The reading-guiding-muraja'ah method as a learning strategy for yellow books in islamic boarding schools in south west aceh

This article was created with the aim of knowing the history of the yellow book and its traditions in Indonesia, especially in Islamic boarding schools. This yellow book is a book that has yellow paper written in Arabic and is a book that revolves around Islamic knowledge, both sharia and non-sharia. This research was carried out by collecting data from the library as a reference source. The research results show that the yellow book has a long historical record in Indonesia, especially in Islamic boarding schools. Although there is no certainty regarding the history of the yellow book being used as a reference in studying knowledge in Islam, the yellow book has become a curriculum in Islamic boarding schools in Indonesia. The yellow book is used as the main teaching material in teaching various Islamic disciplines such as fiqh, monotheism, tafsir, hadith, and Sufism, as well as tool sciences such as nahwu and shorof. Apart from that, the yellow book also reflects a strong Islamic identity and is a symbol of Islamic intellectual heritage in the archipelago. With the yellow book, Islamic scientific traditions in Islamic boarding schools can be preserved and developed from generation to generation. This research also found that the yellow book has an important role in forming the character and knowledge of students in Islamic boarding schools.

This article aims to discuss the Arabic language learning system at the Nurul Iman Parung Arabic Course and Training Institute (LKP), Bogor. Today, many people are interested in studying Arabic, seeing the urgency of Arabic as a solution to various complex problems in modern times. Many educational institutions participate in developing and implementing Arabic language learning, both formal and non-formal. One of these educational institutions is the Al-Ashriyyah Islamic Boarding School Nurul Iman Parung Bogor, which established an Arabic language LKP in Parung Bogor. This research is a field research (field research) in the form of qualitative research using a multidisciplinary approach which includes, among others: pedagogical, normative theological, juridical, sociological, and psychological approaches. The results of this study suggest that LKP Nurul Iman Arabic conducts Arabic courses for students who wish to deepen and further develop their Arabic language skills through non-formal institutions specifically established for the development of Arabic. The Arabic language learning system at LKP Nurul Iman Arabic is a non-credit Arabic learning program run by the Language Development Institute for all students who are interested in learning Arabic further. LKP Arabic Nurul Iman has not been equipped with standard curriculum references, syllabi, and manuals, teaching materials are tentative/change according to management policies every year. The learning model is designed simultaneously on the same day and hour in each class, it is not allowed to shift teaching hours or days by the teacher, this course program also does not make the class the only learning center. LKP Arabic Nurul Iman has succeeded in improving students' Arabic language skills, and has also succeeded in producing sufficiently qualified Arabic language experts. The increased achievement of Arabic competitions at the Al Ashriyyah Nurul Iman Islamic Boarding School, such as Arabic speech contests, Arabic debate competitions, Taqdimul Qisshoh and others, both at the district and national levels, is evidence of the increased students' Arabic language skills

The focus of research which became the main study in this study was about the acceleration program to read the yellow book in Islamic Boarding Schools. The learning acceleration program is a program to improve the quality of learning for students, especially students who live in Islamic boarding schools. In this study, researchers want to explain two topics regarding the acceleration of reading the yellow book in Islamic boarding schools and the quality of students with the acceleration program and focused on students at the Tasanawiyah Madrasah level. The existence of an acceleration program aims to increase the causality and validity of student learning in working on the yellow book which is the main material of teaching. This research uses a qualitative approach, with data collection techniques are interviews, conservation and documentation. Data analysis techniques that researchers use is data reduction, data presentation and conclusions. The result of this research was that Santri, who was initially somewhat difficult to learn and understand the book of Turats, became easier to understand. Thus, in accordance with the target set by the pesantren within two years, students can graduate and move to a more challenging level, namely the Takhassus program.

This study is grounded in the importance of integrating language and content learning in qawāʿid instruction through yellow books in Islamic boarding schools, which naturally reflects the principles of the CLIL approach. It aims to examine how teachers integrate grammar learning with content understanding and how they adapt CLIL principles to address students' varying language proficiencies. This study employed a qualitative approach with a case study design, using classroom observations, interviews with teachers and students, and documentation analysis to explore the implementation of CLIL in qawāʿid instruction. The findings reveal that qawāʿid are not taught separately, but rather embedded within the study of classical Arabic texts, enabling students to engage with both language and content simultaneously. Teachers apply practical strategies such as utilizing texts like Naḥw Taṭbīqī, conducting Arabic-based assessments, and implementing scaffolding, differentiation, and specialized programs like Takhassus. These practices reflect CLIL's cognitive and communicative dimensions. Although the term CLIL is not explicitly used, its principles are contextually embedded in teaching practices. The novelty of this study lies in demonstrating that traditional pesantren pedagogy aligns with modern CLIL theory. It suggests that further theoretical development of CLIL should consider its natural applicability in classical Islamic educational settings.

Pondok pesantren, as an educational institution overseen by kiyai, shapes good character and morals, fosters noble character, and produces successors and defenders of religion and nation. The study of yellow books is one of the important methods in education at Islamic boarding schools. The study of the Yellow Book in Islamic boarding schools shapes the mindset and knowledge of students through the study of the Yellow Book taught by the religious leader. The studies provided by a religious leader to students in Islamic boarding schools generally refer to the Yellow Books, which are mostly normative rules that tend to be patriarchal. Amidst the proliferation of Islamic boarding schools that uphold patriarchal culture, the Sheik Burhanuddin Kuntu Islamic boarding school is building a discourse on gender equality through the study of the book "I'natut Tholibin," chapter on marriage. This research will demonstrate how a religious scholar reinterprets the classic book I'natut Tholibin into an understanding that values gender equality. This research is field research using a descriptive qualitative method, with data collection methods including observation, documentation, and interviews. The research findings indicate that the cultivation of gender equality values formed at Pesantren Syekh Burhanuddin Kuntu through the study of the book I'natut Tholibin, sourced from the role of the Kiyai as an educator, is the main influence in shaping gender equality within the pesantren environment

Background: One of the efforts to prevent health problems in students in Islamic boarding schools is by building awareness to carry out clean and healthy living behavior (PHBS). Efforts to introduce and improve students' knowledge can be done by using health education media in the form of pocket books. Objective: To produce a PHBS pocket book for students in Islamic boarding schools. Methods: This study uses the RnD approach based on the ADDIE Model (Analyze, Design, Development, Implementation, and Evaluation). The media was validated by expert media validators, language experts, public health practitioners, agency validators, and students in grades X and XI of the Ar-Rahman Islamic Boarding School. Data collection used literature studies and data were analyzed manually. Results: The development of the PHBS pocket book in Islamic Boarding Schools began with identifying potential problems and, collecting data, and information. Product design creation using the Ibis Paint X application. The product obtained validation results, namely media experts of 96% (very feasible), language experts of 92% (very feasible), public health practitioners of 99% (very feasible), validation of institutions consisting of teachers of 100% (very feasible). After receiving suggestions and comments from the validator, the product was then revised. Then the results of the product trial on the participant group were 88% (very feasible) Conclusion: The PHBS pocket book in Islamic Boarding Schools can be used as a health education media with a very feasible feasibility test. Suggestion: Pocket books can be digitized based on Android.

Understanding the yellow book in pesantren tends to be very difficult and tedious. This is due to the complexity of mastering nahwu and sharraf and the methods used in pesantren are still classical methods. This prompted this research to analyze the Nubdhatul Bayan method as Basic Learning in understanding the yellow book in Islamic boarding schools. This research uses a qualitative approach with the type of case study research in Islamic boarding schools, especially in Ma'had Aly Nurul Jadid through data collection based on in-depth studies on observations, interviews and documentation, while the analysis technique used is data analysis techniques with the air flow model proposed by Miles & Huberman. The results of this study indicate that the application of the Nubdatul Bayan method as basic learning in understanding the yellow book in the tamhid ma'had aly Nurul Jadid class is very effective in facilitating prospective students in mastering the yellow book. The implications of this study make it possible to facilitate and accelerate a prospective mahasantri ma'had aly Nurul Jadid in understanding the yellow book.

Arabic language learning is essentially designed to master the four language skills: listening, speaking, reading, and writing. To achieve the goals of Arabic language learning, teachers must be able to apply appropriate and innovative methods and methods for their students, whether in Islamic boarding schools, madrasas, or even schools, to improve students' Arabic language skills. Madrasas can also assist teachers who want to innovate in learning by providing opportunities for teachers to use various learning approaches. This study aims to describe efforts to improve the quality and enthusiasm of female students in Arabic language learning through various methods. This research method uses qualitative research. Because it obtains ready-to-use data collected by other parties using various methods or methods that can help describe an object accurately, clearly, and comprehensively. The results of the study indicate that the forms of programs in Salafiyah Islamic boarding schools, both weekly, monthly, and annually, starting from the beginning to the final grade, are very effective in improving the quality and enthusiasm of female students in Arabic. All language elements are combined and then integrated into Arabic language learning, such as grammar, sharraf, qowaid, translation, and so on. The conclusion of this study is that all grade levels are taught Arabic in Salafiyah Islamic boarding schools, from the beginning to the end of the class. Each class or level has its own learning characteristics, because Arabic is taught in stages and levels, while the all-in-one learning system combines all language elements such as grammar, sharraf, qowaid, translation, and so on. The teaching method of the Arabic language learning model above is based on each level. The teaching materials used also vary depending on the situation and condition of the students, and the teaching methods also vary depending on the teaching materials used. The learning system above helps anyone who wants to learn the language from the beginning or beginner level to the final level.

The ability to read the yellow book is one of the most things to develop Arabic Language Skills. The process of learning the yellow book has an influence in improving students' speaking skills. Wich one is learning nahwu and sharaf with the yellow book and the question and the answer process during the learning process. Thus, researchers see an effect on fluency in speaking and whether or not the rules of nahwu and sharaf are correct in students during the learning process in class or when speaking in Arabic. The aims of this study were: (1) To find out how the process of learning the yellow book at Sabilurrosyad Islamic Boarding School Malang. (2) To find out how much effect the ability of the yellow book in improving the speaking skills of grade nine students of Sabiluurrosyad Islamic Boarding School Malang. This study uses a quantitative approach and experimental method with the type of Pre-Experimental Designs. The data collection methods in this study were observation, tests (pre-test and post-test), and documentation. The results of this study are: (1) Learning to Read the Yellow Book at Sabilurrosyad Islamic Boarding School Using the Jurumiyah Reading Module Book with the learning process of the teacher reading and explaining the material first then students appreciate, understand and reread with other books that have not been harokati in front of the subject teacher read the book. (2) The ability to read the yellow book can improve students' speaking skills. These results were obtained from observations in experimental classes, student activity was quite high, namely 80% and teacher activity 78%, Improvement in Speaking Skills due to ineffective learning of the yellow book in grade nine students of Sablurrosyad Islamic Boarding School Malang. Based on the average result of the experimental class, which is 36% based on the N-Gain score. The results of the t-test obtained a significant value = 0.000 smaller than 0.005 thus H1 is accepted and H0 is rejected. ملخص كفاءة كتاب التراث من أهم الأشياء المهمة لتطوير مهارة اللغة العربية. عملية تعلمية قراءة كتاب التراث لها تأثير في تحسين مهارة الكلام الطلاب. من بعض هو تعليم نحوو وصرف في قراءة كتاب التراث وعملية الأسئلة والأجوبة أثناء عملية التعلمية. قامت يرى الباحثة تأثير الطلاقة كانت كلام بفصيح و قواعد نحوو وصرف أثناء عملية التعلمية في الفصل أو عند الكلام باللغة العربية. أهداف هذا البحث هي: (1) لمعرفة كيف عملية تعليمة قراءة كتاب التراث في سبيل الرشاد معهد الإسلامية مالانج. (2) لمعرفة ما مدى تأثير كفاءة قراءة كتاب التراث في تحسين قدرة مهارة الكلام لطلاب الصف التاسع بمعهد سبيل الرشاد الإسلامية مالانج. استخدمت الباحثة في هذا البحث مدخل الكمي بمنهج تجربي في تصاميم ما قبل التجريبية. وأما طريقة جمع البيانات في هذا البحث هي الملاحظة، التوثيق و الاختبارات (الاختبار القبلي والبعدي). نتائج هذا البحث هي: (1) تعليم قراءة كتاب التراث في معهد سبيل الرشاد بمالانج استخدم كتاب وحدة القراءة الجرومية مع عملية التعلمية يقرأ المعلم ويشرح المادة أولا ثم يقدر الطلاب ويفهمون ويعيدون قراءتها مع الكتاب الأخرى التي لم يتم حركة أمام معلم المادة قراءة الكتاب. (2) كفاءة قراءة كتاب التراث تحسين مهارة الكلام لطلاب. تم الحصول على هذه النتائج من نتائج الملاحظة في الفصل التجريبي وحصلت الطلاب نتائج عالية الطلاب أي 80% والمدرس 78%، تحسين مهارة الكلام بسبب كفاءة الكتاب التراث لدى طلاب الصف التاسع في معهد الإسلامة الحكومية سبيل الرشاد مالانج غير فعالة. بناء على متوسط نتيجة الفصل التجريبي، وهو 36٪ بناء على درجة N-Gain. وحصلت نتائج اختبار t على قيمة معنوية = 0.000 أصغر من 0.05، بحيث تم H1 مقبول وتم H0 مرفوض.

This study aims to explore and describe creative project-based Arabic language learning strategies in universities in Central Java. The importance of this research lies in its efforts to address the challenges in learning Arabic in the modern era by introducing innovative and interactive approaches. A creative project-based approach is expected to increase student engagement, motivation, and ability to learn Arabic. The research method used is qualitative, with data collection techniques in the form of in-depth interviews, class observations, and document analysis. The research subjects include lecturers and students from several universities in Central Java who have implemented this learning strategy. The results of the study show that this strategy is able to increase students' interest and active participation in learning Arabic. The creative projects carried out, such as the nahwu sharaf olympiad, taqdimul qishah, musabaqah qiroatul kupole, qiroatus Shi'ir, ghina Arabi', calligraphy and khitobah provide opportunities for students to apply their knowledge of Arabic in a real context. The implementation of creative project-based learning strategies in universities in Central Java has proven to be effective in increasing students' motivation and Arabic language skills.

This research aims to determine character education in Islamic boarding schools and the prevalence of issues of violence in Islamic boarding schools, so the researcher wants to discuss in more depth about character education and issues of violence that are currently widespread in Islamic boarding schools with the object of research being the Al-Rahmah Islamic boarding school. . The approach method used is a qualitative method with data collection techniques of observation, interviews and documentation. The data collected by researchers is more focused on several research objectives, namely: 1) describing modern Islamic boarding schools based on the times. 2) describe Islamic boarding school institutions in character education 3) analyze more deeply the issues of violence in Islamic boarding schools, Islamic boarding schools are places where education about the Islamic religion focuses on Islamic religious studies and does not eliminate contemporary elements in the current era. more modern, especially in modern-based Islamic boarding schools.

This research aims to explore the implementation of the punishment method as a strategy to strengthen the discipline of students at the Darussalam Parmeraan Islamic Boarding School. This research uses a descriptive qualitative research method through a case study approach related to the implementation of punishment in strengthening student discipline at the Darussalam Parmeraan Islamic boarding school, Dolok sub-district, North Sumatra province. This data collection technique starts with planned observations related to the implementation of punishment to increase the discipline of students. Then, the researcher conducted structured interviews with several teaching staff and student leaders (OSIS), including informants A, B, - N, and informant R. After the data was collected, the researcher would reduce the data, analyze it carefully, and then conclude that it was valid. The research results show that the method of administering punishment has been integrated and applied systematically as the main instrument in building Santri discipline in the Islamic boarding school environment. The Darussalam Parmeraan Islamic Boarding School adapts a balanced approach between educational and humanistic punishments to achieve the goal of developing the character of its students, especially by increasing discipline. The punishment applied to disciplinary violators will be adjusted to the level of error, with a reflection of religious norms and holistic concepts as the main basis for implementing this method of punishment. It can be concluded that punishing violators of regulations is considered very effective as a means of strengthening the discipline of students living their lives in the Islamic boarding school environment. With the existence of rules and consequences, students are more likely to comply with the norms and values that apply in Islamic boarding schools as part of the character education process.

Islamic boarding school is the oldest Islamic education institution in Indonesia. The yellow book which is a compulsory curriculum is the root of literacy culture in Islamic boarding schools. The development of technology and information is one of the reasons for the decline in literacy in Indonesian society, including in Islamic boarding schools. Thus, strengthening the literacy culture in Islamic boarding schools needs to be done.

The purpose of study was to reveal the implementation of religious moderation at Darussalam Al-Bantani Islamic Boarding School, Sukamaju Village, Bantan District, Bengkalis Regency. This research is a qualitative descriptive research using library research. The results of the study stated that the Al-Bantani Islamic boarding school is a salafiyah Islamic boarding school so that it focuses on learning on the yellow books which contain aspects of faith, morals, and sharia. The implementation of religious moderation in Islamic boarding schools is through collaboration between the Islamic boarding school learning curriculum and the general curriculum required by the government. In this pesantren there is also a collaboration of pesantren activities that integrates with socio-culture such as yasinan, barzanji, istighasah, muhadarah, and sorogan. There are also activities that integrate with the development of globalization such as gardening skills and activities that integrate with the interests/talents of the students such as self-defense, scouting and hadroh. In addition, the application of religious moderation can also be seen from the behavior displayed by educators and kiai in Islamic boarding schools so that it can be reflected by the students

The yellow book material is an important component in a dayah (Islamic boarding school). The yellow book learning material is a program developed in the dayah (Islamic boarding school), both salafi and khalafist dayahs. And to carry out the process of planning the yellow book learning material, the dayah needs to make an efficient plan. This study discusses the management of the yellow book learning planning for the third grade students of the MUDI Dayah Great Mosque of Samalanga, Bireuen Regency. So the author examines, first; the yellow book learning material planning system for the third grade students of the MUDI Masjid Raya Samalanga, second grade; planning method for delivering yellow book learning materials for third grade students of the MUDI Dayah Masjid Raya Samalanga, third; planning evaluation of yellow book learning materials for third grade students of the MUDI Dayah Masjid Raya Samalanga. In this study, the author uses a qualitative type of research that is a phenomenological descriptive analysis with a management approach to the planning of the MUDI dayah institution at the Samalanga Grand Mosque. The research subjects were purposively sampling where the interviewees were only the head of the curriculum, the head of the MUDI Mesjid Raya Dayah education sector, the third grade teacher/guardian, and the third grade student. The results of the first research; shows that the planning system for the yellow book learning material for the third grade students of Dayah MUDI Masjid Raya Samalanga is in accordance with the education level of the third grade students. Where the yellow book learning material is clearly visible based on the results of interviews and documentation that already exists and is neatly arranged, the yellow book that is determined is very systematic according to the education level of third grade students. Second, the form of the yellow material delivery planning method for third grade students consists of the syafahi/bandongan method, the sima'ie/sorongan method and the bahsul matsail. Where the three methods are used by the teacher in delivering the yellow book learning material for third grade students at the MUDI Dayah of the Samalanga Grand Mosque. Third, to determine the ability of students to read the yellow book learning material for third grade students at the MUDI Dayah of the Samalanga Grand Mosque, it can be known through evaluation. Planning the evaluation of the yellow book learning material for third grade students at the MUDI dayah in one year is carried out three times in three semesters. In each semester, the evaluation is scheduled for fifteen days with three examiners, each examiner overseeing the exam for five days. Then for the third grade in particular, the evaluation schedule has three additional days to evaluate the material of the Alfiah temple memorizing book with a supervisor teacher who has been determined by the dayah curriculum.