relation: https://digilib.uin-suka.ac.id/id/eprint/77865/
title: KOGNISI-PRAKSIOLOGI PENUTUR NON-ARAB TERHADAP PEMBELAJARAN BAHASA ARAB DI LEMBAGA PENDIDIKAN ISLAM (IDEOLOGI, PERSEPSI, DAN TINDAKAN)
creator: Wahyu Hanafi Putra, NIM.: 22304022006
subject: 492.77 Pendidikan Bahasa Arab
description: This dissertation aims to explain the cognition and praxeology of  Non-Arab speakers toward Arabic language learning in Islamic educational  institutions. More specifically, the objectives of this study are: (1) to  provide arguments regarding the ideology of Non-Arab speakers in three  Islamic elementary schools (Madrasah Ibtidaiyah) that becomes a cognitive  foundation in strengthening the authority of socio-religious organizations  and Arabic language learning; (2) to categorize and analyze the perceptions  of Non-Arab speakers in the three Madrasah Ibtidaiyah toward Arabic  language learning; and (3) to analyze the actions of Non-Arab speakers  toward Arabic language learning in the three Madrasah Ibtidaiyah, which  refer to both formal and non-formal learning practices.  This dissertation employed a qualitative approach using a  multisite research design. The study was conducted at three Islamic  elementary schools, namely MI Al-Kautsar Durisawo, MI  Muhammadiyah, and MI Tahfizh Al-Furqon, located in Ponorogo. The  research focused on two categories of data. First, data concerning the  various ideologies of non-Arab speakers within the three madrasahs, which  function as cognitive foundations in strengthening the authority of Islamic  socio-religious organizations and Arabic language learning. Second, data  related to the underlying reasons behind the academic actions undertaken  by non-Arab speakers toward Arabic language learning. The research data  sources were obtained from non-Arab speakers and madrasah stakeholders,  including teachers, students, vice principals for curriculum affairs,  principals, parents, and school committee members. From these sources,  the researcher collected interview transcripts, which were systematically  analyzed using ATLAS.ti software. The data collection techniques were  conducted through five stages: in-depth observation, interviews,  documentation, and surveys. Meanwhile, the data analysis process was  carried out through five stages, namely data condensation, data display,  conclusion drawing, and data verification.  The findings of the study reveal three major points. First, ideology  in the sociological context plays a fundamental role in Arabic language  learning in the three Madrasah Ibtidaiyah. Ideology functions not merely  as a symbolic identity, but also as a moral foundation, policy guideline, and  spirit underlying every learning practice. MI Al-Kautsar Durisawo reflects  the Aswaja Nahdlatul Ulama orientation. Ideological reinforcement in the  madrasa is carried out through pesantren traditions that embody moderate  and inclusive socio-cultural values, as well as through Arabic language  textbooks. MI Muhammadiyah Ponorogo emphasizes progressive Islam  (tajdīd) through an inclusive approach, including disability services for  students, while positioning Arabic as a means of understanding scientific  and religious knowledge openly. Ideological reinforcement is manifested  through progressive practices and activities for advancing Islam.  Meanwhile, MI Tahfizh Al-Furqon promotes a Qur’anic orientation that is    pluralistic and contextual. Ideological reinforcement is implemented  through learning materials and integrated sharia-based textbooks covering  fiqh, Arabic language, and historical materials. Second, the perceptions of  Non-Arab speakers (stakeholders) toward Arabic language learning in the  three Madrasah Ibtidaiyah are not limited to cognitive mastery, but also  involve the internalization of religious values, ideological reinforcement,  and character building. MI Al-Kautsar Durisawo demonstrates consistency  of perception aligned with pesantren traditions. MI Muhammadiyah  Ponorogo shows varied learning experiences that correspond to innovative  and progressive methods, while prioritizing disability services for students.  Meanwhile, MI Tahfizh Al-Furqon perceives Arabic as a support for  Qur’anic orientation and as a symbolic identity of being a kaffah Muslim.  Third, the actions of Non-Arab speakers in Arabic language learning across  the three madrasahs demonstrate active engagement through both formal  and non-formal pathways. Formal learning is consistently implemented to  strengthen the authority of socio-religious organizations, fulfill academic  demands, understand religious texts, and improve communication skills.  Meanwhile, non-formal learning supports mastery of the subject matter and  broadens students’ knowledge. Educators play roles as motivators,  facilitators, and innovators of learning methods that contribute to  improving students’ Arabic vocabulary, grammar, and speaking skills.
date: 2026-05-25
type: Thesis
type: NonPeerReviewed
format: text
language: id
identifier: https://digilib.uin-suka.ac.id/id/eprint/77865/1/22304022006_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
format: text
language: id
identifier: https://digilib.uin-suka.ac.id/id/eprint/77865/2/22304022006_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf
identifier:   Wahyu Hanafi Putra, NIM.: 22304022006  (2026) KOGNISI-PRAKSIOLOGI PENUTUR NON-ARAB TERHADAP PEMBELAJARAN BAHASA ARAB DI LEMBAGA PENDIDIKAN ISLAM (IDEOLOGI, PERSEPSI, DAN TINDAKAN).  Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.