NILAI-NILAI ANTROPOLOGI PEMBELAJARAN BAHASA ARAB DI KABUPATEN WAKATOBI BERDASARKAN TEORI KOENJARANINGRAT 7 UNSUR BUDAYA

Muh.Faisal, NIM.: 23304021004 (2026) NILAI-NILAI ANTROPOLOGI PEMBELAJARAN BAHASA ARAB DI KABUPATEN WAKATOBI BERDASARKAN TEORI KOENJARANINGRAT 7 UNSUR BUDAYA. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study is motivated by the challenges of Arabic language learning in Indonesia, which tends to be rigid, textual, and insufficiently contextualized within the socio-cultural lives of learners. As a result, Arabic learning is often perceived as difficult, abstract, and disconnected from students’ everyday realities. In the context of the Wakatobi community, which possesses rich local cultural traditions and strong Islamic practices, Arabic is not merely taught as a subject but is deeply intertwined with religious traditions and local cultural expressions. This condition highlights the need to examine how the integration of anthropological values can enhance the effectiveness of Arabic language learning. Therefore, this study aims to formulate a culturally grounded Arabic learning model and to develop a theoretical framework that is relevant to the local context. This research employs a qualitative approach with an ethnographic design. Data were collected through participant observation, in-depth semi-structured interviews with teachers, students, community leaders, and educational institution authorities, as well as documentation. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation, prolonged engagement, persistent observation, and member checking to enhance the credibility of the findings. The findings reveal that Arabic language learning in Wakatobi occurs through the integration of local cultural values, religious practices, and community knowledge systems. This study formulates a new learning model termed EKIBA (Ethnographic Cultural Integrative Arabic Learning), an approach that integrates Arabic language instruction with local culture, students’ lived experiences, and Islamic values. The main finding indicates that the higher the level of cultural integration in the learning process, the easier it is for students to understand and master Arabic. This integration enhances motivation, contextual meaning-making, and learning effectiveness, transforming Arabic learning from a purely linguistic activity into a process of cultural internalization and contextualized Islamic value formation.

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