This article examines the challenges and directions of Arabic language curriculum development for non-Arabic speakers in a multicultural context through a PRISMA-based Systematic Literature Review of 12 Scopus articles. The results indicate challenges not only in the formal structure of the curriculum, but also in the weak connection between policies, pedagogical practices, teaching materials, evaluation, and learner needs. The existing curriculum is still normative, monocultural, less representative of minorities, not yet sensitive to multilingual identities, and has not responded to digital space and social change. Bibliometric analysis shows that studies are dominated by Western and European contexts with a global comparative perspective. Curriculum development needs to be directed towards an adaptive model that is flexible and integrated with technology, inclusive that recognizes diverse identities, and contextualized and connected to students' real experiences to be relevant and effective in a multicultural society.
Educational transformation requires curriculum to function not merely as an administrative framework but also as a pedagogical instrument for character formation. However, Arabic language learning in Islamic elementary schools remains predominantly teacher-centered, often creating psychological distance between students and the target language. This study aims to explore the implementation of a Love Based Curriculum as a humanistic pedagogical practice in Arabic language learning. Employing a qualitative approach with an intrinsic case study design, data were collected through observations, interviews, document analysis and analyzed using thematic analysis. The Love-Based Curriculum has evolved beyond normative character education into a humanistic pedagogical practice integrating academic, emotional, social, and spiritual dimensions. This was reflected in four interconnected dimensions: humanistic instructional planning through the integration of Pancacinta values, compassionate classroom practices fostering supportive teacher student relationships, humanistic assessment emphasizing students’ participation and socio-emotional development, and the rehumanization of Arabic learning through emotionally safe and engaging classroom experiences. Nevertheless, implementation remained constrained by learner diversity, linguistic difficulties, teacher dependency, and limited systematic assessment of affective development.
This study aims to analyze the forms of directive speech acts in al-Rasūl al-Mu’allim and explain it’s the pedagogical functions. This research uses a descriptive qualitative approach with a pragmatic perspective and speech act theory. The research data is in the form of utterances that contain directive illocution in the hadīths collected in al-Rasūl al-Mu’allim. Data were analyzed through identification, classification, and interpretation of the illocution function based on the context of hadīth. The results of the study show that the directive speech act is realized through three main forms, namely instruction as a pedagogical directive, advice as a persuasive directive, and guiding and instructional directive. These findings show that the Prophet's pedagogical communication is not only oriented to the direction of actions and behaviour, but also to the formation of understanding and internalization of values. This research contributes to enriches the understanding of prophetic pedagogy from a linguistic-pragmatic perspective.
Speaking skill and vocabulary mastery are essential for learning Arabic. Low motivation and engagement among students in Arabic language learning process obstacles to language practice, especially in speaking skills. This study evaluated the effectiveness of GBL using bamboozle in eight grades at Al-Fatimah Junior High School Bojonegoro – East Java. This study using a quantitative quasi-experimental design with 56 sample. data were collected through oral and written test and analysed using normality, homogeneity, and independent sample t-test. Results indicated that GBL did not significantly improve speaking skills with a significance value of 0.779 > 0.05. In vocabulary mastery, this method has a substantial impact with a significance value of <0.001 < 0.05. Thus, GBL through Baamboozle is efficacious in improving students' vocabulary mastery but has not significantly improved their speaking skills.
This study aims to describe and analyze the implementation strategies of bī’ah lughawiyyah in maharah al-kalam learning at Al-Muttaqin, Al-Buruj, and Darul Falah Amtsilati Islamic boarding schools. The focus of the study includes language program planning, communication habits, language use regulations, and evaluation mechanisms designed to improve students’ speaking skills. The research subjects consist of educators, and students, while the object of the study is language activities that represent the implementation of bī’ah lughawiyyah in daily learning practices. This research employs a descriptive qualitative field approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The analysis framework refers to the perspective of Mahmūd Kāmil al-Nāqah. The findings indicate that the implementation of bī’ah lughawiyyah is systematic, structured, and sustainable. Al-Muttaqin emphasizes vocabulary mastery and discipline, Al-Buruj focuses on intensive communicative activities, and Amtsilati applies nadham-based practice. These strategies improve students’ fluency, confidence, participation, and consistency in using Arabic actively and effectively every day.
