THE IMPLEMENTATION CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN SPEAKING CLASSES AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

Content and Language Integrated Learning (CLIL) is increasingly regarded as an effective approach in fostering both language and content knowledge simultaneously. While numerous studies emphasize its application in various educational contexts, there remains a significant gap concerning its implementation in higher education, particularly in speaking classes. This qualitative study investigates the implementation of CLIL in 5 speaking classes at UIN Sayyid Ali Rahmatullah Tulungagung, with particular attention to pedagogical practices, challenges, and learners’ perceptions. Data were collected through classroom observations, semi-structured interviews, and document analysis. The results indicate that although CLIL enriches communicative competence, various challenges such as limited material, teacher preparedness, and student readiness persist. The findings offer insights into improving speaking instruction and enhancing the integration of content and language in tertiary education. &nbsp

Pendidikan Bahasa Arab Dalam Perspektif Filsafat Ilmu

ملخص: لتعليم اللغة العربية دور استراتيجي في السياقات الدينية والثقافية والأكاديمية. ومع ذلك، فإن التحديات في تعلم اللغة العربية في العصر الحديث، مثل انخفاض الدافع للتعلم وعدم تكامل القيم العلمية، تتطلب نهجًا أكثر جوهرية. تهدف هذه الدراسة إلى استكشاف العلاقة بين فلسفة العلم وتعليم اللغة العربية، ووضع إطار مفاهيمي قائم على فلسفة العلم لتطوير تعليم اللغة العربية. باستخدام نهج نوعي مع دراسات الأدب والتحليل الفلسفي، تناقش هذه الدراسة ثلاثة أبعاد رئيسية لفلسفة العلم، وهي الأنطولوجيا ونظرية المعرفة وعلم القيم، في سياق تعليم اللغة العربية. تشير نتائج الدراسة إلى أن: (1) من الناحية الأنطولوجية، تتمتع اللغة العربية بمكانة فريدة كعلم يدمج الجوانب اللغوية والثقافية والدينية؛ (2) من الناحية المعرفية، تشمل أساليب تعلم اللغة العربية مناهج قائمة على النصوص والتجريبية والتكنولوجية؛ و(3) من الناحية القيمية، يغرس تعليم اللغة العربية القيم الأخلاقية والأخلاق والتفاهم بين الثقافات. تُقدّم هذه الدراسة نموذجًا لدمج فلسفة العلوم في تعليم اللغة العربية، يُمكن أن يُشكّل أساسًا لتطوير مناهج وطرق تعلم وتقييم أكثر فعالية. تُساهم هذه الدراسة نظريًا في دراسة فلسفة العلوم في التعليم، بينما تُقدّم عمليًا توصيات استراتيجية لتحسين جودة تعلم اللغة العربية. الكلمات المفتاحية: تعليم اللغة العربية، فلسفة العلوم   Abstract: Arabic language education has a strategic role in religious, cultural, and academic contexts. However, challenges in learning Arabic in the modern era, such as low motivation to learn and lack of integration of scientific values, require a more fundamental approach. This study aims to explore the relationship between the philosophy of science and Arabic language education, and to develop a conceptual framework based on the philosophy of science for the development of Arabic language education. Using a qualitative approach with literature studies and philosophical analysis, this study discusses three main dimensions of the philosophy of science, namely ontology, epistemology, and axiology, in the context of Arabic language education. The results of the study indicate that: (1) ontologically, Arabic has a unique position as a science that integrates linguistic, cultural, and religious aspects; (2) epistemologically, Arabic language learning methods include text-based, experiential, and technological approaches; and (3) axiologically, Arabic language education instills moral values, ethics, and cross-cultural understanding. This study produces a model of integration of the philosophy of science in Arabic language education that can be the basis for the development of a more effective curriculum, learning methods, and evaluation. Theoretically, this study contributes to the study of the philosophy of science in education, while practically, it offers strategic recommendations to improve the quality of Arabic language learning. Keywords: Arabic Language Education, Philosophy of Science   Abstrak: Pendidikan bahasa Arab memiliki peran strategis dalam konteks keagamaan, budaya, dan akademik. Namun, tantangan dalam pembelajaran bahasa Arab di era modern, seperti rendahnya motivasi belajar dan kurangnya integrasi nilai-nilai keilmuan, membutuhkan pendekatan yang lebih mendasar. Penelitian ini bertujuan untuk mengeksplorasi hubungan antara filsafat ilmu dan pendidikan bahasa Arab, serta menyusun kerangka konseptual berbasis filsafat ilmu untuk pengembangan pendidikan bahasa Arab. Menggunakan pendekatan kualitatif dengan studi literatur dan analisis filosofis, penelitian ini membahas tiga dimensi utama filsafat ilmu, yaitu ontologi, epistemologi, dan aksiologi, dalam konteks pendidikan bahasa Arab. Hasil penelitian menunjukkan bahwa: (1) secara ontologis, bahasa Arab memiliki kedudukan unik sebagai ilmu yang mengintegrasikan aspek linguistik, budaya, dan agama; (2) secara epistemologis, metode pembelajaran bahasa Arab mencakup pendekatan berbasis teks, pengalaman, dan teknologi; dan (3) secara aksiologis, pendidikan bahasa Arab menanamkan nilai-nilai moral, etika, dan pemahaman lintas budaya. Penelitian ini menghasilkan model integrasi filsafat ilmu dalam pendidikan bahasa Arab yang dapat menjadi dasar bagi pengembangan kurikulum, metode pembelajaran, dan evaluasi yang lebih efektif. Secara teoritis, penelitian ini memberikan kontribusi terhadap kajian filsafat ilmu dalam pendidikan, sementara secara praktis, menawarkan rekomendasi strategis untuk meningkatkan kualitas pembelajaran bahasa Arab. Kata Kunci : Pendidikan Bahasa Arab, Filsafat Ilm

The Future of AI in Arabic Language Education: Adoption, Expectations, and Pedagogical Implications

ملخص: فتح دمج الذكاء الاصطناعي (الذكاء الاصطناعي) في تعليم اللغة العربية آفاقا جديدة في طرق التعلم، مما يوفر تخصيصا وكفاءة وإمكانية وصول غير مسبوقة. ومع ذلك، لا يزال اعتماد الذكاء الاصطناعي في هذا المجال يواجه تحديات كبيرة، بما في ذلك استعداد المستخدم، والفعالية التربوية، والفجوات بين توقعات وحقائق تنفيذ التكنولوجيا. تهدف هذه الدراسة إلى دراسة مستوى تبني الذكاء الاصطناعي في تعلم اللغة العربية، وتوقعات المستخدمين من هذه التقنية، والآثار التربوية التي تسببها. استخدمت هذه الدراسة نهجا مختلطا مع استطلاعات كمية للطلاب والمحاضرين في العديد من مؤسسات التعليم العالي والمقابلات المتعمقة لاكتساب رؤى نوعية حول تجربة المستخدم. تم إجراء تحليل البيانات باستخدام الإحصاءات الوصفية والتحليل المواضيعي لتحديد أنماط الاستخدام والفوائد الرئيسية والعقبات التي تواجه تنفيذ الذكاء الاصطناعي. تكشف النتائج الرئيسية أن الذكاء الاصطناعي قد حسن كفاءة التعلم والوصول إلى الموارد الرقمية، ولكن لا يزال لديه قيود في جوانب التفاعل البشري وفهم السياقات اللغوية المعقدة. تؤكد استنتاج هذه الدراسة أن تحسين الذكاء الاصطناعي في تعليم اللغة العربية يتطلب نهجا تربويا أكثر تكيفا بالإضافة إلى زيادة محو الأمية الرقمية بين المستخدمين. تساهم الدراسة من خلال تقديم رؤى متعمقة حول العوامل المؤثرة في اعتماد الذكاء الاصطناعي بالإضافة إلى تقديم توصيات استراتيجية لمطوري التكنولوجيا والمعلمين لإنشاء نظام بيئي تعليمي قائم على الذكاء الاصطناعي أكثر ابتكارا وشمولية. الكلمات المفتاحية: التبني، الذكاء الاصطناعي، الفعالية، تعلم اللغة، علم أصول التدريس.   Abstracts: The integration of artificial intelligence (AI) in Arabic language education has opened up new horizons in learning methods, offering unprecedented personalization, efficiency, and accessibility. However, the adoption of AI in this realm still faces major challenges, including user readiness, pedagogical effectiveness, and gaps between expectations and realities of technology implementation. This study aims to examine the level of adoption of AI in Arabic language learning, user expectations of this technology, and the pedagogical implications it causes. This study used a mixed-method approach with quantitative surveys of students and lecturers at several higher education institutions and in-depth interviews to gain qualitative insights into user experience. Data analysis was carried out using descriptive statistics and thematic analysis to identify usage patterns, key benefits, and obstacles faced in AI implementation. Key findings reveal that AI has improved learning efficiency and access to digital resources, but still has limitations in aspects of human interaction and understanding complex language contexts. The conclusion of this study confirms that the optimization of AI in Arabic language education requires a more adaptive pedagogical approach as well as an increase in digital literacy among users. The study contributes by offering in-depth insights into the factors influencing AI adoption as well as providing strategic recommendations for technology developers and educators to create a more innovative and inclusive AI-based learning ecosystem. Keywords: Adoption, Artificial Intelligence, Effectiveness, Language Learning, Pedagogy   Abstrak: Integrasi kecerdasan buatan (AI) dalam pendidikan bahasa Arab telah membuka cakrawala baru dalam metode pembelajaran, menawarkan personalisasi, efisiensi, dan aksesibilitas yang belum pernah ada sebelumnya. Namun, adopsi AI dalam ranah ini masih menghadapi tantangan besar, termasuk kesiapan pengguna, efektivitas pedagogis, serta kesenjangan antara ekspektasi dan realitas implementasi teknologi. Penelitian ini bertujuan untuk mengkaji tingkat adopsi AI dalam pembelajaran bahasa Arab, harapan pengguna terhadap teknologi ini, serta implikasi pedagogis yang ditimbulkannya. Studi ini menggunakan pendekatan mixed-method dengan survei kuantitatif terhadap mahasiswa dan dosen di beberapa institusi pendidikan tinggi serta wawancara mendalam untuk memperoleh wawasan kualitatif mengenai pengalaman pengguna. Analisis data dilakukan menggunakan statistik deskriptif dan analisis tematik guna mengidentifikasi pola penggunaan, manfaat utama, serta hambatan yang dihadapi dalam implementasi AI. Temuan utama mengungkapkan bahwa AI telah meningkatkan efisiensi pembelajaran dan akses terhadap sumber daya digital, tetapi masih mengalami keterbatasan dalam aspek interaksi manusiawi dan pemahaman konteks bahasa yang kompleks. Kesimpulan penelitian ini menegaskan bahwa optimalisasi AI dalam pendidikan bahasa Arab memerlukan pendekatan pedagogis yang lebih adaptif serta peningkatan literasi digital di kalangan pengguna. Studi ini berkontribusi dengan menawarkan wawasan mendalam tentang faktor-faktor yang memengaruhi adopsi AI serta memberikan rekomendasi strategis bagi pengembang teknologi dan pendidik guna menciptakan ekosistem pembelajaran yang lebih inovatif dan inklusif berbasis AI. Kata kunci: Adoption, Kecerdasan Buatan, Efektivitas, Pembelajaran Bahasa, Pedagog

TRANSFORMATION OF THE RELIGIOUS ECOCENTRISM MOVEMENT IN PESANTREN (Case Study of Pondok Pesantren Annuqayah Lubangsa, Guluk-guluk, Sumenep, Madura)

Pesantren not only functions as a place to teach religious knowledge, but also plays an important role in efforts to preserve the environment as part of the responsibility of the pesantren itself. One of the pesantren that pays great attention to the issue of environmental conservation is PP. Annuqayah Lubangsa, Guluk-guluk, Sumenep, Madura. This research attempts to answer two things, firstly, the Annuqayah Lubangsa Islamic Boarding School in responding to the phenomenon of environmental crisis. Second, the model of religious ecocentrism movement carried out by Annuqayah Lubangsa Islamic Boarding School.  This research looks at the efforts of pesantren in environmental conservation through the analytical framework of religious ecocentrism. Data collection techniques were conducted through observation, interviews, and documentation. The data that has been obtained is then analysed using data reduction, display, and verification. The results of this study show that the response of PP. Annuqayah Lubangsa's response to ecological phenomena stems from the history that in the pesantren environmental issues have become the teachings of previous caregivers and the caregiver's appeal to a concern about the increasingly worrying problem of accumulating garbage in the pesantren environment, giving birth to an environmental conservation movement, as well as a form of santri's responsibility as caliphs on earth. Second, the religious ecocentrism movement model carried out by the Annuqayah Lubangsa pesantren was pursued through various methods.   Pesantren tidak hanya sekadar berfungsi sebagai tempat pengajaran ilmu keagamaan, melainkan juga berperan penting dalam upaya melestarikan lingkungan hidup sebagai bagian dari tanggung jawab pesantren itu sendiri. Salah satu pesantren yang menaruh atensi besar pada persoalan pelestarian lingkungan hidup adalah PP. Annuqayah Lubangsa, Guluk-guluk, Sumenep, Madura. Penelitian ini hendak berupaya menjawab dua hal, yakni pertama Pondok Pesantren Annuqayah Lubangsa dalam merespons fenomena krisis lingkungan. Kedua, model gerakan ekosentrisme religius yang dilakukan Pondok Pesantren Annuqayah Lubangsa.  Penelitian ini melihat upaya pesantren dalam pelestarian lingkungan melalui kerangka analisis ekosentrisme religius. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data yang telah diperoleh kemudian dianalisis dengan menggunakan reduksi, display, dan verifikasi data. Hasil dari penelitian ini menunjukkan bahwa respons PP. Annuqayah Lubangsa terhadap fenomena ekologis bermula dari sejarah bahwa di pesantren tersebut isu lingkungan sudah menjadi ajaran pengasuh terdahulu serta adanya himbauan pengasuh terhadap suatu keresahan akan adanya persoalan penumpukan sampah yang kian mengkhawatirkan di lingkungan pesantren, hingga melahirkan gerakan konservasi lingkungan, sekaligus sebagai bentuk tanggungjawab santri sebagai khalifah di muka bumi. Kedua, Model gerakan ekosentrisme religius yang dilakukan pesantren Annuqayah Lubangsa ditempuh melalui berbagai cara, mulai dari membangun jejaring dengan pihak-pihak yang kompeten dalam konservasi lingkungan yang termanifestasi dalam bentuk sekolah ekologi di Desa Panggungharjo, Sewon, Bantul, DIY; mendirikan laboratorium sampah UPT Jatian; hingga kampanye ekologis. Gerakan ekosentrisme religius ini terbukti membawa pengaruh yang cukup signifikan bagi berbagai pihak, terutama bagi beberapa pesantren dan instansi pendidikan lainnya, baik dari Kabupaten Sumenep maupun luar itu sendiri

Penguatan Moderasi Beragama di Pendidikan Islam Indonesia: Perspektif Rasional

This article examines the strengthening of religious moderation in Islamic education in Indonesia through the lens of rationalism, which serves as a conceptual framework for cultivating moderation values. The central questions addressed are how religious moderation can be reinforced in Islamic education and how rationality contributes to shaping a moderate mindset. The study employs a qualitative approach with a library research method, drawing on primary sources such as classical Islamic texts (e.g., works of al-Jabiri, Arkoun, and Fazlur Rahman), secondary sources including books and academic journals, and policy documents issued by the Ministry of Religious Affairs. Data were analyzed using content analysis through stages of data condensation, presentation, and conclusion drawing, validated by source triangulation. The findings reveal that rationalism within Islamic epistemology has the potential to strengthen religious moderation by promoting critical, integrative, and contextual thinking in Islamic education. The implementation of a rational approach is not only relevant for curriculum design but also for developing learning content that emphasizes practical competencies (know-how) and reflective understanding (know-why), beyond mere textual comprehension (know-what). The implications of this study highlight the importance of advancing an Islamic education model grounded in rationalism to foster an inclusive and transformative paradigm, thereby addressing the contemporary challenges of radicalism and blind fanaticism

ISLAM, EDUCATION, AND MIGRATION IN INDONESIA: Religiosity Left-Behind Muslim Migrant Workers’ Children in East Java

This article examines the religiosity of left-behind children, who are students at Islamic educational institutions, due to their parents' migration. While several studies on Indonesian migrants primarily highlight their religious activities abroad, this study focuses on the religiosity of ‘left-behind’ children in Jember, East Java, to understand the impact of migration on the religiosity and education of children. Left-behind children refer to those whose parents migrate for work, education, or other reasons, leaving them behind in their home countries with relatives or guardians. Several studies suggest that this situation can have a significant impact on the psychological and developmental well-being of children. The data were collected using a qualitative research design, which included participatory observation in informal Islamic education institutions and in-depth interviews with several education facilitators for children under 18 years old. To understand the religious dynamics among these children, this research employs El-Menouar’s dimension of religiosity as an analytical framework. The results identify two main issues appeared within the fields of Islamic education and migration studies: the conditions of children’s religiosity in the context of parental separation and the absence of informal education within the family and the proposal of the concept of Religiosity Left-behind as a new category to understand the spiritual and religious challenges faced by children of migrant workers. This research emphasizes the urgency of strategic interventions from educational stakeholders, including higher religious education institutions and civil society organizations, to design a sustainable program for the development of religiosity aimed at enhancing the quality of Islam and spirituality among children in left-behind situations. &nbsp

Islamic Moderation in Conflict Resolution: Yusuf Al-Qardhawi’s Perspectives and Their Contribution to Campus Life at Universiti Utara Malaysia

Purpose – This research investigates Yusuf Al-Qardhawi’s conceptualization of Islamic moderation (wasatiyyah) and examines its relevance in promoting interfaith understanding and social cohesion within the academic environment of Universiti Utara Malaysia. The study addresses the growing need for moderate Islamic discourse in managing diversity and fostering peaceful coexistence on campus Methods – qualitative approach combining a systematic literature review and case study methodology was employed. Literature was sourced from Scopus using the keywords Yusuf Al-Qaradawi, Religious Moderation, and Islamic Tolerance. Article selection followed PRISMA guidelines with bibliometric analysis via VOSviewer and quality assessment using Harzing’s Publish or Perish. Mendeley supported reference management to ensure transparency and rigor Findings – The findings reveal that Al-Qardhawi’s moderation—rooted in balance, justice, and tolerance—can guide universities in promoting respectful interreligious engagement. Applied in academic settings, these principles encourage inclusive dialogue, mutual respect, and cultural harmony among diverse student and faculty populations Limitations – The study is limited to literature-based analysis without empirical interviews or field observations within the university. Value – This research provides actionable insights for integrating Islamic moderation into campus policies and curricula, contributing to a more cohesive, inclusive, and culturally sensitive academic environment

Media Podsimak Memanfaatkan Google Podcast dalam Pembelajaran Menyimak Siswa Kelas VIII SMP Islam Darussalam

Listening skills are one of the essential language competencies in learning Bahasa Indonesia. However, challenges still persist in delivering material that aligns with students' needs. Therefore, there is a need for innovative learning media to enhance listening skills. This study aims to describe the steps and stage of using Podsimak, an instructional innovation based on Google Podcast, as well as its impact on the listening skills of eighth-grade students at SMP Islam Darussalam. This research employed a descriptive qualitative approach, utilizing data collection techniques including participant observation and semi-structured interviews. The findings indicate that the learning process is carried out in three systematic stages: (1) pre-listening, (2) while-listening, and (3) post-listening. These stages are integrated into the use of the Podsimak application and show a positive effect on students' abilities to identify main ideas, extract detailed information, and summarize audio content. Thus, Podsimak can serve as an alternative digital learning medium that is contextual and aligned with 21st-century educational needs

Upaya Meningkatkan Keterampilan Menulis Teks Ilmiah melalui Teknik Parafrase Siswa Kelas VIII di SMP Negeri 10 Madiun

This study aims to improve scientific writing skills and reduce plagiarism among eighth-grade students through the application of paraphrasing techniques. The research employed a Classroom Action Research (CAR) approach using the spiral model developed by Kemmis and Taggart, implemented over two cycles. The subject of the study was Class VIII A of SMP Negeri 10 Madiun, consisting of 35 students. Each cycle consisted of the stages of planning, action, observation, and reflection. The results showed that prior to the implementation of the paraphrasing technique (pre-cycle), students’ writing skills were categorized as poor, with an average score below 70 and a plagiarism rate exceeding 50%. In the first cycle, a notable improvement was observed; the average writing score rose above 70, and the plagiarism rate dropped to around 50%. Further improvement occurred in the second cycle, where the average score exceeded 80 and the plagiarism rate decreased to a maximum of 20%. These findings indicate that the paraphrasing technique is effective in enhancing scientific writing skills and minimizing plagiarism among junior high school students

URGENSI KETERLIBATAN MASYARAKAT DALAM PEMBENTUKAN PRODUK HUKUM DI DAERAH

Keterlibatan masyarakat dalam pembentukan produk hukum daerah adalah termasuk sesuatu hal yang sangat penting agar terwujudnya regulasi yang aktif serta sesuai dengan keperluan daerah tersebut. Tidak mungkin suatu peraturan undang-undangan dapat di terima dan dilakukan secara baik jika dalam pembentukannya tidak ada partisipasi aktif dari masyarakat. Pada dasarnya, Undang-undang No. 12 tahun 2011 tentang Pembentukan Peraturan Perundang-Undangan telah memberikan masyarakat hak untuk menyuarakan pendapat mereka secara lisan dan/atau tertulis tentang proses legislasi, termasuk diskusi publik, seminar, lokakarya, kunjungan kerja, sosialisasi, dan rapat dengar pendapat umum. artikel ini bertujuan untuk mengidentifikasi urgensi partisipasi masyarakat dalam pembentukan suatu produk hukum yang berada di daerah. Hasil dari penelitiaan ini memperlihatkan bahwa keterlibatan masyarakat tidak hanya dapat meningkatkan kualitas produk hukum akan tetapi juga memperkokoh pondasi pemerintahan dalam penerapan peraturan. Kemudian partisipasi masyarakat juga mampu menurunkan penolakan masyarakat terhadap peraturan yang telah diterapkan. Artikel ini menyimpukan bahwasanya keterlibatan masyarakat dalam pembentukan suatu produk hukum di daerah sangat penting untuk melahirkan aturan-aturan atau kebijakan yang lebih peka dan baik dalam meningkatkan kesejahteraan masyarakat