Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School

*Corresponding Author: Name: Ade Arip Ardiansyah Email: adearipardiansyah94@gmail.com Learning Nahwu & Sharaf was considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School. This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus. The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding school to develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class. Copyright © 2020, Ardiansyah et al This is an open access article under the CC–BY-SA license


INTRODUCTION
One aspect that influences education's success is the curriculum aspect, and the curriculum is one component that has a strategic role in the education system (Fatoni, 2019). The curriculum is a system of learning programs to achieve institutional goals in educational institutions so that the curriculum plays a vital role in creating quality educational institutions (Nawawi, 2017).
The curriculum is prepared and developed to achieve education goals, namely preparing students to be beneficial to society (Zubaidi, 2015). The curriculum has various essential components, discusses educational purposes and directions, and includes learning experiences and organizing those experiences (Albantani, 2015). Curriculum demanded to be adaptive to changing times and advances in science.
While aspects that can affect the curriculum's success are empowerment in the field of management or curriculum management at related educational institutions, curriculum management at the academic unit or school level, therefore, the institution's leadership needs to be matched, namely to be developed integrally in Islamic Boarding School-Based Management (Pesantren Berbasis Manajemen (PBM) and adjusted to the vision and mission of the related educational institutions (Himmah & Amrulloh, 2018). The developing curriculum must be tailored to the needs. Therefore, a boarding school should expand its learning curriculum (Nurjannah, 2018).
As an international language (since 1972) at the United Nations, Arabic is used as the official language by more than 20 countries. Arabic in Indonesia is the same as other foreign languages, among others, to communicate between nations (Yusuf, 2018). Arabic is one of the most popular and foreign languages very much in demand. Even the presence of Arabic in the learning system is not something new (Mivtakh, 2019). One of the countries that apply to learn Arabic in its education system in Indonesia. Arabic is taught to adult learners or adolescents and trained to early age learners (Fahrurrozi, 2014). Among the subjects that need to build their curriculum are Nahwu & Sharaf subjects because these two subjects are basic science in learning Arabic (Hidayat & Rahmah, 2020). The lesson is also perceived by students as difficult subjects to be understood; both these subjects are considered static and not developed by the boarding school (Habibi, 2019).
The implementation of curriculum Nahwu & Sharaf subjects has become very important, the preparation of both becomes a completely new curriculum (curriculum construction), as well as the improvement and development of the existing curriculum (curriculum improvement) (Wahyono, 2019). Nahwu is a science that studies the rules for recognizing the functions of words that go into sentences, remembering the law of word endings, and forgetting to know how to i'rāb (Mukmin & Ghofur, 2018). Sharaf is the study of the rules for forming and changing words (Najah, 2019). The difference between Nahwu & Sharaf: 1) Nahwu science learns the word after the word is entered into a sentence, while Sharaf learns the word before the word enters the sentence; 2) Nahwu science studies the law of term ending, while Sharaf science studies the formation and change of words, and generally at the beginning and middle of words (Fransisca, 2015).
The language learning curriculum in this era of globalization is undoubtedly more complicated because it must consider various factors and variables related to the philosophy (nature and function) of language, sociocultural aspects, the psychology of students learning the language, the social environment, educational background, learning systems, etc. (Noor, 2018).
Based on many studies, curriculum development is ideal for meeting the demands of growth and responding to globalization's (Zulkifli, 2018) challenges while still considering the proportionality between the quantity and quality dimensions of learning by the standards formulated (Syaifullah & Izzah, 2019). As research conducted by Wekke (2015) entitled "The Tradition of Islamic Boarding Schools in the Development of the Nahwu & Sharaf Curriculum at the West Papua Muslim Minority Education Institute" states: Islamic boarding schools pillars of tradition can contribute to society. Therefore, one of the primary instructors to carry out teaching and learning is to use the curriculum.
The relevant research was showed by Qodri (2019). The results of this research are in harmony between the items of the final Arabic language test questions for students of the Madrasah Aliyah 3 Malang in the academic year 2011/2012 with the curriculum based on competence, which contains: reading skill questions are also suited to normative and basic competence, although these items do not order items of phonics questions in language questions and listening, speaking and writing objects in language skills queries. Research on "Design of Arabic Language Learning Curriculum Development Based on Potential/Fitrah Approaches" was conducted by Khasanah (2018). The result was curriculum design in Arabic language learning based on Chomsky Innate theory; namely, students do not have to be given intensive training, students are given an ample opportunity to create speeches, the rules are provided as long as it is needed, students are deployed to real situations in the communication process. Nasution (2016) considered that curriculum development was essential to pay attention to four things: prospective, procedure, process, and progress to be actualized. The Arabic curriculum development strategy emphasizes the development of actual communication competence, supported by the CALL (Computer-Assisted Language Learning) program, with 4R techniques (Reduction, Responsibility, Relevance, Rapport) in the learning process so that curriculum development can provide guarantees quality in the process and product of learning.
Each educational institution must have its vision and mission per the objectives of the institution established (Zulfa & Pardjono, 2013). Each institution has unique characteristics that are different from other institutions (Muhtifah & Muskania, 2019

METHOD
This study included in the category of empirical research. The method used in this research was qualitative research because the data was collected in qualitative nature within the meaning of the information is not in the form of a suitable number interval, ordinal and discrete data at the same time tried to depict reality as it is (the reality of the original). In contrast, this research was an exploratory, descriptive study that analyzes various research casuistry (Musthafa & Hermawan, 2018 Sources of data in this study were primary data sources and secondary data. Preliminary data were obtained from informants or stakeholders directly involved in implementing Nahwu & Sharaf Curriculum Development at the Daarul Uluum Islamic boarding school, PUI Majalengka, Madrasah Tsanawiyah level. In this context, the primary data source was the headmaster of the Islamic boarding school (mudīr), the Curriculum Section Assistant, the teaching staff (asātidz). Secondary data sources were sources of data taken from the literature and documents related to the study, such as syllabi, curriculum structure, location maps, organizational structure, schedule, and other activities.
This study's data collection instruments were pure non-participant observation, in-depth interviews, and documentation. While the analysis used in this study was functional and structural prerequisites, which must already exist before the unit was formed or established, likewise fundamental essentials, means the structure must exist before a group was created or developed. Meanwhile, to maintain the validity of the findings, the researcher checked the validity of the results by (a) lengthening attendance, (b) deepening observations (further observations), (c) triangulation, (d) independent audit trail, and (e) peer examination through discussion.

RESULTS & DISCUSSION
Daarul Uluum Islamic boarding school PUI Majalengka, which was charity as the object of this study, does not necessarily become a large institution or institution that has established quality and achieves maximum performance as it is today. But it is an educational institution that has a long history that began in old times.
Starting from a boarding school pioneered by Syekh Abdul Halim, the founder of the PUI in 1921, it is currently managed by the Daarul Uluum Foundation PUI Majalengka. Daarul Uluum Islamic boarding school PUI has approximately 500 resident students (mukim). Students consisted of male and female students. Under the Daarul Uluum foundation, the formal educational institutions in cooperation with Islamic boarding schools are Madrasah Tsanawiyah and Madrasah Aliyah (Islamic senior high school).
Along with the times, Islamic Boarding School Daarul Uluum PUI Majalengka has experienced many advances and improvements, they are the increasing number of students, the completeness of facilities, and the addition of professional teaching staff in their fields. The Daarul Uluum Islamic Boarding School PUI Majalengka were graduates from Al Azhar Egypt, Gontor Modern Islamic Boarding Schools, and several universities in Indonesia. Resident students in the Daarul Uluum PUI Islamic Boarding School in Majalengka are from inside and outside Majalengka West Java province, Indonesia and even outside from the province of West Java, who deliberately come to study. e-ISSN : 2622-7371 http://ejournal.umm.ac.id/index.php/izdihar 216

Development of Nahwu Sharaf Curriculum at Daarul Uluum Islamic boarding school at Majalengka
At the beginning of 2015, the orientation of curriculum development at the Islamic Boarding School Daarul Uluum PUI Majalengka was directed to learn by referring to the Indonesia's education curriculum in 2013. In this case, the learning method initially focused on lecture methods and some practicum in the laboratory, then applied to learn models such as CTL (Context Teaching Learning), learning inside and outside the classroom with an active student approach so that the teacher is only a facilitator.
The next stage is implementing a new curriculum while still using competency-based learning methods completed with the Education Unit Level In Indonesia, the Nahwu & Sharaf learning entity's ideality has not been matched by objective reality in learning (Aliyah, 2018). An irony when looking at the complexity of the Nahwu & Sharaf learning process's problems from the Islamic elementary school (madrasah ibtidaiyah) level up to college (Wahab, 2015). Nahwu & Sharaf's ability, which has been unspoken to be a condition for every individual conducting general and Islamic scientific studies, is not encouraging. Nahwu & Sharaf learning is not acceptable in educational substance, curriculum, and learning methods (Rahmat & Abdurrahman, 2017

Formulation of Curriculum Purpose
General-purpose Giving reinforcement to Nahwu & Sharaf material as a provision for students to read and understand the texts of Nahwu-Sharaf.

Specific purpose
At the performative level, students are normal to master Nahwu & Sharaf's rules and read and understand Nahwu & Sharaf (fahm al maqrū'). Students are ordinary to use Nahwu & Sharaf to fulfill their daily needs at the functional level, such as reading newspapers (qirā'ah al-jarīdah), manuals, or instructions. At the informational level, students are normal to access knowledge with Nahwu & Sharaf rules. In contrast, at the epistemic level, students are expected to express understanding into the target language.

Islamic Boarding School
This curriculum aims to develop the existing curriculum to be more effective and able to produce skilled and proficient graduates of the Daarul Uluum Islamic boarding school, especially in the fields of Nahwu & Sharaf.
Simultaneously, the evaluation is carried out by the teacher and monitored by the curriculum section at the end of the semester to measure the existing curriculum's effectiveness to improve when there are shortcomings and obstacles.
The time allocation for Nahwu & Sharaf subjects provided for Nahwu & Sharaf Subject classes is 8 hours of face-to-face (8 x 40 minutes). With details of 4 hours for Nahwu items, 4 hours for Sharaf lessons.

Formulation of Competency Standards and Nahwu Basic Competencies
Competency standard in mubtadi' (basic) class contains Kalām, I'rāb and Binā', the signs I'rāb, Isim Nakirah and Isim Ma'rifah. All of the teaching materials were detailed in basic competence to ease students in understanding.  Understanding isim alam, isyārah and maushūl Table 1 is a table of competency standards and basic competencies for Nahwu Mubtadi level subjects. The material presented in this class is basic material about Nahwu. At this level, students are taught basic principles in Nahwu science such as 1) introducing the basic concepts of Kalam and Sentence Distribution: Isim, Fi'il and huruf; 2) introducing the basic concepts of I'rāb and Binā' and their divisions; 3) introduce parts and characteristics of I'rāb (Rafa', Nashab, Jar, and Jazm); and 4) introducing isim nakirah and isim ma'rifah.
The materials of first standart competency were the meaning of the sentence, the signs of isim, fi'il signs, fi'il sharing, and the signs of Huruf. Second standart competency's materials were the meaning of I'rāb, the sharing division, some words that can be in Isim and Fi'il, the definition of mabni, Isim Mu'rab and Isim Mabni, and Fi'il mabni and Fi'il mu'rab. Third standart competency's materials were the signs of I'rāb Rafa, the symptoms of I'rāb Nashab, in recognizing the signs of I'rāb Jar, the signs of I'rāb Jaz, lafadz that are familiar with Harakat and Huruf, Understanding the I'rāb isim provisions tatsniyah, jama' mudzakkar salim, asma'us shittah, lafadz hanu, and amtsilatul khamsah, Understanding I'rāb Fi'il mu'tal. The materials of last standart competency in basic class were the kinds of isim dhamīr, isim dhamīr muttasil and munfasil, isim alam, and isyārah and maushūl.    Table 3 shows the competency standards and basic competencies of subjects at the Nahwu Mutaqaddim level. The material presented at this level is advanced Nahwu material at the Final level. From the data table above, students are expected to be able: 1) understanding isim that is read nashab: (hāl,tamyīz, mustatsnā, i'rāb lafadz kalla, 'adā and hasyyā; 2) understanding isim that is read jar/khafadl (idhāfah); 3) i'rāb fi'il mudhāra'ah ('awāmilun nasbi and awāmilul jazm); 4) understanding na'at; 5) understanding 'athaf; 6) understanding taukīd; 7) understanding badal.
First standard competency discussed about Hāl, TamyīzMustatsnā and its provisions, and Provisions I'rāb lafadz Kalla, 'Adā and Hasyyā. Second standard competency discussed about meaning and distribution of Idhāfah. Third standard competency discussed about awāmilun nasbi and its kinds and awāmilul jazm.
Fourth standard competency discussed about meaning and basic concept of na'at. Fifth standard competency discussed about provisions of 'athaf bayān and the function letter athaf nasaq. Sixth standard competency discussed about meaning and form of Taukīd. The last discussed about Badal and its types. These materials are the final material at mutaqaddim level students. After going through all levels, students will then be tested in a comprehensive exam to measure the extent of their overall mastery of Nahwu science.  Table 4 is a table of competency standards and essential competencies in the Sharaf subject at Mubtadi level. The material presented in this class is basic material about Sharaf. From the data in Table 4, students are expected to be able, and students are taught basic principles in Neuroscience such as 1)
Pesantren's curriculum is comprehensive, although what students get is little but comprehensive. Pesantren's curriculum also provides opportunities for students to learn and better understanding in material, because of the longer time used and the supportive pesantren environment. For example, students can interact for 24 hours with their classmates to discuss the material, so that the time to understand is longer (Nawali, 2018). In pesantren's curriculum, there is always class classification and material in learning, this is to make it easier for students to understand and deepen the material (Mubarok, 2018   Tashrīf binā' lafīf mafrūq in istilāhī, Tashrīf binā' lafīf maqrūn in istilāhī, Tashrīf fi'il rubā'i mujarrad dan mazīd); 2). Understanding Tashrif Lughawi: (how to Tashrīf binā' sahīh in lughawī, Tashrīf the binā' 'mudha'af in istilāhī, Tashrīf the binā' 'Mahmūz in istilāhī, Tashrīf the binā' mitsal in istilāhī, Tashrif the Bina Ajwaf in istilāhī, Tashrīf the binā' Naqīsh in istilāhī, Tashrīf the binā' Lafīf in istilāhī and Tashrīf the isim fā'il marfu' in istilāhī. The classification of the Sharaf material in this class is adapted to the Nahwu material, because these two components are interrelated as the initial foundation for santri to be able to read the religious traditional book (kitab turats). The ordering of the material based on bina' al-kalimah is applied to the pesantren which uses the KH Muhammad Yusuf learning method. Based on research from Thohir (2020) in this study, to facilitate students in learning Sharaf, before entering the next wazan, students must master one wazan that is described according to the order of Arabic word derivation from bina' shahih to bina' mahmuz. If tashrif istilahi is learned completedly, it is continued to tashrif lughawi according to the sequence of bina'.   Table 6, students are expected to be able: 1) Understanding Tasfrif Lughawi (Understanding how to Tashrif isim Maf'ūl marfu' in istilāhī, Tashrif fi'il mudhāri' mabnī fā'il that is entered with nun taukid tsaqilah in istilāhī, Tashrif fi'il mudhāri' mabnī fā'il that is entered with nūn taukīd khafīfah in istilāhī, Tashrif fi'il Amar lil ghaib and mabnī fā'il that is entered with nūn taukīd tsaqīlah in istilāhī, Tashrif fi'il Amar lil ghaib and mabnī fā'il that is joined with nūn taukīd Khafīfah in istilāhī, Tashrif isim zamān and isim makān in istilāhī, Tashrif isim and isim alat in istilāhī).
The curriculum in learning Arabic has an important role, one of which is a measure of learning success (Ardiansyah, 2020). There are several problems related to the Arabic language learning curriculum, especially in Arabic grammatical learning (Nahwu & Sharaf). During this time, Nahwu & Sharaf were considered by students as two difficult subjects. One of the causes is the lack of an excellent grammatical curriculum structure (Nahwu & Sharaf) so that Nahwu & Sharaf learning in schools/pesantren is less attractive to students.
According to Wekke (2015), "a good curriculum is a curriculum that follows the child's potential to support the talents of the students. Therefore, it is necessary to have a breakthrough to compile a good syllabus and be adapted to student ability in studying Nahwu & Sharaf". Meanwhile, Nasution (2016) said that to develop a curriculum properly, one must go through the 4R technique (Reducation, Responsibility, Relevance, Rapport) in the learning process so that curriculum development can provide quality assurance in the learning process and products.
Apart from compiling a good syllabus, professionalism teacher also teachers must also motivate themselves to raise enthusiasm for learning Nahwu & Sharaf before beginning each meeting. Each teacher is required to evaluate and report the progress of learning in the meeting with the curriculum section of pesantren. Evaluation is a step to determine the curriculum. Curriculum evaluation is related to the goals and direction to be aimed at by the institution. Learning goals come from the expectations of society as a curriculum design. In learning evaluation, there are: 1) determining the purpose of the evaluation; 2) changing or constructing evaluation tools, activity tests, test instrument reliability, and test instrument validity; 3) comparing the data obtained with the results of previous evaluations. The results show that there are still shortcomings including; 1) having not a special allocation of funds; 2) all teachers do not have the maximum ability in teaching; 3) teachers have not been able to internalize the integrated curriculum between Nahwu & Sharaf in teaching; and 4) students feel bored in learning. Therefore, it is necessary to evaluate the curriculum by providing training to teachers intensively on the Nahwu & Sharaf integrated curriculum; teachers need to reflect and make innovations in teaching; for example, there is an interlude of games to arouse enthusiasm and eliminate student boredom in learning Nahwu & Sharaf.

CONCLUSIONS
Curriculum for Nahwu Sharaf subject classes at Daarul Uluum Islamic boarding school on development competencies with competencies on community and Islamic boarding school needs. Islamic boarding school Daarul Uluum develops a class-based Arabic curriculum for subjects, which is then termed a class curriculum for Arabic subjects. The curriculum development model used is de-central, which is curriculum development that addresses two administrations and grassroots. This curriculum's development was manifested in-class hours and teaching materials, which were initially only 11 hours into 24 hours. This clock is used to study Nahwu & Sharaf, commentary, and other classic books. Among the supporting factors are: 1) Motivation from the Regional Office of Ministry of Religion in West Java, 2) Commitment of headmaster of Daarul Uluum boarding school to develop curriculum, 3) Professional competence of Arabic class teacher, 4) Existence of Daarul Uluum boarding school, and 5) Input students who have an initial understanding of the material that will be presented. While the inhibiting factors are: 1) Do not have a special allocation of funds, 2) Not all teachers have the maximum ability in managing the curriculum, 3) Cannot support the ability of teachers to teach classes in Arabic subjects, and 4) Not many students require a saturated compilation of learning in Arabic subject classes because of the many hours shown. This research is preliminary research to determine the Nahwu & Sharaf curriculum's implementation in the Daarul Uluum Majalengka Islamic boarding school. For this reason, further research is needed to examine the Nahwu & Sharaf curriculum at the Daarul Uluum Islamic boarding school because the components must be discussed very complexly.