The Integration of KKNI, SNPT, and the Integration-Interconnection Paradigm in Curriculum Development at PTKI

This study aimed to explain the development of the Islamic Religious Education (PAI) curriculum in Islamic religious higher education which refers to the Indonesian National Qualifications Framework (KKNI), the National Higher Education Standards (SNPT), and the Science Integration-Interconnection Paradigm as an orientation for scientific development at UIN Sunan Kalijaga. This research used qualitative methods with a naturalistic qualitative approach. The research took place at the Faculty of Tarbiyah and Education (FITK), UIN Sunan Kalijaga Yogyakarta with a focus on the study program of PAI. The subjects of this study consisted of the Dean, Deputy Dean, and Chair of the Study Program, lecturers, and students of PAI. The research procedure was taken in four steps: observation, in-depth interviews, and documentation. Meanwhile, the data were analyzed by using the inductive model. The findings of the study indicated as follows; first, curriculum development emphasizes the clarity of the graduate profile, learning outcomes, the PAI field of study as the scope of development, the weight of the semester credit units. Second, curriculum development accommodates professional teacher competencies with four competencies; pedagogic, personality, social and professional. Third, curriculum development in the PAI Study Program emphasizes aspects of Islamic Education with its main sources, namely the Al-Qur'an and Al-Hadith.

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Upaya Pengembangan Kurikulum Prodi S.2 Manajemen Pendidikan Islam (MPI) UIN Walisongo Semarang

Nadwa ◽

10.21580/nw.2018.12.1.2466 ◽

2018 ◽

Vol 12 (1) ◽

pp. 155

Author(s):

Muslih Muslih

Keyword(s):

Curriculum Development ◽

National Standards ◽

Islamic Education ◽

Development Effort ◽

Top Down ◽

Study Program ◽

Bottom Up ◽

Higher Education Curriculum ◽

Market Needs ◽

Depth Interviews

This article presents a discussion of Curriculum Development Effort of S.2 Management of Islamic Education (MPI) UIN Walisongo Semarang especially related to input fom users or ekesternal stakeholders, which include graduate and alumni users. Data collection methods used were open questionnaires, in-depth interviews and documentation. The findings of the research mentioned that the effort of curriculum development of Study Program S.2 Management of Islamic Education UIN Walisongo Semarang has two strategies. First: a bottom up strategy that reactive to market needs with indicators that graduate users have been satisfied and responsive to the needs of the graduates themselves. While the second stretegi is top down, following the National Standards of Higher Education Curriculum based on National Qualifiers Framework Indonesia (KKNI). Therefore, it can be said that in the effort of curriculum development, a joint effort is made between stakeholders' inputs and government standards.AbstrakArtikel ini menyajikan pembahasan mengenai Upaya Pengembangan Kurikulum Prodi S.2 Manajemen Pendidikan Islam (MPI) UIN Walisongo Semarang khususnya yang berhubungan dengan masukan users atau stakehoders ektsternal yang meliputi pengguna lulusan dan alumni. Metode pengumpulan data yang digunakan adalah kuesioner terbuka, wawancara mendalam dan dokumentasi. Temuan penelitian menyebutkan bahwa Upaya pengembangan kurikulum Program Studi S.2 Manajemen Pendidikan Islam Pascasarjana UIN Walisongo Semarang telah menempuh dua strategi. Yaitu bottom up yang responsive terhadap kebutuhan pasar dengan indikator bahwa pengguna lulusan telah merasa puas dan responsive dengan kebutuhan lulusan itu sendiri. Sedangkan stretegi kedua dengan top down berdasarkan standart Nasional Kurikulum Pendidikan Tinggi barbasis Kerangka Kualifikasi Nasional Indonesia (KKNI). Sehingga dapat dikatakan bahwa dalam upaya pengembangan kurikulum, ditempuh upaya gabungan antara masukan stakeholders dan standar pemerintah.

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The Problems of Islamic Religious Education Teacher for Curriculum Development in Transmigration Area

Nadwa ◽

10.21580/nw.2019.13.2.4974 ◽

2020 ◽

Vol 13 (2) ◽

pp. 219

Author(s):

Rahmat Ryadhush Shalihin ◽

Hendro Widodo

Keyword(s):

Curriculum Development ◽

Qualitative Methods ◽

Religious Education ◽

Time Management ◽

Islamic Education ◽

Active Time ◽

Education Teacher ◽

Literature Reviews ◽

Depth Interviews ◽

Daily Paper

This paper aims to analyze the problematics of teacher to develop curriculum Islamic Religious Education . This research used qualitative methods and data were gathered from literature reviews, observations, and in-depth interviews from teacher and student. The data analyzed with reduction, presentation, and conclusion. The results of this research revealed that The problems of Islamic education teachers in transmigration areas can be summarized into five things. They are first, they have to deal with active time management Secondary learning, management documents, such as students daily paper sheets, Learning Perfoming Plan / RPP, and other extra tasks from school and headmaster to the teacher for some training. Third, the lack of teaching materials causes. Fourth, the problem of conditional and competency teachers. Fifth, they have passive studentsKeywords: Islamic education; transmigration era, problem teacher; curriculum developmentAbstrakMakalah ini bertujuan untuk menganalisis problematika guru dalam mengembangkan kurikulum Pendidikan Agama Islam. Penelitian ini menggunakan metode kualitatif dan data dikumpulkan dari tinjauan literatur, observasi, dan wawancara mendalam dari guru dan siswa. Data dianalisis dengan reduksi, presentasi, dan kesimpulan. Hasil penelitian ini mengungkapkan bahwa masalah guru pendidikan Islam di daerah transmigrasi dapat diringkas menjadi lima hal. Mereka adalah yang pertama, mereka harus berurusan dengan manajemen waktu aktif Pembelajaran sekunder, dokumen manajemen, seperti kertas harian siswa, Rencana Pembelajaran Perfoming / RPP, dan tugas tambahan lainnya dari sekolah dan kepala sekolah kepada guru untuk beberapa pelatihan. Ketiga, kurangnya bahan ajar menyebabkan. Keempat, masalah guru bersyarat dan kompetensi. Kelima, mereka memiliki siswa pasifKata kunci: pendidikan Islam; era transmigrasi, guru bermasalah; pengembangan kurikulum

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Pengembangan Keilmuan Program Studi Manajemen Pendidikan Islam Tinjauan Futurologi Pendidikan dan Pengembangan Kurikulum

TADBIR Jurnal Studi Manajemen Pendidikan ◽

10.29240/jsmp.v3i2.1212 ◽

2019 ◽

Vol 3 (2) ◽

pp. 199

Author(s):

Muhammad Amin ◽

Sugiatno Sugiatno ◽

Irwan Fathurrochman

Keyword(s):

Higher Education ◽

Qualitative Research ◽

Scientific Development ◽

Study Program ◽

The Future ◽

A Chain

The background of this qualitative research is to look at the Curriculum IAIN as an Islamic Higher Education should have thought about the direction of the development of science in the future, if not then the Curriculum IAIN will be abandoned by both interested people and users, the results of the study indicate that the direction of scientific development of the MPI Study Program Department of Tarbiyah IAIN Curup refers to systemic theo-antrocosmocentric philosophy. The systemic theo-antrocosmocentric paradigm is the work of knowledge which is based on the efforts to attribute, enhance, and accommodate Islamic sciences, social-cultural sciences and science. Making these three families as a chain that cannot be broken which means to combine various elements of knowledge that originate from God and humanity. Deity consists of Islamic sciences including Islamic management. Humanity consists of sociology, culture, communication and science that develops and grows on local wisdom.

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PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM PADA PENDIDIKAN TINGGI

Jurnal Pendidikan Agama Islam ◽

10.14421/jpai.2016.132-08 ◽

2017 ◽

Vol 13 (2) ◽

pp. 223-252

Author(s):

Suwadi Suwadi

Keyword(s):

Higher Education ◽

Curriculum Development ◽

Learning Outcomes ◽

Professional Competence ◽

Field Studies ◽

National Standards ◽

Islamic Education ◽

Scientific Development ◽

Education Curriculum ◽

Higher Education Curriculum

This study aims at finding the development of Islamic education curriculum in higher education. Curriculum development conceived as an effort to develop a curriculum that refers to the Indonesian Qualifications Framework (KKNI), National Standards for Higher Education (SNPT), and Paradigm Integration-Interconnection Studies as the orientation of scientific development at UIN Sunan Kalijaga. This study was conducted by means of naturalistic qualitative approach. The location of this study was at the Department of Islamic Religious Educatioan of Faculty of Islamic Education and Teaching UIN Sunan Kalijaga Yogyakarta. The subjects consisted of cases which are selected by purposive sampling techniques. The study procedure of collecting data consisted of four steps: observation, in-depth interviews, and document study. The data were analyzed using inductive models, while the validity of the result met the criteria of credibility, transferability, dependability and conformability. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to KKNI and SNPT. (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) Half the weight of the unit credits obtained by multiplying the depth and breadth of study material; Second, the development of the curriculum to accommodate all the requirements of a professional teacher with four competencies; pedagogical, personality, social and professional competence, plus the competence of the leadership. Third, curriculum development in PAIDepartment also stressed on the aspect of PAI consisting of Al-Qur’an Hadith, Aqidah Akhlak, Fiqh, Sejarah Kebudayaan Islam to improve the professional competence of future teachers.

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IMPLEMENTASI TRI DARMA PERGURUAN TINGGI OLEH DOSEN PAK TAHUN AJARAN 2018/2019 DI STT “KRISTUS ALFA OMEGA” SEMARANG

Shift Key : Jurnal Teologi dan Pelayanan ◽

10.37465/shiftkey.v8i2.21 ◽

2018 ◽

Vol 8 (2) ◽

Author(s):

Tantri Yulia

Keyword(s):

Higher Education ◽

Religious Education ◽

Community Service ◽

Teaching Material ◽

Community Life ◽

Study Program ◽

Research Hypothesis ◽

Maximum Value ◽

Education Study ◽

Academic Year

The main tasks of the lecturer are summarized into three main tasks, namely in the fields of teaching, research and community service. The teaching field is related to the ability of lecturers to deliver teaching material, the research assignment related to the development of knowledge and the field of community service is lecturer service which is a contribution of lecturers in community life by sharing their experiences and knowledge in accordance with the specifications of the fields used for welfare to the community. The limitation of the problem in this study is that there are still lecturers of the Christian Religious Education study program at STT Kristus Alfa Omega Semarang who have not implemented the Tri Darma of Higher Education.The formulation of the problem in this study is how big is the level of implementation of the Tri Darma of Higher Education by PAK lecturers in the academic year 2018/2019 at STT "Kristus Alfa Omega" Semarang? The purpose of the study was to determine the level of implementation of the Tri Darma of Higher Education in the field of teaching by PAK lecturers in the academic year 2018/2019 at STT "Kristus Alfa Omega" Semarang. Research hypothesis: Allegedly Implementation of Higher Education Tri Darma by PAK Lecturers in Academic Year 2018/2019 in STT "Kristus Alfa Omega" Semarang in the medium category or equal to 60% of the maximum value not accepted because the results of the calculation above obtained a hypothesis value of 83% of maximum value.

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PEMIKIRAN EPISTEMOLOGI AMIN ABDULLAH DAN RELEVANSINYA BAGI PENDIDIKAN TINGGI DI INDONESIA

Profetika Jurnal Studi Islam ◽

10.23917/profetika.v17i01.2102 ◽

2016 ◽

Vol 17 (01) ◽

pp. 80

Author(s):

Waston Waston

Keyword(s):

Higher Education ◽

Modern Technology ◽

Science And Religion ◽

Scientific Development ◽

Religion And Science ◽

Mutual Help ◽

Science Integration

The relation between religion and science seems to be the dichotomous view. Bothof them are like oil and water, two entities that cannot be reunited and separated. Due to “thisdispute”, science often misses their ethics, so science and modern technology have actuallyhumanized humans and distanced them from their nature. The conflict between them forcesmany intellectual Muslims to make “epistemology bridge” for reconciling science and religion.One of them is M. Amin Abdullah, who argues with the concept of integration-interconnectionwhich is the effort to avoid the dichotomous view of the science and religion (especiallyIslam-science) and in the epistemology view, the concept is to close back all disciplines so thereare dialogues, communications, relationships, and mutual help. This article aims to discussthe epistemology thought of M. Amin Abdullah concerning on integration-interconnectionwith its methodology and relevance for the scientific development of higher education in Indonesia.Keywords: Epistemology; Islam; science; Integration-interconnection.Abstrak: Hubungan antara agama dan ilmu pengetahuan tampaknya menjadi pandangandikotomis. Keduanya ibarat minyak dan air, dua entitas yang tidak bisa bersatu kembali dandipisahkan. Karena “sengketa ini” ilmu pengetahuan mencoba merangkul konsep-konsep agamadan etika agar ilmu pengetahuan-teknologi memiliki nuansa yang manusiawi. Konflikantara keduanya memaksa kaum Muslim intelektual membuat “jembatan epistemologi” untukmendamaikan sains dan agama. Salah satunya adalah M. Amin Abdullah, yang berpendapatbahwa konsep integrasi-interkoneksi yang merupakan upaya untuk menghindari pandangandikotomis dari ilmu dan agama (khususnya Islam-ilmu) dan dalam pandangan epistemologi,konsep ini mencoba menawarkan kembali semua disiplin ilmu sehingga ada dialogisasi, komunikasi,sinergitas, dan hubungan saling membantu. Artikel ini bertujuan untuk membahasepistemologi pemikiran M. Amin Abdullah berkenaan konsep integrasi-interkoneksi denganmetodologi dan relevansinya bagi pengembangan ilmu pengetahuan pendidikan tinggi di Indonesia.Kata kunci: Epistemologi; Islam; ilmu pengetahuan; Integrasi-interkoneksi.

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The Paradigm of Science Integration in Islamic University: The Historicity and Development Pattern of Islamic Studies in Indonesia

MADANIA JURNAL KAJIAN KEISLAMAN ◽

10.29300/madania.v24i1.3326 ◽

2020 ◽

Vol 24 (1) ◽

pp. 97

Author(s):

Efrinaldi Efrinaldi ◽

Toha Andiko ◽

Taufiqurrahman Taufiqurrahman

Keyword(s):

Higher Education ◽

Participant Observation ◽

Modern Technology ◽

Group Discussions ◽

Science Integration ◽

Development Models ◽

Islamic Science ◽

Data Source ◽

The University ◽

Depth Interviews

This article aims to discuss the patterns of science integration in Islamic universities in Indonesia and the development models. This study used qualitative method, the data source consists of informants and documentation, as well as data collection techniques carried out through in-depth interviews, participant observation, focus group discussions and documentation review. As results, the application of science integration patterns in several Islamic universities turns out to be different, based on different understanding of the concept of science integration and local socio-cultural settings, according to the their respective established backgrounds. The State Islamic University (UIN) generally applies integration, not Islamization, by combining Islamic science and general science. This is stated in the vision and mission of higher education. As for practice, the implementation of science integration is applied to the faculty through direct policy from the university. In general, Islamic universities in Indonesia have already had a philosophical paradigm, by carrying out a distinctive concept of science integration. In the elaboration aspect of the integration paradigm, it is reflected in the applied curriculum. However, from the explanation, science integration actually aims at integrating religious disciplines with modern technology and science, which is implemented in Islamic higher education in Indonesia. In developing the concept of science integration in each UIN in Indonesia, it has editorial diversity and contextual elaboration with the environment and culture of respective regions.

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PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN EKONOMI UNTUK MENYIAPKAN GURU PROFESIONAL DI SEKOLAH BERTARAF INTERNASIONAL

PARAMETER Jurnal Pendidikan Universitas Negeri Jakarta ◽

10.21009/parameter.252.01 ◽

2014 ◽

Vol 25 (2) ◽

pp. 56-61

Author(s):

Dadang Dahlan ◽

Neti Budiwati ◽

Susanti Kurniawati

Keyword(s):

Higher Education ◽

Curriculum Development ◽

Research And Development ◽

Prospective Teachers ◽

Global Economy ◽

Core Competencies ◽

International School ◽

Study Program ◽

Directorate General ◽

Competency Based

Abstract : This study aims to: 1) Generating a description of the graduates competence to prepare economics teacher at the International School (SBI) 2) Generating the substance of the study which relevant with the graduates competence. 3) Producing design curriculum appropriate to the needs of the economy to prepare prospective teachers in SBI. The study was designed for 2 years in the Research and Development, is based on a curriculum development manual competency-based curriculum development of higher education issued by the Directorate General of Higher Education (2008). Results of the study, among others, found that the description of the competence of Education study program consists of a) two core competences b) nine supporting competency and c) four other competencies. Core competencies consist of a) control of the structure, concepts, generalizations, theories, and scientific mindset within the scope of the global economy that consists of 18 sub-competences b) mastery of concepts, theories, and pedagogical principles consisting of 6 sub-competences. Supporting competence consists of 11 subcompetences and other competencies consist of 9 sub-competences. Main competence substance consists of 24 studies, supporting competency consists of 11 studies and other competencies substance consists of 9 substance of the study, so the total credits of students who have taken a number of 152 credits or 61 courses. Abstrak: Penelitian ini bertujuan: 1) Menghasilkan deskripsi kompetensi lulusan untuk menyiapkan guru ekonomi di Sekolah Bertaraf Internasional (SBI) 2) Menghasilkan substansi kajian yang relevan dengan kompetensi lulusan. 3) Menghasilkan desain kurikulum yang sesuai dengan kebutuhan untuk menyiapkan calon guru ekonomi di SBI. Penelitian dirancang untuk 2 tahun dengan menggunakan metode Research and Development, Pengembangan kurikulum ini dilakukan berdasarkan buku panduan pengembangan kurikulum berbasis kompetensi pendidikan tinggi yang diterbitkan oleh Direktorat Jendral Pendidikan Tinggi (2008). Hasil penelitian antara lain ditemukan bahwa deskripsi kompetensi Prodi Pendidikan terdiri dari a) dua kompetensi utama b) sembilan kompetensi pendukung dan c) empat kompetensi lainnya. Kompetensi utama terdiri dari a) penguasaan struktur, konsep, generalisasi, teori, dan pola pikir keilmuan ekonomi dalam lingkup global yang terdiri dari 18 subkompetensi b) penguasaan konsep, teori, dan prinsip pedagogik yang terdiri atas 6 subkompetensi. Kompetensi pendukung terdiri dari 11 subkompetensi dan kompetensi lainnya terdiri dari 9 subkompetensi. Kompetensi Utama terdiri dari 24 substansi kajian, kompetensi pendukung terdiri atas 11 substansi kajian dan kompetensi lainnya terdiri dari 9 substansi kajian, sehingga total SKS yang harus ditempuh mahasiswa sejumlah 152 SKS atau 61 mata kuliah.

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Islamic Educational Transformation: A Study of Scientific and Competence Development in the Study Program of Islamic Education in State Islamic Universities

Jurnal Pendidikan Islam ◽

10.14421/jpi.2017.61.239-263 ◽

2017 ◽

Vol 6 (1) ◽

pp. 239

Author(s):

Usman Usman ◽

Moch Fuad ◽

Nur Munajat

Keyword(s):

Curriculum Development ◽

Learning Process ◽

Scientific Development ◽

Study Program ◽

Logical Interpretation ◽

Education Management ◽

Basic Framework ◽

Faculty Leader ◽

Observation Method ◽

Questionnaire Method

Abstract The research is descriptive and evaluative about religion and modernization of education for the purpose of finding and describing new problems regarding the basic framework of scientific and curriculum development at PAI Studies Program. The purpose of this study is to describe and reveal indicators of the basic framework changes, the views and attitudes of academicians, curriculum development, and learning process that mainly based on information technology. The research was conducted on three State Islamic Universities, namely UIN Sunan Kalijaga Yogyakarta, UIN Syarif Hidayatullah Jakarta, and UIN Maulana Malik Ibrahim Malang with subject research Faculty of Tarbiyah and Teaching Sciences or PAI study program, and sampling technic was done by purposive random. The data was collected by observation method of participation, structured and in-depth interviews and questionnaire method to faculty (leader) and students. Data analysis was performed through the logical interpretation and constant comparation. This research is conducted in the field by collecting data, writing and provide a logical interpretation of the data. Based on data and analysis above, it can be concluded that implementation of scientific development conducted by study programs/majors PAI to realize an integrated-interconnection approach is already reflected in the determination of the base (vision and mission) majors, policies (quality objectives or quality assurance), programs, and learning process. Whole has grown, when it is understood from the meaning of modernization of education (change/development model of education management), from the old way/conventional leads to a more contemporary. Keywords: Religion, Modernization of Education, PAI Studies Program Abstrak Penelitian ini bersifat deskriptif dan evaluatif tentang agama dan modernisasi pendidikan dengan tujuan untuk menemukan dan menggambarkan permasalahan baru mengenai kerangka dasar pengembangan keilmuan dan kurikulum pada Program Studi PAI. Penelitian ini bertujuan untuk mendeskripsikan dan mengungkap indikator perubahan kerangka dasar, pandangan dan sikap akademisi, pengembangan kurikulum, dan proses belajar-mengajar, terutama yang berbasis teknologi informasi. Penelitian dilakukan di tiga Universitas Islam Negeri, yaitu UIN Sunan Kalijaga Yogyakarta, UIN Syarif Hidayatullah Jakarta, dan UIN Maulana Malik Ibrahim Malang, dengan subjek penelitiannya yaitu Fakultas Ilmu Tarbiyah dan Keguruan atau Program Studi PAI. Teknik pengambilan sampel dilakukan secara purposive random. Data dikumpulkan dengan metode observasi partisipan, wawancara terstruktur dan mendalam serta metode kuesioner kepada fakultas (pimpinan) dan mahasiswa. Analisis data dilakukan melalui interpretasi logis dan perbandingan konstan. Penelitian ini dilakukan di lapangan dengan mengumpulkan data, menulis dan memberikan interpretasi logis terhadap data. Berdasarkan data dan analisis di atas, dapat disimpulkan bahwa implementasi pengembangan keilmuan yang dilakukan oleh program studi/jurusan PAI untuk mewujudkan pendekatan integrasi-interkoneksi sudah tercermin dalam penentuan jurusan (visi dan misi) jurusan, kebijakan (kualitas objektif atau jaminan mutu), program, dan proses pembelajaran. Semua hal tersebut sudah berkembang, bila dipahami dari makna modernisasi pendidikan (model perubahan/pengembangan manajemen pendidikan), dari cara lama/konvensional menuju ke yang lebih kontemporer. Kata Kunci: Modernisasi Pendidikan, Jurusan/Program Studi PAI

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Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v1i2.77 ◽

2018 ◽

Vol 1 (2) ◽

pp. 51

Author(s):

Mustain Mustain

Keyword(s):

Religious Education ◽

Arabic Language ◽

Islamic Education ◽

Foreign Languages ◽

Primary Data ◽

Study Program ◽

Effective Learning ◽

Education Study ◽

Arabic And English ◽

Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages (Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

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