Implementation of English and Arabic Learning Based on Islamic Education Values: A Multisite Case Study of Three PTKIN

Rayendriani Fahmei Lubis; Sri Rahmadhani Siregar

doi:10.32806/jf.v15i03.2076

Authors

Rayendriani Fahmei Lubis Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Indonesia
Sri Rahmadhani Siregar Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Indonesia

DOI:

https://doi.org/10.32806/jf.v15i03.2076

Keywords:

learning implementation; English and Arabic; Islamic educational values; Ma’had Al-Jami’ah

Abstract

This study examines English and Arabic language learning grounded in Islamic educational values at the Ma'had Al-Jami'ah of three State Islamic Religious Universities (PTKIN): UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, UIN Maulana Malik Ibrahim Malang, and UIN Mataram. It focuses on each institution's language-learning model, the mechanism through which Islamic educational values become internalized, and how implementation differs across the three sites. The framework operationalizes Islamic educational values as Qur'an- and Sunnah-derived dispositions (manners, trust, honesty, responsibility, discipline, cooperation, and spirituality), traced through behavioral indicators in the learning process, ma'had interactions, and language culture. The researchers used a qualitative multisite case-study design, collecting data through observation, in-depth interviews with ma'had managers, tutors, musyrif/musyrifah, and students, and document analysis, then analyzed the data through within-site and cross-site comparison using open coding, categorization, and theme development. Findings show that the three institutions developed distinct models (independent, integrated, and differentiated) that link language learning to the internalization of Islamic educational values through language habituation (bi'ah lughawiyah), musyrif/musyrifah modeling, and boarding life. Cross-site comparison shows that the institutional model shapes the implementation strategy and the internalization process. However, all three institutions aim to strengthen language competence, build Islamic character, and develop students' Islamic identity. The typology of three institutional models (independent, integrated, and differentiated) developed here offers a reference for developing language learning across PTKIN

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