al-Manhaj al-Dirasi wal Ithar al-Mafahimi Li i’dad Muallimi al-Lughah al-Arabiyah fi Jamiah Maulana Malik Ibrahim al-Islamiyah al-Khukumiyah Malang
Keywords:
Arabic Language, Curriculum, Competency Standard, Conceptual Framework, Teacher Preparation
Abstract
This research aims to describe the reality of the curriculum of teacher preparation in the Department of Arabic Language Teaching at the Maulana Malik Ibrahim Islamic State University Malang and unveiling the conceptual framework for the preparation of Arabic language teachers in this Department. The methodology used in this paper is the qualitative case study. The results of this research are that the curriculum for the preparation of teachers in the Department of Arabic Language Teaching at this university is based on competencies based curriculum and the criterion of the Indonesian national framework for qualifications and the idea of the education of the first kernel, which includes the development of personality and the aspect of pedagogy and research and Arabic language science, to provide students with teaching skills and competencies in the field; and The conceptual framework for the preparation of teachers in this department includes the philosophy and standards of the department, the vision, mission and objectives, the included cognitive rules, specifications for graduates, and the system of evaluation adopted for it. The theoretical conclusion of this research is that the quality of the curriculum for the preparation of teachers depends on the extent of the link between the teacher preparation program and its conceptual framework, and the potential of the institutions of preparation to equip students to translate educational theories into practical teaching in schools.
References
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Shalih ibn Abd al-‘Aziz al-Nashar. (2007). Nahwa Ma’âyîr Mihnat Li I’timad Muassasat I’dâd al-Muallimîn: Namudzaj NCATE. Sanmarcus: Jâmi’ah Wilâyah California.
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Abdul Wahab, Muhbib. (2016). “Standarisasi Kurikulum Pendidikan Bahasa Arab Di Perguruan Tinggi Keagamaan Islam Negeri.” Arabiyat : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban 3 (1): 32–51. https://doi.org/10.15408/a.v3i1.3187.
Analía Meo, and Aina Tarabini. (2020). “Teachers’ Identities in Second Chance Schools: A Comparative Analysis of Buenos Aires and Barcelona.” Teaching and Teacher Education 88: 1–11. https://doi.org/10.1016/j.tate.2019.102963.
Badriah al-Mufaraj, Affaf al-Muthiry, and Muhammad Hammadah. (2006). Ittijâhât Al-Mu’ashirah Fi I’dad al-Muallim Wa Tanmiatih Mihnian. Al-Kuwait: Wizârah al-Tarbiyah.
Claire Gorrara, Lucy Jenkins, Eira Jepson, and Tallulah Llewelyn Machin. (2019). “Multilingual Perspectives: Preparing for Language Learning in the New Curriculum for Wales.” The Curriculum Journal, 1–14. https://doi.org/10.1002/curj.11.
Constant Leung, and Angela Scarino. (2016). “Reconceptualizing the Nature of Goals and Outcomes in Language/s Education.” The Modern Language Journal 100 (0026-7902/16): 81–95. https://doi.org/10.1111/modl.12300.
Daniel Alvunger. (2018). “Teachers’ Curriculum Agency in Teaching a Standards-Based Curriculum.” The Curriculum Journal 29 (4): 479–98. https://doi.org/10.1080/09585176.2018.1486721.
Diego Fernando Macias Villegas, Wilson Hernandez Varona, and Angelica Gutierrez Sanchez. (2020). “Student Teachers’ Identity Construction: A Socially-Constructed Narrative in a Second Language Teacher Education Program.” Teaching and Teacher Education 91: 1–10. https://doi.org/10.1016/j.tate.2020.103055.
Elizabeth Garira. (2020). “A Proposed Unified Conceptual Framework for Quality of Education in Schools.” SAGE Open, March, 1–9. https://doi.org/10.1177/21582440198994.
Erlina, Khoirurrijal, Muhbib Abdul Wahab, and Umi Hijriyah. (2019). “Perception of Stake Holder About Graduates’ Profile and Its Implications for Curriculum Development.” Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 11 (1): 90–110. https://doi.org/10.24042/albayan.v11i1.3678.
Fahd ibn Sulaiman al-Syayi’. (2009). “Al-Ithar al-Mafâhîm Li Kulliyat al-Tarbiyah.” Jâmi’ah al-Malik Saud – Kulliyah al-Tarbiyah., 1–37.
Guntur Cahaya Kesuma. (2015). “Antara Fakta, Cita Dan Solusi Pengajaran Bahasa Arab Di Iain Raden Intan Lampung.” Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 7 (1).
Hannele Niemi, and Ritva Jakku-Sihvonen. (2011). “Teacher Education Curriculum of Secondary School Teachers.” 2011. www.revistaeducacion.educacion.es/re350/.
J. Salminen, and T. Annevirta. (2016). “Curriculum and Teachers’ Pedagogical Thinking When Planning for Teaching.” European Journal of Curriculum Studies 3 (1): 387–406.
Janne Underriner, and Joana Jansen. (2018). “The Role of Institutions of Higher Education in Teaching Indigenous Languages: Ichishkíin and Chinuk Wawa.” Lang Linguist Compass 12 (e12276): 1–13. https://doi.org/10.1111/lnc3.12276.
Jina Ro. (2020). “Curriculum, Standards and Professionalisation: The Policy Discourse on Teacher Professionalism in Singapore.” Teaching and Teacher Education 91: 1–10. https://doi.org/10.1016/j.tate.2020.103056.
Jorryt van Bommel, Ann-Christin Randahl, Yvonne Liljekvist, and Kenneth Ruthven. (2020). “Tracing Teachers’ Transformation of Knowledge in Social Media.” Teaching and Teacher Education 87: 1–9. https://doi.org/10.1016/j.tate.2019.102958.
Julie Arnold, and Brian Mundy. (2020). “Praxis Pedagogy in Teacher Education.” Smart Learning Environments 7 (8): 1–14. https://doi.org/10.1186/s40561-020-0116-z.
Lee S. Shulman. (1987). “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–21. https://doi.org/10.17763/ haer.57.1.j463w79r56455411.
M. D, Miller. (1996). “Philosophy: The Conceptual Framework for Designing a System of Teacher Education.,” Beyond tradition: Preparing the teachers of tomorrow’s workforce, .
Michael Grosch, and Michael Grosch. (2017). “Developing A Competency Standard For Tvet Teacher Education In Asean Countries.” Jurnal Pendidikan Teknologi Dan Kejuruan 23 (3): 279–87.
Muassasah Rafîq al-Harîry. (2014). Waqâi’ Mu’tamar al-Tajdîd al-Tarbawîy ‘Abara Tadrîb al-Mu’Allimîn (Silsilat al-Tajdîd al-Tarbawîy al-Ishdâr al-Tsânîy). Beirut: Markaz al-Thibâ’ah al-Hadîtsah.
Muhammad Al-Sâsiy Al-Syayyib, and Mansur ibn Zaha. (2012). Qirâ’ah Mafhum al-Kifâyât al-Tadrîsiyyah. Al-Jazair: Jâmi’ah Qashîdiy Murbah Ourgla. www.manifest.univ-ourgla.dz.
Muhammad Jadîl Khayyâth. (1994). Al-I’dâd al-Ruhiy Wa al-Khuluqiy Li al-Mu’allim. 1st ed. Makkah: Mathabi’ al-Shafa.
Muriel Garreta-Domingo, Peter B. Sloep, Davinia Hernández-Leo, and Yishay Mor. (2017). “Learning Design for Teacher Professional Development.” International Journal of Educational Technology in Higher Education 14 (36). https://doi.org/10.1186/s41239-017-0074-x.
National Council for Accreditation of Teacher Education. (2008). Professional Standards for The Accreditation of Schools, Colleges, and Departments of Education. Washington, DC: National Council for Accreditation of Teacher Education. http://www.ncate.org/documents/standards/unit stnds_2008.pdf.
Nurhadi, and Agung Setiyawan. (2017). “Model Penerapan Kualifikasi Kurikulum Nasional Indonesia (KKNI) Sebagai Penguatan Mutu Program Studi Pendidikan Bahasa Arab (Studi Komparasi Kurikulum PBA UIN Malang (Diktis) Dan PBA UMY (Dikti)).” Al Mahāra Jurnal Pendidikan Bahasa Arab 3 (2): 199–216.
Rhonda Christensen, and Gerald Knezek. (2018). “Measuring Teacher Attitudes, Competencies, and Pedagogical Practices in Support of Student Learning and Classroom Technology Integration.” Handbook of Information Technology in Primary and Secondary Education, Springer International Handbooks of Education, 1–19. https://doi.org/10.1007/978-3-319-53803-7_21-1.
Rivi Carmel, and Merav Badash. (2019). “Who Is the Effective Teacher? Perceptions of Early Career English Teachers in Israel.” The Language Learning Journal, 1–16. https://doi.org/10.1080/09571736.2019.1656767.
Shalih ibn Abd al-‘Aziz al-Nashar. (2007). Nahwa Ma’âyîr Mihnat Li I’timad Muassasat I’dâd al-Muallimîn: Namudzaj NCATE. Sanmarcus: Jâmi’ah Wilâyah California.
Sirep. (2010). Teaching Competency Standards in Southeast Asian Countries: Eleven Country Audit. Philippine: SEAMEO INNOTECH. http://www.seameo-innotech.org.
Sugiyono. (2013). Metode Penelitian Pendidikan Kuantitatif, Kualitatif Dan R&D. Bandung: Alfabeta.
Umar Muhammd al-Naumi al-Syaiban. (1980). I’dâd al-Mu’allim Wa Atsaruhu Fi Tathbîq Manhaj al-Tarbiyah al-Islâmiyyah. Makkah: Jâmi’ah al Malik Abd al-‘Aziz.
Uni Rank. (2019). “Top Universities in Indonesia.” Top Universities in Indonesia (blog). 2019. https://www.4icu.org/.
Uril Bahruddin. (2011). Mahârât Al-Tadris Nahwa I’dâd Mudarris al-Lughah al-‘Arabiyyah al-Kaf’i. Malang: Mathba’ah Jâmiah Maulana Malik Ibrahim al-Islamiyyah al-Hukumiyyah bi Malang.
Virginie Marz, and Geert Kelchtermans. (2020). “The Networking Teacher in Action: A Qualitative Analysis of Early Career Teachers’ Induction Process.” Teaching and Teacher Education 87: 1–15. https://doi.org/10.1016/j.tate.2019.102933.
Webometrics. (2019). “Rangking Universitas Asia.” Rangking Asia (blog). 2019. http://www.webometrics.info/en/Asia/Indonesia.
Wilberforce Force E Meena. (2009). Curriculum Innovation in Teacher Education. Abo: Åbo Akademi University Press.
Published
2020-06-12
How to Cite
Mutholib, A., & Retnanto, A. (2020). al-Manhaj al-Dirasi wal Ithar al-Mafahimi Li i’dad Muallimi al-Lughah al-Arabiyah fi Jamiah Maulana Malik Ibrahim al-Islamiyah al-Khukumiyah Malang. Dinamika Ilmu, 20(1), 33-62. https://doi.org/10.21093/di.v20i1.2124
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