Fadhli Fadhli, Hakmi Wahyudi, Agustiar Agustiar, Rafiqi AlMunawwar

Implementasi Pembelajaran Bahasa Arab Berbasis Kitab Kuning di Madrasah Aliyah Negeri 1 Kota Pekanbaru

Introduction

Implementasi pembelajaran bahasa arab berbasis kitab kuning di madrasah aliyah negeri 1 kota pekanbaru. Implementasi pembelajaran Bahasa Arab Kitab Kuning di MAN 1 Pekanbaru dibahas. Mengupas proses, metode, dan faktor pendukung serta penghambat inovasi kurikulum madrasah.

Abstract

This study aims to describe the implementation of Arabic language learning based on Kitab Kuning at MAN 1 Pekanbaru City and identify its implementation's supporting and inhibiting factors. This research employed a qualitative approach using observation, in-depth interviews, and documentation. The data analysis technique involved data reduction, data presentation, and conclusion drawing. The results show that the kitab kuning learning is an innovation within the existing curriculum structure and has been designed through a systematic managerial process based on the POACE approach. In the planning stage, the process involved the preparation of teaching materials by teachers, the selection of learning content and texts (Fathul Qorib and Nashoihul Ibad), and the assignment of competent teachers capable of teaching kitab kuning. In the organizing stage, the involvement of all academic community members was crucial, including the scheduling and division of responsibilities, as well as preparing learning facilities to support the process. The implementation of learning followed general teaching procedures from apperception to closing, with the use of methods such as sorogan, qira’ah, istiqraiyyah, and individual guidance for students who faced difficulties. Supervision was carried out by the head of the madrasah and the curriculum coordinator through direct observation, regular teacher reports, and program evaluation. Meanwhile, the evaluation process included daily assessments, semester exams, and practical tests in reading Kitab Kuning. Supporting factors included the availability of the Middle Eastern specialization class program, strong institutional support, adequate learning facilities, a conducive environment (such as dormitories), and collaboration with external institutions. On the other hand, inhibiting factors involved differences in students' Arabic language backgrounds, a lack of qualified substitute teachers when the main teacher was unavailable, and the burden of other academic subjects.

Review

This study offers a detailed descriptive analysis of the implementation of Arabic language learning utilizing the *Kitab Kuning* methodology at MAN 1 Pekanbaru City. The primary objective was to meticulously describe this innovative educational approach and to identify the various elements that either facilitate or impede its successful execution. Employing a qualitative research design, the study effectively gathered data through observation, in-depth interviews, and documentation, providing a rich, contextual account of the program's systematic integration into the existing curriculum. The findings present a comprehensive picture of the *Kitab Kuning*-based learning, framed within a systematic managerial process guided by the POACE (Planning, Organizing, Actuating, Controlling, Evaluating) approach. The abstract effectively details robust planning (material preparation, specific text selection like *Fathul Qorib* and *Nashoihul Ibad*, competent teacher assignment), thorough organizing (community involvement, scheduling, facility preparation), and diverse implementation methods such as *sorogan, qira’ah, istiqraiyyah*, and individual guidance. Furthermore, effective supervision and evaluation mechanisms are clearly described, ensuring program quality. The identification of strong supporting factors, including a specialized class program, robust institutional backing, adequate facilities, a conducive learning environment, and external collaboration, collectively underscores the strengths contributing to the program's potential success. While providing a detailed descriptive account, the abstract also transparently acknowledges significant inhibiting factors, including the varied Arabic language backgrounds of students, a scarcity of qualified substitute teachers, and the competing demands of other academic subjects. These identified challenges highlight practical realities that could limit the program's optimal reach or effectiveness. For future research, it would be beneficial to move beyond a purely descriptive study to quantitatively or qualitatively assess the *impact* of this *Kitab Kuning*-based approach on students' actual Arabic language proficiency, beyond just its implementation. Additionally, exploring strategies to systematically overcome the identified hurdles would further enhance the practical implications of such valuable pedagogical innovation within Indonesian madrasahs.

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