Arabic Language Learning Models in Schools: A Comparative Study of Islamic Boarding School-Based Madrasah Aliyah in The Kebumen, Indonesia

Abstract

There are variances in learning Arabic across different institutions, such as Islamic boarding schools and Madrasah Aliyah. The objective of this study is to identify the similarities and distinctions across Arabic language learning models at Islamic boarding schools in Kebumen, Central Java, Indonesia. The focus of the research is restricted to MA Salafiyah and MA Yapika, which are the prominent Islamic schools in the Kebumen district. The research findings encompass two key aspects. Firstly, the Arabic language learning curriculum at MA Yapika and MA Salafiyah is a comprehensive curriculum that combines the Ministry of Religion curriculum with the Islamic boarding school curriculum. Secondly, the Arabic language learning model at the Islamic boarding school-based Madrasah Aliyah in Kebumen district consists of two approaches. (1) MA Yapika applies an Active Arabic Language Learning strategy (Active Learning) with specific practical objectives. (2) MA Salafiyah Wonoyoso focuses more on developing maharah lughawiyah (listening, speaking, reading, and writing) as the foundation of student competence.