Teacher Thinking Paradigm in Achieving Arabic Learning Goals at State Islamic Senior High Schools in Tulungagung, East Java, Indonesia

Abstract

Technology advancements have a big impact on how people learn. Knowing the condition of the millennials and Generation Z, their paradigms are considered as currently less enthused about the conventional lecture-based learning model and learning techniques as antiquated even dull particularly when studying foreign languages like Arabic. Therefore, it is quite necessary to study 1) the thinking paradigm of Arabic teachers; and 2) the role of the Arabic teacher’s thinking paradigm in achieving Arabic language learning objectives. This research took place at three State Islamic Senior High Schools in Tulungagung, East Java, Indonesia. Data sources in this research can be person, place, and paper. The data, participant observation, in-depth interviews, and documentation were used as data collection techniques and continued to check the validity of data-based credibility, transferability, dependability, and confirmability. Then, after the collected data were analyzed through the theory of Miles and Huberman. This result presented two points. First, the philosophical paradigm, language paradigm, learning paradigm, language learning paradigm, and Arabic language learning paradigm serve as the foundation for the thinking paradigms of Arabic teachers at State Islamic Senior High Schools in Tulungagung. Second, the paradigm of teaching readiness and learning readiness, followed by consistency with learning theory, is a key component of the Arabic teacher’s thinking paradigm that views the teacher as the learning center and the students as the learning center. This paradigm plays a significant role in the learning process.