabah Islamic boarding school. This study employs a qualitative field research method with data collection techniques including observation, in-depth interviews, and documentary studies at the Tarbiyatut Tholabah boarding school. The results of the study indicate that the values of Islah and Qudwah are understood as foundational values that must be realized in the boarding school education process to create a harmonious boarding school education. The value of islah is interpreted as a drive for peace, improvement, and harmony in the lives of students. Meanwhile, the value of qudwah is a drive to become a role model in behavior (agent of change), encompassing religiosity, sincerity, humility, and responsibility. The internalization of the values of Islah and Qudwah through a religious-cultural approach in pesantren life is carried out through the exemplary behavior of the supervisors, the ustadz and ustadzah of the pesantren, the cultivation of values in daily activities, and the strengthening of a participatory dialogical culture, a curriculum and learning process infused with the values of Islah and Qudwah, social interaction among students, religious nurturing, and student organization. These findings confirm that the religious-cultural approach is capable of shaping the character of students to be inclusive, moderate, and tolerant, and contributes to the strengthening of contextual and transformative Islamic education.

INTEGRATION OF KHIDMAH-BASED EDUCATION IN ISLAMIC BOARDING SCHOOL: A STRUCTURAL FUNCTIONALIST APPROACH)

maftuh — 2025-10-03

This study explores the integration of Khidmah-based education in Islamic boarding schools (pondok pesantren) using a structural-functionalist approach to understand how the educational system within pesantren can effectively adopt Khidmah principles emphasizing service and social responsibility. The research aims to answer the following questions: How can Khidmah principles be systematically integrated into the curriculum and educational practices in pondok pesantren? What structural and functional elements within pesantren support or hinder this integration? And what are the expected outcomes for students (Santri) and the surrounding community?; The method used in this study is a literature review, examining various sources related to Khidmah theory, structural functionalism, educational practices in pesantren, and the integration of social and religious values. This literature analysis aims to identify key concepts, patterns of integration, as well as challenges and opportunities in implementing Khidmah-based education in pondok pesantren. The findings contribute to the theory and practice of pesantren education by presenting a model for embedding service-oriented values within formal education in pesantren. This study offers practical guidelines for pesantren managers and policymakers to build socially responsible learning environments and enhance student (Santri) engagement through Khidmah-based initiatives. Ultimately, this research broadens the understanding of how pondok pesantren can structurally adapt to achieve community service goals without compromising academic integrity and religious values.

INTEGRATING CONTEXTUAL AND MULTICULTURAL APPROACHES IN ARABIC LANGUAGE LEARNING: A HYBRID MODEL FOR DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE

Muhammad A'inul Haq — 2025-10-04

This study addresses the critical gap in integrating contextual and multicultural approaches in Arabic language pedagogy within Indonesia's diverse educational landscape, employing a 6-month qualitative case study at MA Mambaus Sholihin Islamic Boarding School “noted for its ethnic diversity and hybrid salaf-modern curriculum” through participatory observation, in-depth interviews, and document analysis. Key findings reveal: (1) teachers effectively merged Arabic instruction with local culture via Localizing Arab Contexts (e.g., adapting “souq” to Indonesian markets), Embedding Diversity in Routine (e.g., multicultural vocabulary drills), and Utilizing Pesantren’s Multicultural Environment; (2) structured activities (muhadasah/tradition comparisons) and spontaneous “cultural learning moments” (e.g., gesture/food dialogues) enhanced students’ intercultural sensitivity, pragmatic skills, and negotiation strategies; (3) while formal curricula lacked explicit integration, the hidden curriculum (daily multilingual interactions/campus diversity) crucially fostered intercultural communicative competence (ICC). Challenges included limited standardized materials, minimal teacher training, and curriculum inflexibility. The study proposes a replicable hybrid framework recommending institutional support for localized resources, teacher development in multicultural facilitation, and formal recognition of hidden curricula as ICC catalysts, repositioning Arabic as a bridge for intercultural understanding in pluralistic societies.

THE CONCEPT OF DEEP LEARNING IN THE PERSPECTIVE OF PHILOSOPHY AND ITS IMPLEMENTATION IN SCHOOLS

Agung Ilham Prastowo — 2025-10-05

This research explores the concept of deep learning in the context of Indonesian education, with a focus on the integration of Western and Islamic philosophy education principles. Deep learning prioritizes students’ active involvement, critical thinking, and the application of knowledge in the real world, which can be improved through mindful learning, meaningful learning, and joyful learning. This study is based on the fact that the education system in Indonesia is still far behind that of developed countries and on the other hand still fails to instill spiritual and moral values. This research aims to develop an integrative framework that combines the two educational philosophies, to create a more holistic and relevant approach to learning. The method used is a literature study with thematic analysis to explore Western and Islamic educational theories and their application in the curriculum and learning strategies in Indonesia. The findings of the study show that the integration of Western and Islamic philosophy can be done by developing an integrative curriculum and learning strategies that emphasize student activism. This concept results in learning that focuses not only on cognitive development but also on students’ character, emotional skills, and social responsibility.

TRANSFORMATION OF ARABIC LANGUAGE EDUCATION: A STRUCTURAL-FUNCTIONAL PERSPECTIVE

Faiq Ilham Rosyadi — 2025-10-08

This research aims to elaborate on the transformation of Arabic language education from a functional structural perspective. This research is library research carried out using descriptive analysis methods. The data collection techniques used in this research are the exploration and review of written literature in documents, books, journal articles, or other text sources related to the research focus. This study’s literature was taken through several open-access sites such as ERIC, Google Scholar, JSTOR, Mendeley Solution and Springer concerning the latest publications. After collecting the data needed for research, the data is reviewed, analyzed, interpreted, and packaged into a comprehensive framework explanation. The results of this research show that transformation in Arabic language education refers to the ability of educational institutions to manage various social changes. From a functional structural perspective, Arabic language education comprises various interrelated subsystems such as teachers, student objectives, materials, methods, media, and educational evaluation. To realize transformation, educational institutions must be able to manage all subsystems following social change. In this context, one scheme that can be implemented is the AGIL scheme, which includes adaptation, goal attainment, integration, and latency.

INTEGRATING MORAL AND LANGUAGE EDUCATION: A HOLISTIC APPROACH TO CHARACTER FORMATION IN MULTICULTURAL CLASSROOMS

Ali Ahmad Yenuri — 2025-10-13

In increasingly multicultural and value-diverse societies, education must nurture both intellectual and moral responsibility. This study examines the integration of moral and language education as a holistic approach to character formation in multicultural classrooms. Using a convergent mixed-methods design, data were collected from 120 students and six English teachers across three culturally diverse secondary schools during a twelve-week value-infused instructional program. Moral themes honesty, empathy, and respect -were embedded in English lessons through storytelling, reflective writing, and ethical dialogue-. Quantitative results showed significant improvements in moral reasoning, language proficiency, and intercultural sensitivity (all p<.001). Positive correlations between moral reasoning, linguistic competence, and intercultural empathy (r = .61, p<.01) indicated their mutual reinforcement. Thematic analysis revealed four key processes: moral reflection through dialogue, empathy and perspective-taking, teacher mediation as ethical facilitation, and transformative learning through intercultural encounters. These findings affirm that language learning can promote moral growth, while moral education deepens communicative competence. The study extends value-based language education theory and highlights the importance of fostering teachers’ moral-communicative competence and ethically reflective curricula to develop morally grounded global citizens.