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The study highlights how Arabic’s language position and special characters can support joyful learning, accelerating students’ understanding of the source language through integrated, religion-based content. Data were gathered via nonparticipant observation and in-depth interviews in Manado from May to September 2016, using focus group discussions for triangulation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-vol-17-no-2-arabic-teaching-and-learning-material-in-higher-education-of-muslim-community-north-sulawesi/600828/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-17-no-2-arabic-teaching-and-learning-material-in-higher-education-of-muslim-community-north-sulawesi/600828.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article investigate about Arabic instruction materials?","Question",{"text":112,"@type":113},"It examines learning materials in higher education for the Muslim minority in North Sulawesi, focusing on how Arabic learning content is organized and integrated with Islamic teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the research data collected and validated?",{"text":117,"@type":113},"Nonparticipant observation and in-depth interviews collected data. Focus group discussions were conducted three times to validate data for triangulation.",{"name":119,"@type":110,"acceptedAnswer":120},"What key learning structure is proposed for improving students’ learning?",{"text":121,"@type":113},"The article emphasizes constructing learning opportunity environments, selecting appropriate contents, using interactive religious discussions in Arabic, and adding activities beyond the formal classroom to enable practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600828,1792866743,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DINAMIKA ILMU  \nVol. 17 No. 2, 2017 P-ISSN: 1411-3031; E-ISSN: 2442-9651  \nArabic Teaching and Learning Material in Higher Education of Muslim Community North Sulawesi  \nIsmail Suardi Wekke  \nSekolah Tinggi Agama Islam Negeri (STAIN) Sorong, Indonesia  \ne-mail: [iswekke@gmail.com](iswekke@gmail.com)  \nAbstract  \nArabic has a special characters and positions compare to Bahasa Indonesia as themother tongue of students. These conditions are prospect to create joyful learning and teaching. Therefore, through the teaching and learning it is the opportunity to accelerate the process of understanding source language. This research was conducted in higher education of north Sulawesi in Manado. Nonparticipant observation and in-depth interview were conducted to collect data. Four months of research was studied from May to September of 2016. There was three circles of focus group discussion in validating data for triangulation. This article shows that the learning material consists of two categories language competency and religious teaching. This study illustrate that learning material was integrated to teaching of Islam. Religious material used to developed interactive substantial discussion and the medium of conversation is the Arabic. Additional activities and class hour was programed to enhance student chance to learn and practice outside formal classroom. There were some instructors were provided to maintain student training for couple weeks. This research discusses that in the field of Arabic language learning emphasize constructing learning opportunity environments, it is important which contents are included and it is also students’great interest how these contents are presented. Lecturers and instructors tried to provide instructional explanations. Furthermore, they communicate and demonstrate prior knowledge and student motivation in determining learning outcomes. The learning provides student opportunity to acquire conceptual knowledge and language competency. The article concludes by considering how embodied language material learning to religious content is the way to speed up two subject in one teaching for curriculum enhancement.  \nKeywords: learning material, instruction, content, discussion, activities  \nA. Introduction  \nArabic lesson in colleges is aimed to give the students basic skills to develop in their life. As persons, members of society and citizens of the world, their educational level will give them capability to live the life. Thus, learning materials provided should inline with their life itself (Schot & Chong, 2010). When a learning material is far from real life, it even keeps the learning context at the distance, that is, the life. This chapter explains Arabic learning materials, characteristics, Arab culture and Arabic language position as a language of religion, including variations of Arabic language which is classified into official (formal) and non-formal languages. This becomes a part of main discussion in each Arabic learning process.  \nLanguage is an element related to each other in an integrated system. TahaThomure suggested that language is a system of sounds consisting of arbitrary (voluntary) symbol used by one or groups (Taha‐Thomure, 2008) . Mahmoud explained that language is a system formulated by symbols attempted and changeable to express personal objectives and used for communication among individuals (Mahmoud, 2013) . Meanwhile, Dean defined a language as psychological, social, cultural but non-biological symptoms that can be attempted, consisting of symbols of sounds containing meanings so that it can be used for communication (Dean, 2014) . In the third statement, though using different sentence, it is agreed that a language is not a simple system. There is relationship between some aspects which makes them to be meaningful symbols. Language has become means of expression and communication among people or part of communication activity (Farran, Bingham, & Matthews, 2011) .  \nClass i","cbCaimBjbG8YXov4","https://ap.wps.com/l/cbCaimBjbG8YXov4","pdf",405371,15,"English","# Abstract\n# A. Introduction\n## Arabic lesson goals in colleges\n## Language as an integrated system\n## Classroom management and instructional strategy\n## Avoiding learning failure and linking learning to real life\n## Purpose of the article and learning revolution context","[{\"question\":\"What does the article investigate about Arabic instruction materials?\",\"answer\":\"It examines learning materials in higher education for the Muslim minority in North Sulawesi, focusing on how Arabic learning content is organized and integrated with Islamic teaching.\"},{\"question\":\"How were the research data collected and validated?\",\"answer\":\"Nonparticipant observation and in-depth interviews collected data. Focus group discussions were conducted three times to validate data for triangulation.\"},{\"question\":\"What key learning structure is proposed for improving students’ learning?\",\"answer\":\"The article emphasizes constructing learning opportunity environments, selecting appropriate contents, using interactive religious discussions in Arabic, and adding activities beyond the formal classroom to enable practice.\"}]","DINAMIKA ILMU - Vol. 17 No. 2 - Arabic Teaching and Learning Material in Higher Education of Muslim Community North Sulawesi | PDF",1792091461,38]