TY  - THES
N1  - Prof. Dr. H. Tulus Mustofa, M.A. dan Dr. Nurhadi, M.A.
ID  - digilib79785
UR  - https://digilib.uin-suka.ac.id/id/eprint/79785/
A1  - Jauhar Ali, NIM.: 20304021001
Y1  - 2026/08/21/
N2  - Implementation of a Technological Pedagogical Content Knowledge (TPACK)-based language immersion model, teachers' TPACK integration patterns, supporting factors, systemic challenges, institutional strategies, and students' maharah kalam (speaking skills) proficiency based on international IMTA's standards, alongside strategic implications for its reinforcement at Pondok Modern Tazakka Batang. This study employed a mixed-methods research design with an Exploratory Sequential Design. The initial qualitative phase explored the language ecosystem and educators' TPACK capacity through observations, curriculum document analysis, and in-depth interviews with 8 key informants (via snowball sampling). Qualitative findings formed the basis for the subsequent quantitative instrument, which consisted of direct, face-to-face oral performance testing based on IMTA's descriptors. A quantitative sample of 30 fifth-grade KMI students was selected via simple random sampling from a homogeneous population of 150 students and analyzed using descriptive and inferential statistics via SPSS 25.0. The language immersion model is implemented through a 24-hour hybrid integration that combines boarding discipline with controlled use of smart classes (Smart TV, PC, LCD, and internet). Teachers' TPACK integration manifested as functionally subordinate, with Technological Knowledge (TK) strictly serving active Content Knowledge (CK) representations and driving direct/communicative Pedagogical Knowledge (PK) strategies. Challenges regarding physical fatigue and informal fush? inconsistency were addressed through teacher digital literacy enhancement and educational sanctions (ta'z?r tarbaw?). Quantitative measurements revealed an average mah?rah kal?m score of 89.17 (SD = 5.27). IMTA level distribution showed that 63.33% of students achieved Level 6 (Al-Tamayyuz) and 36.67% reached Level 5 (Al-Kif?yah), confirming that 100% of the sample surpassed the elementary level evenly ($p = 0.294$). Vocabulary range scored the highest (3.73), whereas discourse coherence scored the lowest (3.43). The TPACK-based hybrid immersion model successfully replicates an authentic, inclusive, and adaptive language ecosystem without sacrificing boarding characteristics. Teachers' TPACK integration reflects technological pedagogical reasoning that positions digital tools purely to strengthen language concept representations and expand oral practice. Massive immersion conditioning effectively eliminates basic communication failures, elevating students to a superior level (Al-Tamayyuz). Future strategic implications require restructuring critical-argumentative discourse content and digitalizing periodic assessment systems to bridge the coherence gap toward the highest level, Al- Fasahah.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - mixed methods; language immersion; TPACK; Maharah Kalam
KW  - 
IMTA? Standards
M1  - doctoral
TI  - LANGUAGE IMMERSION DALAM PEMBELAJARAN BAHASA ARAB BERBASIS TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DI PESANTREN: PERSPEKTIF AL-ITAR AL-MARJA'I LI TA'LIM AL-LUGAH AL-?ARABIYYAH LI AL-NATIQIN BI LUGAT UKHRA (IMTA?)
AV  - restricted
EP  - 497
ER  -