TOMLINSON'S THEORY IN ARABIC LANGUAGE LEARNING INNOVATION IN INCLUSIVE SCHOOLS
TEORI TOMLINSON DALAM INOVASI PEMBELAJARAN BAHASA ARAB DI SEKOLAH INKLUSIF
DOI:
https://doi.org/10.51190/muaddib/v02i01.43Keywords:
Tomlinson’s Theory , Differentiated Arabic Language Instruction, Inclusive Education for Students with Special NeedsAbstract
Arabic language learning in inclusive schools faces challenges in accommodating the diversity of students with special needs. MTs Wachid Hasyim Surabaya, as an inclusive school, has implemented a differentiated learning approach based on Tomlinson's Theory, which focuses on adjusting content, process, product, and learning environment according to the individual needs of students. This school has students with various special needs, including hearing impairments, speech impairments, ADHD, slow learners, and special emotional needs, who require innovative learning strategies in order to actively participate in Arabic language learning. This study aims to investigate innovations in Arabic language learning based on curriculum differentiation according to Tomlinson's Theory at MTs Wachid Hasyim Surabaya. A qualitative approach using a single case study method was used to identify the forms of learning innovation applied and their effectiveness in improving Arabic language comprehension and skills for students with special needs. Data collection was conducted through classroom observation, interviews with teachers and students, and analysis of learning documents. The results showed that the application of Tomlinson's Theory in differentiated learning had a positive impact on the motivation, participation, and understanding of students with special needs in Arabic language learning. The learning innovations applied included: (1) content differentiation through adjusting the level of complexity of vocabulary and sentence structure; (2) process differentiation through the use of multisensory methods and visual-auditory-based interactive media; (3) product differentiation through varying assessment forms and tasks according to student abilities; and (4) learning environment differentiation through flexible and supportive classroom settings. These strategies have been proven to help increase student engagement in learning. Thus, this Tomlinson Theory-based learning differentiation model can be used as a reference in the development of Arabic language learning in other inclusive schools.
References
Agustin, R. D., Zakiah, L., Hasanah, A., Faruqi, M. I., & Maulidina, C. A. (2024). Implementasi Pendidikan Multikultural Pada Anak Berkebutuhan Khusus di Sekolah Dasar Inklusi. Jurnal Ilmiah Profesi Pendidikan, 9(2), 875–882. https://doi.org/10.29303/jipp.v9i2.2217
Asri, D. N., Eko, B., Cahyono, H., & Trisnani, R. P. (2023). The Implementation of the Group Counseling Model with Contemporary Wayang Media in Vocabulary Learning for Slow Learner Students. Journal for Re Attach Therapy and Developmental Diversities, 6(2), 2589–7799. https://jrtdd.com
Aziz, M. T., Hasan, L. M. U., & Rido’i, M. (2024). Analisis Kurikulum Bahasa Arab Berbasis 4C (Critical Thinking, Communication, Collaboration, Creativity) untuk Pengembangan Kompetensi Abad 21 pada Siswa. DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin, 2(1), 216–222. https://doi.org/10.62740/jppuq.v2i1.258
Febrianingrum, L., Ramadhan Pratama, C., Ruby Wikart, A., Maruhum Siburian, M., Neila Chandra, Y., Wardhani | Eliati, R., Wijayanti, G., Andriani, S., Sulastri, F., Hudiyekti, P., Launingtia, I. G. A. N., Chandra, T. M., Sabata, Y. N., Novitasari, C. A., Nurul, I. F., Aini, T. Q., Dari, I. W., Hasan, L. M. U., Suskha, F., … Mardiyah, T. (2024). Linguistik dalam Pembelajaran Bahasa Internasional (A. Wijayanto (ed.); Cetakan Pe, Issue October). Akademia Pustaka. https://doi.org/10.5281/zenodo.13853690
Hasan, L. M. U. (2023). Pembelajaran Bahasa Arab Berbasis Teknologi Informasi dan Komunikasi (Pertama). PACE Patnership For Action on Community Education. https://digitalpress.gaes-edu.com/index.php/gaespace/issue/view/36
Hasan, L. M. U., & Adhimah, S. (2024). Telaah Fonologi dalam Pembelajaran Maharah Qira ’ ah pada Anak Disleksia di RA Mamba ’ ul Hisan Surabaya. Absorbent Mind: Journal Of Psychology and Child Development, 4(1), 149–158. https://doi.org/https://doi.org/10.37680/absorbent_mind.v4i1.5202
Hasan, L. M. U., Adhimah, S., & Rido’i, M. (2024). Stimulasi Kecerdasan Linguistik Anak Usia Dini melalui Pembelajaran Bahasa Arab. Aphorisme: Journal of Arabic Language, Literature, and Education, 5(1), 127–142. https://doi.org/10.37680/aphorisme.v5i1.5401
Hasan, L. M. U., Adhumah, S., & Aziz, M. T. (2024). Inovasi Media Pembelajaran Bahasa Arab untuk Anak Usia Dini Menggunakan Kartu Bergambar di Desa Klatakan, Situbondo. Khidmah MASA (Jurnal Pengabdian Masyarakat), 1(1), 1–14. https://journalpkm.stibada.ac.id/index.php/khidmahmasa/article/view/1
Hasan, L. M. U., Aziz, M. T., & Rido’i, M. (2024). Penyesuaian Kurikulum dengan Strategi Gradasi dalam Pembelajaran Bahasa Arab untuk Siswa ADHD. DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin, 2(1), 261–269. https://doi.org/10.62740/jppuq.v2i1.257
Hasan, L. M. U., Naseha, S. D., & Rido’i, M. (2024). Analisis Kognitif Taktik Pengajaran Bahasa Arab Pada Siswa ADHD. AL-MAZAYA, Jurnal Pendidikan Bahasa Arab, 2(2), 71–83. https://jurnal.unupurwokerto.ac.id/index.php/almazaya/article/view/361/285
Hasan, L. M. U., Sutaman, & Machmudah, U. (2024). Innovative Muhadastah Material Development by Puppet Theater for Special Needs Students Based on William Francis Mackey ’ s Theory. AL-ISHLAH: Jurnal Pendidikan, 16(4), 4404–4418. https://doi.org/10.35445/alishlah.v16i4.6020
Hausfather, S. J. (1996). Vygotsky and schooling: Creating a social context for learning. Action in Teacher Education, 18(2), 1–10. https://www.tandfonline.com/doi/abs/10.1080/01626620.1996.10462828
Miles, M. B., Huberman, A. M., Rohidi, T. R., & Mulyarto. (1992). Analisis data kualitatif: buku sumber tentang metode metode baru. Penerbit Universitas Indonesia (UI-Press).
Miles, M. B., & Michael, A. (1992). Analisis Data Kualitatif. Terjemahan Tjetjep Rohendi Rohidi. Jakarta: Penerbit Universitas Indonesia.
Mita, S., & Sinaga, S. I. (2022). Pengaruh Metode Multisensori terhadap Kecerdasan Linguistik Anak Usia 5-6 Tahun di TK Al-Muhajirin. Jurnal Ilmiah Multidisiplin, 1(9), 2995–2999.
Nasir, M. S., Amiruddin, A. Z., Osman, N., & Mohd Noor, S. S. (2024). Pembelajaran Bahasa Arab oleh Pelajar Bukan Muslim Menerusi Penggunaan Transliterasi Arab-Rumi. UMRAN - International Journal of Islamic and Civilizational Studies, 11(1), 79–99. https://doi.org/https://doi.org/10.11113/umran2024.11n1.653
Ningra, N., & Wahyuni, D. (2023). Journal of English Language Teaching The Determinants of Learning English of Students with Visual Impairment: A Case at Universitas Negeri Padang Article History Abstract. Journal of English Language Teaching, 12(1), 258–269. https://doi.org/10.24036/jelt.v12i1.121812
Nugraheni, D., Rosida, L., & Illiandri, O. (2022). Pendidikan inklusi terhadap anak berkebutuhan khusus. Proceeding of Lambung Mangkurat Medical Seminar, 3(1), 20–32. https://jipp.unram.ac.id/index.php/jipp/article/view/2217/1221
Nurharini, F., Hasan, L. M. U., & Salma, K. N. (2021). Kompetensi Intervensi Fonetik Artikulasi bagi Anak Penyandang Down Syndrome Articulation Phonetic Intervention Competence in Down Syndrome Children. Absorbent Mind: Journal Of Psychology and Child Development, 1(2), 32–40. https://doi.org/https://doi.org/10.37680/absorbent_mind.v1i02.1118
Rusandi, & Muhammad Rusli. (2021). Merancang Penelitian Kualitatif Dasar/Deskriptif dan Studi Kasus. Al-Ubudiyah: Jurnal Pendidikan Dan Studi Islam, 2(1), 48–60. https://doi.org/10.55623/au.v2i1.18
Salim, R. M. A., Jesslin, J., & Rumalutur, N. A. (2022). Meningkatkan Sikap Positif Dalam Menghadapi Perbedaan Terhadap ABK Pada Anak 4-6 Tahun Melalui Kegiatan Bercerita Dengan Puppet Book. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 5769–5781. https://doi.org/10.31004/obsesi.v6i6.2975
Siregar, H. H., Moh. Ainin, Muassomah, Dadang Firdaus, & Rendi Pramadi. (2022). Exploring of Arabic Text Book for MA KMA 183 in 2019 Based on Mackey’s Theory and ACTFL Standards. Al Mahāra: Jurnal Pendidikan Bahasa Arab, 8(1), 123–152. https://doi.org/10.14421/almahara.2022.081-06
Teti Sumiati, & Septi Gumiandari. (2022). Pendekatan Neurosains Dalam Strategi Pembelajaranuntuk Siswa Slow Learner. Risâlah, Jurnal Pendidikan Dan Studi Islam, 8(3), 1050–1069. https://doi.org/10.31943/jurnalrisalah.v8i3.326
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. https://eric.ed.gov/?id=ED443572
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd. https://books.google.co.id/books?hl=id&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=tomlinson+differentiation&ots=AhnlrQl9nr&sig=TEIhSzaq1iRZbC3XvycvXLjRTqA&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Tomlinson, C. A. (2022). Everybody’s classroom: differentiating for the shared and unique needs of diverse students. Teachers College Press. https://books.google.co.id/books?hl=id&lr=&id=trZmEAAAQBAJ&oi=fnd&pg=PP10&dq=tomlinson+differentiation&ots=VsK-k7gmQS&sig=PAxTdPXSNuT0WZwDXZadq8SYfUk&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms. Ascd. https://books.google.co.id/books?hl=id&lr=&id=R56hzQeSsMMC&oi=fnd&pg=PR5&dq=tomlinson+differentiation&ots=2GcPy_VbP5&sig=vFfQJXoR6J45r8_GTUYMaG8kjr4&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Tomlinson, C. A., & Imbeau, M. B. (2023). Leading and managing a differentiated classroom. Ascd. https://books.google.co.id/books?hl=id&lr=&id=IZKjEAAAQBAJ&oi=fnd&pg=PP1&dq=tomlinson+differentiation&ots=XNLwsnQxLx&sig=fpXeRsUd-1QODltgZdE-L-AZ4hc&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Tomlinson, C. A., & Jarvis, J. M. (2023). Differentiation: Making curriculum work for all students through responsive planning & instruction. In Systems and models for developing programs for the gifted and talented (pp. 599–628). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003419426-22/differentiation-making-curriculum-work-students-responsive-planning-instruction-carol-ann-tomlinson-jane-jarvis
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Ascd. https://books.google.co.id/books?hl=id&lr=&id=OmiaaeNRCX4C&oi=fnd&pg=PR4&dq=tomlinson+differentiation&ots=ZaV2ylEVBZ&sig=8zl3fWkZcfhn0uf-bFwU8JHZ4-Y&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Tomlinson, C. A., & Murphy, M. (2015). Leading for differentiation: Growing teachers who grow kids. ASCD. https://books.google.co.id/books?hl=id&lr=&id=o7XQCgAAQBAJ&oi=fnd&pg=PP1&dq=tomlinson+differentiation&ots=yI32eb2vH3&sig=RZYg57_OvE_KIaW0cHlReALXWd8&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9-12. ASCD. https://books.google.co.id/books?hl=id&lr=&id=iI_gEAAAQBAJ&oi=fnd&pg=PP1&dq=tomlinson+differentiation&ots=q6uf045lUt&sig=2SsM2oeiE2mdGunBZKFqRok3hY4&redir_esc=y#v=onepage&q=tomlinson differentiation&f=false
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Muaddib: Journal of Arabic Language and Literature
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
