Comparison of the Implementation of the Arabic Language Learning Model Based on Active Deep Learning Experience (ADLX) at SDIT Robbani Malang and SDIT Insan Mulia Pekalongan

Abstract

This study aims to compare the implementation of the Active Deep Learning Experience (ADLX) model in Arabic language learning at two Islamic Integrated Elementary Schools, namely SDIT Robbani Malang and SDIT Insan Mulia Pekalongan. This research employs a qualitative approach with a comparative study design, in which data were collected through interviews, observations, and documentation. The findings reveal that both schools have implemented the main principles of ADLX (conscious, meaningful, and joyful learning) yet with distinct characteristics at each learning stage. In the planning stage, teachers at SDIT Robbani design lessons by aligning learning goals with school objectives and students’ characteristics while preparing interactive media such as songs and games. Meanwhile, teachers at SDIT Insan Mulia develop lesson plans by analyzing Learning Outcomes, which are derived into Learning Objectives and connected to the Dimensions of the Pancasila Student Profile according to the school’s needs. During the implementation stage, SDIT Robbani applies the TERPADU steps (Telaah, Eksplorasi, Rumuskan, Presentasikan, Aplikasikan, Duniawi, Ukhrowi) through active learning activities such as singing, discussions, and role-playing. On the other hand, SDIT Insan Mulia emphasizes critical thinking through stimulus questions and employs methods such as games, ice breaking, and songs, adapted to classroom conditions. In the evaluation stage, SDIT Robbani assesses students’ activeness, cooperation, and attitudes through ongoing reflections, whereas SDIT Insan Mulia conducts daily summative assessments consisting of multiple-choice questions, essays, and contextual tasks. Overall, SDIT Robbani excels in affective and collaborative aspects, while SDIT Insan Mulia demonstrates strengths in systematic planning and structured academic evaluation.