Prodi Pendidikan Bahasa Arab (PBA)

Arabic Education Department

Educating International Language Teaching throughout Its Principles and Valuable Culture

 

Arabic Education Department (PBA) is one of education departments in Tarbiyah and Teaching Training Faculty (FITK) of Maulana Malik Ibrahim State Islamic University (UIN Maliki), Malang. The establishment of this department is based on Rector Decree no. Un.3/PP.00.9/1211/2014 in which this department was previously under auspice of Humanities and Culture Faculty, based on Decree of Directorate General of Islamic Education no: Dj.I/Dt.I.IV/1/PP.00.9/510.B/2007, dated May 31, 2007 on Operational Licensing of S1 Degree Program of Arabic Language Department. It was also stated on Decree of Islamic Education Director No. 1223 of 2012 about the License Renewal of Department Operation. Then it obtained B accreditation (value 340) in accordance with the Decree of BAN PT No. 036/BAN-PT/Ak-XIII/S1/I/2011 on the status, rank, and the results of graduate program accreditation at the College, dated January 7, 2011.

Vision of Arabic Education Program is “To be an excellent department for the establishment of Three Pillars of Higher Education (Tri Dharma Perguruan Tinggi) to graduate the professionals in the field of Arabic education who acquire deep spirituality, noble behavior, broad knowledge, and mature professionalism that are able to thrive people who are ready to emulate in national and international levels.”

MISSIONS

(1) Holding an excellent education to graduate Arabic teachers in the madrasah/ schools, Islamic boarding schools and communities outside school.

(2) Establishing prestigious education to graduate Arabic teachers in the madrasah/ schools, Islamic boarding schools and the community outside the school

(3) Conducting abundant research programs and community service to develop the scientific insight of department

(4) Constructing partnerships with stakeholders in ASEAN region on the aspect of Three Pillars of Higher Education.

Referring to the above mentioned vision and mission, the objectives of the Arabic Education Department (PBA) are: (1) Graduating the alumni as the Arabic educators who have teacher competence and religion integrity. (2) Graduating the alumni who have the competence to evolve educational innovation and or Arabic learning (3) Graduating the alumni who have the competence as the non-educational staffs (translator, journalist, guide, entrepreneurship education). (4) Graduating the alumni who master the research methodology on the Arabic education and learning as a means of expanding the depth of knowledge, Islam, art, culture and civilization. (5) Generating research which can be used as a reference for the Arabic refurbishment in schools / madrasah, boarding schools, and other educational institutions (6) Extending its cooperation with educational institutions in national and international contexts (7) Boradening its nexus with non-educational institutions in national and international contexts. 

Self evaluation report is organized for obtaining and increasing accreditation result of Arabic Education Department after accredited B with the score 340 in 2011-2015. There are seven aspects that are analyzed for self evaluation, encompassing (1) Vision, Mission, Goals and Achievement Strategy; (2) Teacher Management, Leadership, Management System, Quality Assurance and Information System; (3) Students and Alumni; (4) Human Resources; (5) Curriculum, Learning and Academic Atmosphere; (6) Expenditure, Facilities, and Infrastructure; (7) Research, Societal Services and nexus.

Since its foundation 2007 up to now (2014-2015), PBA has successfully graduated 388 alumni and most of them have worked in the education sectors in accordance with the department vision and mission. The percentage of graduates who compete in global marketplace is 96%, based on their expertise. The data are obtained by:

  1. Identifying the workplace data of the alumni
  2. Grouping the official ranks of the alumni in the the workpalce (whether it is appropriate or inappropriate).
  3. Categorizing the appropriateness of the graduates’ working areas with their expertise.
  4. Finding the graduates percentages who work in the workplace that ensumerates with their expertise by dividing point 3 with a sample total = (96/100) x100% = 96%.

This condition indicates that PBA has relevance to the needs of stakeholders and can be used as capital for the future development of the Arabic Education Department.

The strength of Arabic Education Department normally lies on its vision as the leading department that implements Three Pillars of Higher Education to graduate the alumni of Arabic Education Department who has a deep spirituality, noble behavior, broad knowledge, and mature professionalism, and are able to be social agents who are ready to compete at national and international levels. The vision is achieved through a learning process based on competency-based curriculum and Indonesia-based National Qualifications Framework (KKNI) integrated between science and Islam insight. The achievement of the vision and mission is highly facilitated by UIN Maulana Malik Ibrahim Malang which provides supports on institutions, programs and academic activities that promote a campus-based Arabic. Simply to say, UIN Maulana Malik Ibrahim Malang is the campus that has a very high concern to the development of the Arabic language. The indicators exemplify that UIN Maulana Malik Ibrahim has currently been the only campus in Indonesia which has Arabic Education Department for S1, S2 and S3 degrees. Furthermore, this department has espoused the campus policy, all new students for one year, starting from 14:00 to 20:00 should follow an intensive Arabic program and settled in Ma'had al-Aly/ Islamic Boarding School al-‘Aly.

The existence of Ma'had al-Aly for Arabic Education Department has lluminated a highly strategic function that at least can be observed from two things; First, the formation of bia'h Arabiyah (Arabic atmosphere). Second, the implementation of integrative curriculum organized through learning synthesis of ma'had models (Islamic boarding schools) and universities.

While the components of teacher management, leadership, management system, quality assurance and information systems visualize the management style and operational leadership, organization and public. This department has possessed management and organizational systems that are officially run by Quality Standard System (QMS) ISO 9001: 2008 and supported by web-based information technology systems in the home page www.siakad.uin-malang.ac.id. In this part, the implementation of the recommendations from the quality assurance management team needs to be optimized. Department management is semi-autonomous, in which there is a working and cooperation division between the leaders of the department and the faculty leadership that is performed by following the pursuit of open management and collegial approach.

The student and graduate components are recorded by the data of increasing number of the applicants, the relatively tight and varied selection system, so as to graduate the alumni that meet the pursuit of the department vision and mission. The nexus between program managers and students of Arabic Education Department is harmonic. This acceleration is characterized by a number of service activities for students, academic advisory, collaborative activities between department and the Student Association, synergy between department and forum class leaders in the development of the student competence and lecture evaluation and the student’s opportunity to follow a number of extra-curricular activities.

Human resources (HR) of the lecturers and the staffs portray the adequate ratio between the students and the tenured lecturers (41 individuals with details of 20 tenured lecturers, 1 native speaker of Sudan, 20 tenured faculty lecturer and 5 non tenured lecturers), in terms of quantity and quality (education level); as well as supporting staffs.

The components of curriculum, learning and academic atmosphere encompass structure and content of curriculum, competence and alumni ethic, integration degree, local curriculum, optional course and the chances for the students’ self development in the future after the graduation. Local curriculum and non compulsory course are designed by the principles of relevance and integration so as to make the graduates who can develop profession option as the teacher who masters Arabic learning. Learning aspects comprise planning, learning process and learning evaluation. Those aspects are technically arranged in the education book, academic quality manual, and academic quality standard. Conversely, academic sphere relates to the academic culture: authoritative knowledge, academic freedom and academic action freedom through the engagement of the academics in the scientific events, for instance seminar, workshop of learning material design, the design of syllabus among the cognate academic lecturers.

The components of expenditure, facilities and infrastructures are the input components that  take pivotal roles for the establishement process of depatment. Resource, allocation system, accountablity and expenditure utility have been centeredly controlled and relatively have no serious obstacle. For the efficiency and the effectiveness of department evolvement, it is important to consider the future possibilities on the institution capabilities to manage the allocation of operational expenditure independently. The availability and the quality of infrastructures and facilities finished in 2008, were sufficiently supported by Islamic Development Bank (IDB). To support the pedagogic competence, there are qualified infrastuctures for instruction process, for instance laboratory of micro teaching, language laboratory, laboratory of media development, caligraph gallery and public speaking infrastructure.

The components of research, public service and public empowerment, and cooperation encompass the productivity of abundant research, the publication of journal, the intensity and the function of cooperation with stakeholder in national and international contexts (in proporsionated with the middle achieved goals, that are regional recognition).

The SWOT analysis on seven self evaluation components exemplify that the department position is in quadran IV, indicating that containing more advantages than disadvantages, and more chances than threats. Problems, power and chances have not been able to be maximized to reach the middle achieved goals 2011-2015, oriented to achieve regional recognition stage, that is the advancement of institution quality in international levels of neighboburing countries as the strategic planning 2016 to obtain international recognition.

In the pursuit of achieving that goal, the strategies of sustaining program development/ improvement center on:

  1. Enhancing the lecturer quality as the university demand that is stipulated into strategic planning of of Maulana Malik Ibrahim State Islamic University, Malang, that in 2020 all lecturers are expected to obtain doctorate degree. This has been realized by 14 tenured lecturers of Arabic Education Department who have completed their doctorate degree, 6 lecturers are in progress of finishing S3 degree and maintaining their dissertation.
  2. In accordance with the strategy of Maulana Malik Ibrahim State Islamic University, Malang that has realized its way to officially buy new campus in Batu + 100 ha, the funding allocations for the infrastructure of media production laboratory are deemed pivotal.
  3. To selectively and sustainably obtain the society’s interests, active socialization and dynamic cooperation are actively and optimally constructed with the Moslem countries in East Europe, China, and South East Asia.
  4. In agreement with the vision, mission, goal and objectives of department, the alumni of Arabic education department have designed proposal of school laboratory as the media for real teaching practice.
  5. The strength of Arabic Education Department is mainly embedded in vison-mission, human resource professionalism, curriculum flexibility and the high opportunities of alumni to be educators commensurated with their expertise in all education levels either in school/ madrasah or Islamic boarding school/pesantren. Therefore, department has to sustainably communicate the vision, mission, goals and objectives, and the program achievement to the leader and the stakeholder.

 

Vision

To be the excellent department for the establishement of Three Pillars of Higher Education (Tri Dharma Perguruan Tinggi) to graduate the professionals in Arabic education who have deep spirituality, noble behavior, broad knowledge, and mature professionalism, and being the social agent that readily competes in national and international realms.

Missions

  1. Establishing the excellent education to graduate Arabic educators in madrasah/ school, Islamic boarding School (pondok pesantern) and the society.
  2. Conducting research and societal service programs to boost the science insight of department.
  3. Constructing partnership with the stakeholders in ASEAN boundaries in the aspects of Three Pillars of Higher Education.

 

  1. Graduating the alumni as the Arabic educators that have teacher competence and religious integrity.
  2. Graduating the alumni who have the competence to develop innovative education and or learning Arabic.
  3. Graduating the alumni who have the competence as a non-educational staff (translator, journalist, tour guide, and educational entrepreneurship).
  4. Graduating the alumni who master the methodology of educational research and Arabic learning as a means of expanding the depth of knowledge, Islam, art, culture and civilization.
  5. Generating research which can be used as a reference for the Arabic development in schools/ madrasah, boarding schools, and other educational institutions.
  6. Extending its cooperation with educational institutions in national and international contexts.
  7. Broadening its cooperation with non-educational institutions in national and international contexts. 

 

Goals and Achievement Strategies

  1. Goals
  1. The establisment of the alumni that can be well recruited by educational institution that has national and ASEAN reputation in 2011-2020.
  2. The establishement of the alumni that are well recruited in the non-educational institutions as translator, journalist, tour guide, and educational entrereneurship in 2011-2020.
  3. The establishement of the alumni who can pursue their education in postgraduate program in the national and international realms in 2011- 2020.
  4. The establishement of the alumni that can be researchers in the Arabic education development that can contribute to the advancement of science, Islam, art, culture and civilization in 2011-2020.
  5. The progress of abundant research that can be the references for the development of Arabic education in school/ madrasah, Islamic boarding school, and the education institution in 2011-2020.
  6. The enhancement of cooperation in antional and international education institutions in 2011-2020.
  7. The advancement of cooperation with the non-educational institution in national and international contexts in 2011-2020.
  1. Achievement Strategies

To procure the determined goals and the objectives, the program of Arabic Education Department (PBA) has designed strategies below:

Goals 1 and 3:

  1. Organizing the body .of knowledge of Arabic Education Department that then becomes the foundation of curriculum design that can capitalize pedagogic, professional, personal, social, and leadership competence.
  2. Delegating students for partnership program in reputable school/ madrasah in national and ASEAN contexts.
  3. Designing curriculum internationalization of Arabic education along with the association of international Arabic education (IMLA).
  4. Establishing the learning process that employs Arabic communication language, except specific courses, for instance Statistics, Indonesian, Civic Education and English.
  5. Establishing international class program (ICP) for Arabic Education Department.

Goal 2:

  1. Implementing weekly program of “Yaum ‘Araby” or “Arabic Day” as media of self-expression to elevate their linguistic and metodological competences.
  2. Evolving curriculum of non-compulsory course that can enrich students to contribute in non educational interest.
  3. Facilitating programs of self-development and talents, such as Al-Kindy (Arabic debate, insyad as syiir, khitobah, taqdimul qishoh), El Fatih (bulletin), ‘Iadatul Lughah (language clinic).
  4. Establishing program of authentic discourse classes for language skill course.

Goals 4 and 5:

  1. Encouraging carrer development of the academics of Arabic Education Department (PBA) for the national and international research.
  2. Establishing collaborative research with the higher education partners.
  3. Establishing annual workshop of research methodology for lecturers and srudents.

Goals 6 & 7:

  1. Holding annual program of Appreciation “Khazanah Araby” as media to construct cooperation with educational institutions.
  2. Conducting Technology Training (Bimtek) of Arabic curriculum development in madrasah.
  3. Conducting Technology Training of the improvement of pedagogic and professional competence for the Arabic teachers in school/ madrasah and Islamic education school (pondok pesantren).
  4. Establishing oriented Arabic language activities for the targeted madrasah students.

 

The Head of Arabic Education Department

Dr. Mamlu’atul Hasanah, M.Pd, a tenured lecturer in Tarbiyah and Teaching Training Faculty is the head of Arabic Education Department of Maulana Malik Ibrahim State Islamic University, Malang. She can be contacted via email mamluah@gmail.com. Linguistics and Applied Linguistics areas have been the foci of her research. The details of research are presented in the table below:

Current Research

The Approach of Quantum Learning and Teachingin the Arabic Learning (Sociological Perspective)

The Formation of Arabic Discourse Competence through Texts (A Syllabus Trajectory of Maharah al-Qira’ah III)

Scenario Analysis of Reading Material on the Textbook of ‘Arabiyah BainaYadaika: Literacy Education Perspective

Vocabulary and Grammar Learning through the Communicative Approach (Chances for Arabic Education Department)

The Contribution of Philosophy and Logic in Arabic Linguistics and Its Implication on the Arabic Education Department

Dynamic Assessment in Learning Arabic for Specific Purpose: Reconstruction Based on Vygotsky and Dan Douglas Thought

Learning Material Development of Maharah al-Qira’ah by Learning Community Based

Multilingual Dicdatism in Arabic Learning for Young Learner (Reconstruction of Learning Material through Literacy and Critical Thinking Approach)

The Development of Integrative-Innovative Curriculum of Arabic Education: Realization towards World Class University

 

Secretary of Arabic Education Department

Ahmad Mubaligh, M.HI, a tenured lecturer in Tarbiyah and Teaching Training Faculty is the secretary of Arabic Education Department of Maulana Malik Ibrahim State Islamic University, Malang. His research interests concentrate on education, religion and Islamic laws that are presented in table below:

Current Research

Year

Al-Qur’an Education for Young Learners: Case Study on Madrasah of Darul Muttaqin, Malang

1997

The Implementation of Moral Education in Islamic Elementary School of Nidhomut Tholibin, Lamongan

1998

The Nexus of Religion and Nation in Indonesia: Perspective of Islamic Theology

2004

The Implementation of al-Bidayah Method for al-Qur’an Learning in Taman al-Qur'an Sa'adatud Daroini al-Bavana Batu Malang

2004

Considering Maqasid al-Syari’ah in the Islamic Law Refurbishment: Conceptual Study and Its Role in Law Decision

2005

Educator Roles in Student’s Religion Development in Ma’had Sunan Ampel al-‘Aly UIN Maulana Malik Ibrahim Malang

2005

Islamic Law Thought of al Syatibi

(Study of Concept and Strategy for the Development of Facing Social Change)

2007

Concept of Islamic Society  

2009

Arabic Learning in MTs Surya Buana Malang

2010

Arabic Learning in MAN 3 Malang

2012

 

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