---
title: "Implementation of Integrative Arabic — Ardiansyah 2020"
description: "This is an education-research paper, not an NLP study."
authors: ["Ade Arip Ardiansyah", "Azhar Muhammad"]
year: 2020
venue: "Izdihar 3"
source: "https://ejournal.umm.ac.id/index.php/izdihar/article/view/13264"
doi: "10.22219/jiz.v3i3.13264"
licence: "CC BY-SA (journal licence per DOAJ; Izdihar)"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/ardiansyah-2020-implementation-integrative-arabic-grammar-nahwu/"
---
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# Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School

**Authors:** [Ade Arip Ardiansyah](https://md.research.elamur.ai/free/en/authors/ade-arip-ardiansyah/), Azhar Muhammad · **Year:** 2020 · **Venue:** Izdihar 3 · **Licence:** CC BY-SA (journal licence per DOAJ; Izdihar)

**Links:** [Publisher's page](https://doi.org/10.22219/jiz.v3i3.13264) · [PDF](https://ejournal.umm.ac.id/index.php/izdihar/article/download/13264/pdf) · [DOI 10.22219/jiz.v3i3.13264](https://doi.org/10.22219/jiz.v3i3.13264) · [OpenAlex](https://openalex.org/W3125660443)

**Citations:** 15 citations (openalex-snapshot · 2026-10-14) · [2](#cited-by) in our library, of the 140884 papers whose bibliographies we read

## Summary
This is an education-research paper, not an NLP study. It looks at how Arabic grammar, Nahwu (syntax and case endings) and Sharaf (word formation and morphology), is taught in Indonesian Islamic boarding schools, where students often find the subject intimidating. The authors attribute this partly to curricula that are poorly planned. They ran a qualitative, exploratory case study of Daarul Uluum PUI Majalengka at the Madrasah Tsanawiyah (junior high) level, drawing on interviews, observation of how teachers approach the subjects, and the school's syllabus. They found that the school builds its curriculum with a "central–decentral" model, which joins a top-down administrative approach with a bottom-up grassroots one. The paper lists four factors that help implementation and four that hinder it. The authors also note that alumni still struggle with modern Arabic writing. The study matters mainly as a description of a curriculum design and its practical frictions. It has no quantitative evaluation and offers no linguistic resource.

## Key points
- The paper is Izdihar vol. 3 no. 3 (2020), pp. 211–228. It is a qualitative, descriptive case study with no numeric data.
- The research was carried out at the Madrasah Tsanawiyah level of Daarul Uluum PUI Majalengka, a pesantren (Islamic boarding school) affiliated with PUI, the Islamic Ummah Union. Data came from interviews, teachers' teaching approaches and the syllabus.
- The development model is central–decentral, meaning administrative and grassroots approaches are combined.
- Four factors support implementation:
  - motivated leadership;
  - leaders' commitment to developing the curriculum;
  - teachers who are competent in Nahwu & Sharaf;
  - students who arrive with some prior knowledge.
- Four factors hinder it:
  - limited dedicated funding;
  - teachers not fully covering the syllabus;
  - uneven teaching ability among teachers;
  - student boredom in class.
- The paper separates the two subjects. Sharaf studies a word before it enters a sentence, covering its formation and changes, mostly at the start and middle of the word. Nahwu studies the word's function inside a sentence and its ending (i'rāb). Even so, alumni find contemporary texts hard, such as Alo Indonesia magazine and academic journals.

## Interesting ideas
- The paper draws a clean line between word-internal analysis done before context (Sharaf) and function or ending assigned only once the word sits in a sentence (Nahwu), which suggests a principled order for staging the pipeline. — For Mova (tokens): Keep context-free lemma and morphological candidates as their own explainable layer, and let sentence-level features choose among them later rather than mixing the two in one decision.
- Graduates trained on one canon of texts still stumble on modern magazines and journals, a plain case of genre shift that in-domain testing would hide. — For Mova (learn): Add held-out contemporary-genre sets to evaluation so that strong scores on familiar text are not mistaken for general competence.
- The central–decentral model pairs a designed top-down plan with bottom-up input from the people doing the work, so neither side alone sets the curriculum. — For Mova (learn): Combine a hand-designed grammar backbone with self-induced repair rules mined from observed failures, while the backbone keeps overall coherence.
- The study reports enabling and blocking factors side by side instead of one success verdict, which makes it clear why a system works or fails. — For Mova (answer): Present school-test results with an explicit list of what helped (e.g., covered phenomena) and what blocked answers (e.g., missing knowledge), giving a diagnosis rather than a bare score.
- The paper names learners' existing grounding in the material as a support factor, which suggests that prior knowledge makes later instruction more effective. — For Mova (learn): Order training so that basic morphology and simple sentences come first and harder material is added once the basics are in place.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

Fields: [Linguistics & languages](https://md.research.elamur.ai/free/en/shelves/linguistics/)

Topics: [Semitic languages](https://md.research.elamur.ai/free/en/topics/semitic-languages/)

## Cited by

Cited by

2 papers of our library cite it (of the 140884 whose bibliographies we read); each has a page here.

- [Streamlining Arabic Grammar to Facilitate Mastery of Qirâ’at al-Kutub for University Students](https://md.research.elamur.ai/free/en/papers/ardiansyah-2025-streamlining-arabic-grammar-facilitate-mastery/)
- [Exploring the Interaction of Personality, Strategy, and Learning Environment in Achieving Success in Learning Arabic Grammar](https://md.research.elamur.ai/free/en/papers/bahy-2025-exploring-interaction-personality-strategy-learning/)

## Cite

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@inproceedings{ardiansyah2020implementation,
  title = {{Implementation of Integrative Arabic Grammar (Nahwu \& Sharaf) Curriculum in Islamic Boarding School}},
  author = {Ardiansyah, Ade Arip and Muhammad, Azhar},
  booktitle = {Izdihar 3},
  year = {2020},
  doi = {10.22219/jiz.v3i3.13264},
  url = {https://doi.org/10.22219/jiz.v3i3.13264}
}
```

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## References

34 references, 1 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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