An Analysis of Arabic Language Learning Models in Takhassus Programs: Evidence from an Indonesian Pesantren

Muhammad Umar Zaid Alkhindi; Fiko Savero; Dimas Surya Nata; Anan Marliansyah; Hisbullah Huda; Mohamed Nasser

doi:10.15575/ta.v5i1.54320

Authors

Muhammad Umar Zaid Alkhindi Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Fiko Savero Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Dimas Surya Nata Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Anan Marliansyah Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Hisbullah Huda Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Mohamed Nasser Al-Azhar University Cairo, Egypt

DOI:

https://doi.org/10.15575/ta.v5i1.54320

Keywords:

Arabic Takhassus Program, Islamic Boarding School , Learning Model

Abstract

This study aims to comprehensively examine the planning, implementation, and supporting and inhibiting factors of the Arabic Language Takhassus Program at As-Sakinah Islamic Boarding School in Sidoarjo. This research employs a qualitative, descriptive method, using observation, in-depth interviews with teachers and students, and analysis of curriculum documents. The findings reveal that the Takhassus Program is systematically designed through clearly defined objectives, tiered student grouping, and intensive evening learning schedules, with a strong emphasis on grammatical mastery and the study of classical Islamic texts (kitāb kuning). In its implementation, classroom instruction integrates traditional methods such as sorogan and bandongan with eclectic and communicative approaches. These are further reinforced through extracurricular language activities, including muḥāḍarah (public speaking), muḥādathah (conversation practice), and language olympiads. The program’s effectiveness is supported by strong institutional commitment, qualified instructors, and adequate facilities. However, several challenges persist, including inconsistent use of Arabic outside the classroom, heterogeneous student proficiency levels, the absence of standardized syllabi and lesson plans, and the suboptimal integration of educational technology. The study recommends strengthening curriculum design, standardizing instructional tools, and integrating educational technology to more comprehensively enhance the effectiveness and diversity of Takhassus-based Arabic learning models in Indonesia.

References

Ahmedi, V., Kurshumlija, A., & Ismajli, H. (2023). Teachers ` Attitudes towards Constructivist Approach to Improving learning outcomes : The Case of Kosovo. International Journal of Instruction, 16(1), 441–454. https://doi.org/https://doi.org/10.29333/iji.2023.16124a

Alharbi, A. O. (2022). Issues with Communicative Language Teaching Implementation in Saudi Arabia Concerning the Government Policy, Teachers, and Students: Two Decades of Research. Arab World English Journal (AWEJ), 13(2), 412–423.

Almelhes, S. (2025). Reframing Learner Autonomy in Arabic Language Education for Non-Native Speakers : a Theoretical Framework of Power, Control, and Motivation. Frontiers in Education, 10(1622527), 1–11. https://doi.org/10.3389/feduc.2025.1622527

Assegaf, A. R., Fahmi, M., & Zainiyah, H. S. (2022). Curriculum Innovation for the Internationalization of Islamic Education Study Program at Higher Education Institutions in Surabaya , Indonesia. Millah: Journal of Religous Studies, 21(3), 671–706. https://doi.org/10.20885/millah.vol21.iss3.art3

Bajwa, N., & Das, S. (2023). Test Scores , Classroom Performance , and Capacity in Academically Selective School Program Admissions. Proceedings of the 3rd ACM Conference on Equity and Access in Algorithms, Mechanisms, and Optimization (EAAMO ’23), 1–15. https://doi.org/https://doi.org/10.1145/3617694.3623236

Beach, L. V. (2020). Curriculum Design and Instructional Practices : a Case Study Use of Theory in Accelerated Adult Learning Programs. Legacy Theses & Dissertations, 2433. https://doi.org/https://doi.org/10.54014/GAJA-RXWM

Bejerot, S., Lindgren, A., Rosén, J., Bejerot, E., & Elwin, M. (2019). Teaching Psychiatry to Large Groups in Society. BMC Medical Education, 19(148), 1–13.

Birkett, M., Melville, J., Janulis, P., Phillips II, G., Contractor, N., & Hogan, B. (2022). Reprint of: Network Canvas: Key Decisions in the Design of an Interviewer-Assisted Network Data Collection Software Suite. Social Networks, 69, 263–273.

Deci, E. L., & Ryan, R. M. (2015). Self-Determination Theory. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 486–491). Elsevier Inc. https://doi.org/10.1016/B978-0-08-097086-8.26036-4

Esteve, O. (2024). Research Quarterly The Pedagogical Imperative for Teacher Educators : A Constructive Reflection. Language Teaching Research Quarterly, 46, 146–156. https://doi.org/https://doi.org/10.32038/ltrq.2024.46.11

Eun, B. (2019). The Zone of Proximal Development as an Overarching Concept: A Framework for Synthesizing Vygotsky’s Theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941

Fadilla, A. R., & Wulandari, P. A. (2023). Literature review analisis data kualitatif: tahap pengumpulan data. Mitita Jurnal Penelitian, 1(3), 34–46.

Faizah, N. I., Rosikh, F., & Mustofa, M. A. (2023). Model Pembelajaran Kooperatif Tipe Group Investigation dalam Meningkatkan Kemampuan Menerjemah Teks Bahasa Arab. Edu Juournal: Innovation in Learning and Education, 01(01), 51–61.

Fathie, M., & Zaki, M. (2024). Teaching Methods of Arabic Language Grammar Lessons Among Arabic Teachers at Religious Secondary Schools in Malaysia. 14(10), 3100–3108.

Goyibova, N., Muslimov, N., Sabirova, G., & Kadirova, N. (2025). Differentiation Approach in Education: Tailoring Instruction for Diverse Learner Needs. MethodsX, 14(103163). https://doi.org/10.1016/j.mex.2025.103163

Hassan, W. Z. W., Abdullah, N., Muslim, N., Alias, J., Umar, A., Latiff, R. A., Sallihuddin, N. R., Mohamad, Z., Basir, A., & Yunus, N. (2019). Linguistics Elements of Arabic Language Applied by Imam Shafi’i in Islamic Jurisprudence. International Journal of Civil Engineering and Technology, 10(1), 1704–1711.

Hermawan, C. M., Rosfiani, O., & Lutfiana, V. (2020). The Effectiveness Of Direct Instruction Model In Mathematics Subjects : A Classroom Action Research In Elementary School. International Journal of Scientific & Technology Research, 9(4), 2506–2509.

Huang, J., & Wu, C.-Y. (2022). Content and Language Integrated Learning for Teaching the Theoretical Language of Sociology of Education to Preservice Teachers : A Quasi-Experimental Study. Journal of Research in Education Sciences, 67(2), 243–268.

Kamal, H. (2025). Teaching Arabic Today : Challenges , Strategies , and Opportunities in Islamic Higher Education. International Journal of Learning, Teaching and Educational Research, 24(10), 644–659. https://doi.org/https://doi.org/10.26803/ijlter.24.10.31

Kochmar, E., Vu, D. Do, Belfer, R., Gupta, V., Serban, I. V., & Pineau, J. (2020). Automated Personalized Feedback Improves Learning Gains in An Intelligent Tutoring System. Artificial Intelligence in Education, 2, 140–146. https://doi.org/10.1007/978-3-030-52240-7

Leshkovska, E. A., & Spaseva, S. M. (2016). John Dewey’s Educational Theory and Educational Implications of Howard Gardner’s. International Journal of Cognitive Research in Science, Engineering, and Education, 4(2), 57–66. https://doi.org/10.5937/IJCRSEE1602057A

Litzenberg, J. (2023). Intensive English programme ecology: decolonizing ‘within the cracks.’ ELT Journal, 77(3), 357–365. https://doi.org/10.1093/elt/ccad005

Lowell, V. L., & Tagare, D. (2023). Authentic Learning and Fidelity in Virtual Reality Learning Experiences for Self-Efficacy and Transfer. Computers & Education: X Reality, 2(100017). https://doi.org/https://doi.org/10.1016/j.cexr.2023.100017

Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Qualitative Data Analyst: A Metods Sourcebook (Fourth Edi). Sage Publications.

Mujahidah, N., & Riyadhi, B. (2022). Model Pembelajaran Bahasa Arab di Pondok. Jurnal Pendidikan Islam Al-Ilmi, 6(1), 22–29.

Munna, A. S. (2022). Instructional Leadership and Role of Module Leaders. International Journal of Educational Reform, 32(1), 38–54. https://doi.org/10.1177/10567879211042321

Mylnikova, S., Shah, T. A., & Rashid, S. (2022). A Unity of Obucheniye and Vospitaniye : An Unexplored Unity in Vygotskian Zone of Proximal Development. Pakistan Social Sciences Review, 6(2), 849–857.

Nasution, S., Asari, H., Al-Rasyid, H., Faridah, F., Zulpina, Z., Rangkuti, R. U., & Kawaid, A. I. S. D. (2025). Arabic Learning and Religious Identity among Non-Muslim Students in Indonesia. Jurnal Ilmiah Peuradeun, 13(2), 1497–1526.

Nazir, F. B. (2018). Stimulus-Response Theory : A Case Study in the Teaching and Learning of Malay Language Among Year 1 Pupils. The Journal of Social Sciences Research, 4(10), 153–157. https://doi.org/https://doi.org/10.32861/journal.7.2018.410.153.157

Noor, N. M., Yunus, K., Yusoff, A. M. H., Nasir, N. A. M., & Yaacob, N. H. (2021). Spaced Learning : a Review on The Use of Spaced Learning in Language Teaching and Learning. Journal of Language and Linguistic Studies, 17(2), 1023–1031. https://doi.org/10.52462/jlls.71

Otgonsukh, D., Idersuren, B., & Amarsanan, B. (2019). Total Quality Management: Creating Value Through Continuous Quality Improvement. Topical Issues of Rational Use of Natural Resources - Proceedings Of The International Forum-Contest of Young Researchers, 2018, 319–324. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076341611&partnerID=40&md5=f8ed910f38688f83fd265cbeb721272c

Piantaggini, L. (2020). Grammar-Translation : What Is It Really For Students? The Journal of Classics Teaching, 21(42), 92–94. https://doi.org/10.1017/S2058631020000513

Puntambekar, S. (2022). Distributed Scaffolding : Scaffolding Students in Classroom. Educational Psychology Review, 34(1), 451–472. https://doi.org/10.1007/s10648-021-09636-3

Radosavlevikj, N. (2020). Teacher’s and Student’s Perceptions and Challenges in Communicative Language Teaching. The Journal of Teaching English for Specific and Academic Purposes, 8(3), 307–317. https://doi.org/https://doi.org/10.22190/JTESAP2003307R

Rahadi, D. R. (2020). Konsep Penelitian Kualitatif Plus Tutorial NVivo. PT. Filda Fikrindo.

Rahmawati, M., Masrun, M., Hidayat, N. S., & Azhar, M. (2024). Model Pembelajaran Project Based Learning Meningkatkan Kemampuan Berbicara Bahasa Arab Siswa: Penelitian Eksperimen. Ukazh: Journal of Arabic Studies, June. https://doi.org/10.37274/ukazh.v5i2.980

Requena, C., Turrero, A., & Ortiz, T. (2016). Six-Year Training Improves Everyday Memory in Healthy Older People . Randomized Controlled Trial. Front. Aging Neurosci, 8(1), 1–12. https://doi.org/10.3389/fnagi.2016.00135

Saka, N. T. (2024). Social Learning Theory. In Exploring Adult Education Through Learning Theory (pp. 135–162). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-5812-2.ch006

Samah, R., Isahak, A., Azura, W., & Ahmad, W. (2020). Excellent Teacher Practices in Teaching and Learning Arabic Language and Literature Based on Ibn Khaldun Strategies. Asia Pacific Journal of Educators and Education, 35(1), 37–54. https://doi.org/10.21315/apjee2020.35.1.3

Shodiqoh, M., & Mansyur, M. (2022). Reaktualisasi Project Based Learning Model dalam Pembelajaran Bahasa Arab. Tanfidziya: Journal of Arabic Education, 1(3), 144–155.

Sidiq, U., Choiri, M., & Mujahidin, A. (2019). Metode Penelitian Kualitatif di Bidang Pendidikan. Journal of Chemical Information and Modeling, 53(9), 1–228.

Spatioti, A., Kazanidis, I., & Pange, J. (2023). Educational Design and Evalution Models of e-Learning Process : a Systematic Review. Turkish Online Journal of Distance Education, 24(4), 318–347. https://doi.org/https://doi.org/10.17718/tojde.1177297

Suryadarma, Y. (2017). The Intensive Arab Language Course for Indonesian School Students in The Form of “Arab Camp” Program. Al-Tadris: Jurnal Pendidikan Bahasa Arab, 5(2), 141.152. https://doi.org/https://doi.org/10.21274/tadris.2017.5.2.141-152

Unsi, B. T. (2017). Optimalisasi Pembelajaran Bahasa Arab melalui Model Pembelajaran Komunikatif-Ekletik. Murobbi: Jurnal Ilmu Pendidikan, 1(1), 102–119.

Wang, M., Dede, C., Grotzer, T. A., & Chen, J. (2025). Understanding and Managing the Complexities in Situated Learning in Immersive Virtual Environments. Educational Technology Research and Development, 73(5), 3177–3200. https://doi.org/10.1007/s11423-025-10519-5