AL-JAWHAR: Journal of Arabic Language is a periodic scientific journal that contains articles on conceptual ideas, theoretical studies and applications, practical writings, and research findings in the field of Arabic language education and teaching, as well as studies in the field of Arabic language and literature. This journal is published twice a year by Diwan Media Pustaka, in June and December. The journal invites scholars, academics, professionals, and researchers in the discipline of Arabic Language Studies to publish their research findings after undergoing a manuscript selection process, peer review, and editing process. AL-JAWHAR: Journal of Arabic Language focuses on Teaching Arabic as a Foreign Language Arabic, Linguistic Arabic, Arabic Literature, History of Arabic Education, Strategy of Arabic Teaching, Arabic Islamic Culture, Media of Arabic Teaching, Technology of Arabic, Teaching Modern Standard Arabic, Arabic Second Language Acquisition
The Use of YouTube-Based Short Films as Learning Media for Arabic Vocabulary Acquisition at Madrasah Tsanawiyah Laboratorium UINSU
The use of digital technology in language learning has become increasingly relevant in response to evolving educational practices that require the integration of contextual and interactive learning media. In Arabic language learning, particularly in vocabulary acquisition, audiovisual media such as YouTube-based short films offer an alternative approach by integrating visual elements, audio stimuli, and authentic language contexts to provide learning experiences. This study aims to describe the implementation of YouTube-based short films as learning media for Arabic vocabulary instruction and to explore the benefits and challenges encountered during its application at Madrasah Tsanawiyah Laboratorium UINSU. This research employed a descriptive qualitative approach. Data were collected through classroom observations, interviews with teachers and students, and documentation of learning activities. The collected data were analyzed using the interactive analysis model proposed by Miles, Huberman, and Saldaña to identify emerging patterns related to media implementation. The findings reveal that YouTube-based short films serve as supplementary instructional media for Arabic vocabulary learning by providing more contextualized learning experiences, helping students understand vocabulary meanings through visual representations and conversational contexts, and increasing students' engagement throughout the learning process. This study contributes to research on digital technology-based Arabic language learning and provides insights for future studies on integrating audiovisual media into language education.
Copyright (c) 2026 Diva Rahima Wafda Parinduri, Salamuddin Salamuddin https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Using the AlifBee Application on Improving Arabic Writing Skills among Seventh-Grade Students at MTs Laboratory UINSU Medan
Despite the rapid advancement of digital technology in language education, Arabic writing instruction in many Islamic schools still faces significant challenges due to limited opportunities for meaningful writing practice, insufficient learner engagement, and the continued dominance of traditional teaching approaches. This condition highlights the urgent need to explore innovative technology-based solutions that can support students in developing productive Arabic language skills. Therefore, this study aims to investigate the effect of using the AlifBee application on improving Arabic writing skills among seventh-grade students at MTs Laboratory UINSU Medan. The study employed a quantitative research method with an experimental approach using a one-group pretest-posttest design. A total of 40 students were selected as the sample through cluster random sampling. Data were collected through tests, observations, and documentation. Data analysis was conducted by testing validity, reliability, normality, descriptive statistics, and hypothesis testing using the Paired Sample t-Test, all analyzed with SPSS. The results showed that the students' mean pretest score was 12.78, which increased to 16.58 in the posttest, indicating an improvement of 3.80 points. The hypothesis testing results revealed a significance value (Sig. 2-tailed) of 0.001, which was lower than 0.05 (0.001 < 0.05). Therefore, the alternative hypothesis (H₁) was accepted and the null hypothesis (H₀) was rejected. These findings indicate that the use of the Alifbee application has a significant effect on the writing skills of seventh-grade students at MTs Laboratory UINSU Medan.
Copyright (c) 2026 Abdi Sampurna Nasution, Syaukani Syaukani https://creativecommons.org/licenses/by-nc-sa/4.0
Politeness Strategies in Arabic-Indonesian Classroom Communication: A Sociolinguistic Study
Linguistic politeness is an essential aspect of fostering effective communication and creating a conducive learning environment in foreign language education. This study aims to analyze the politeness strategies employed in Arabic language learning interactions at MAN 2 Kota Batu from a sociolinguistic perspective. The study adopted a descriptive qualitative approach, with data sources consisting of teachers’ and students’ utterances during Arabic language instruction, interview data, and classroom observations. Data were analyzed using Brown and Levinson’s politeness theory, Holmes’ language choice theory, Hymes’ ethnography of communication, and Poplack’s code-switching theory. The findings reveal that teachers employed various politeness strategies, including softened direct strategies, positive politeness, negative politeness, indirect strategies, and avoidance strategies. These strategies were used in delivering instructions, making requests, giving reprimands, and providing corrective feedback to students. Furthermore, Arabic–Indonesian code-switching and code-mixing were found to serve important pedagogical and social functions, including clarifying instructional content, facilitating students’ comprehension, maintaining interpersonal relationships between teachers and students, and constructing a bilingual classroom identity. In the process of correcting language errors, teachers employed recasts, prompting, indirect correction, and praise-before-correction techniques to preserve students’ confidence. Students’ responses indicated that the implementation of these politeness strategies enhanced learning comfort, classroom participation, willingness to answer questions, and learning motivation. The study concludes that linguistic politeness functions not only as a communicative tool but also as a socio-pedagogical strategy that supports the effectiveness of bilingual Arabic learning in the madrasah context.
Copyright (c) 2026 Moh Iqbal Dwi Hidayatullah, Mahbub Humaidi Aziz, Muhammad Auladun Akbar, Aulia Rahman, Fathorrahman Fathorrahman https://creativecommons.org/licenses/by-nc-sa/4.0
Arabic Language Teaching Strategy in Improving Student’s Reading Skills at Ira Islamic Junior High School Medan
This study is motivated by the low level of Arabic reading skills (maharah qirā’ah) among students at MTs IRA Islamic Junior High School Medan, particularly in grades VII and VIII, where many students have not yet mastered the recognition of Arabic letters. This condition highlights the need for an effective instructional strategy that can systematically improve students’ reading abilities. The study aims to describe the implementation of a constructivist-based Arabic language teaching strategy to enhance students’ reading skills and to identify the supporting and inhibiting factors in its implementation. A qualitative descriptive method was employed in this research. Data were collected through observation, semi-structured interviews, and documentation. The participants included an Arabic language teacher, the school principal, and selected students using purposive sampling. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that the teaching strategy was implemented through a constructivist approach combined with habituation of reading the Iqro’ book before the main lesson. The learning process was carried out gradually, starting from recognizing Arabic letters, practicing pronunciation, and progressing to reading simple texts with individual guidance. The results indicate an improvement in students’ reading skills, particularly in letter recognition and reading comprehension. Supporting factors include the active role of teachers, availability of learning media, school support, and student motivation. In contrast, the main obstacles are limited instructional time and lack of reading practice at home. The study concludes that integrating constructivist learning with Iqro’ habituation is effective in improving basic Arabic reading skills.
Copyright (c) 2025 Isna Bulqis Saragi, Zulheddi Zulheddi https://creativecommons.org/licenses/by-nc-sa/4.0
Learning Motivation among Students Participating in a Private Arabic Language Program at Al-Fatih Private Tutoring Institution
This study examines the importance of learning motivation in supporting students’ success in an Arabic private tutoring program. Arabic learning often presents challenges, particularly in vocabulary, Arabic syntax, morphology, and Arabic text reading. This study aims to describe students’ learning motivation in joining the Arabic Private Tutoring Program at Al-Fatih Private Tutoring Institute. It also identifies the supporting and inhibiting factors that influence their motivation. This study employed a descriptive qualitative approach. The researchers collected data through interviews, observation, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that students’ initial motivation was generally influenced by parental encouragement, academic needs, and the desire to understand religious lessons. However, after participating in the private tutoring program, students’ motivation developed into intrinsic motivation. They felt more comfortable, confident, and supported in understanding Arabic. The main supporting factors included patient tutors, gradual learning methods, a conducive learning environment, and parental support. The inhibiting factors included difficulties in understanding Arabic grammar and limited independent practice. This study concludes that the Arabic private tutoring program plays an important role in fostering students’ learning motivation. It also improves their self-confidence and strengthens their basic Arabic language competence.
Copyright (c) 2026 Nida Ul Khasanah, Ganjar Yusup Sofian, Agung Heru Setiadi, Adamu Abubakar Muhammad, Khoirotul Imro'ah Qohar https://creativecommons.org/licenses/by-nc-sa/4.0
Adaptive Instructional Strategies for Mixed-Age Classrooms: Teaching Arabic to Heterogeneous Young Learners in Non-Formal Malaysian Settings
Teaching Arabic in non-formal international educational settings presents considerable pedagogical challenges, particularly when classrooms consist of learners with diverse age ranges, heterogeneous linguistic backgrounds, and varying levels of learning motivation. These conditions require adaptive instructional approaches that can accommodate students’ cognitive and emotional needs. Therefore, this study aims to analyze methodological barriers and formulate adaptive strategies for teaching Arabic in the International Teaching Program in Malaysia. The study focused on mixed-age classrooms comprising students aged 9–17 years with minimal Arabic language proficiency and fluctuating learning motivation. This research employed a qualitative approach using a Classroom Action Research design. Data were collected through participatory observation and analysis of the teacher’s daily reflective journals throughout the implementation of the program. The findings revealed that substantial cognitive differences among age groups and reduced physical stamina caused by the intensive daytime boarding school schedule constituted the primary instructional barriers. To address these challenges, four adaptive instructional strategies were implemented, namely psychological conditioning through educational-song based ice breaking activities, Game Based Learning supported by flaschcards, cross age peer tutoring, and instructional scaffolding through external code switching to Malay. Participatory observations and reflective journal entries indicated that these strategies transformed students’ participation from passive to active, promoted collaborative interaction between younger and older learners, fostered a more inclusive learning environment, and enhanced students’ understanding of foundational Arabic language concepts. These findings suggest that methodological flexibility, supported by adaptive and interactive instructional strategies, plays a crucial role in improving Arabic language learning in heterogeneous non-formal educational settings.
Copyright (c) 2026 Nurbaiti Maulida Ramadhani, Siti Kholiza Nasution https://creativecommons.org/licenses/by-nc-sa/4.0
An Axiological Analysis of Arabic Language Learning in the Digital Era at MA Husnul Khatimah Batuputih Sumenep
The rapid development of digital technology has brought significant changes to Arabic language learning while simultaneously creating challenges related to preserving the values of Islamic education amid the demands of modernization. Therefore, this study aims to analyze the axiological values underlying Arabic language learning in the digital era through a case study at MA Husnul Khatimah Batuputih Sumenep. The study focuses on the use of digital technology in supporting the objectives of Islamic education and on the challenges of maintaining a balance between technological advancement and spiritual values. This research employed a qualitative approach using a case study design. Data were collected through written interviews and documentation and were analyzed descriptively and reflectively through the stages of data reduction, data display, and conclusion drawing. The findings indicate that digital technology in Arabic language learning is positioned as a wasilah (means) for supporting the attainment of Islamic educational goals through the reinforcement of the values of goodness (al-khair), benefit (al-nafi’), and virtuous character (al-fadilah). The implementation of the values of ta‘lim, tarbiyah, and ta‘dib serves as a foundation for integrating digital innovation with students’ character development. Nevertheless, several challenges remain, including limited digital literacy among teachers, digital distractions, and students’ tendency toward instant learning. This study concludes that the digitalization of Arabic language learning can strengthen the objectives of Islamic education when guided by axiological principles that position technology as a means of balanced intellectual, moral, and spiritual development.
Copyright (c) 2026 Siti Muthmainnah, Sri Wahyuni, Taftinatul Ilmiyah https://creativecommons.org/licenses/by-nc-sa/4.0
Cultural Mediation of Self-Determination in Arabic Learning Motivation at Salafi Pesantren Mambaus Sholihin
The urgency of Arabic language learning in Islamic boarding schools lies not only in linguistic mastery as a medium of Islamic scholarly communication, but also in fostering sustained learning motivation within religious and social environments. This study aims to examine the implementation of Self-Determination Theory (SDT), which includes autonomy, competence, and relatedness, in Arabic language learning at Pesantren Salafi Mambaus Sholihin, and how these components are mediated by the cultural context of the pesantren. This research employs a qualitative approach using data collection methods including observation, interviews, and documentation, followed by thematic analysis. The findings indicate that student autonomy develops gradually through a structured learning system, competence is strengthened through a tiered curriculum and direct feedback from teachers, and relatedness is built through ukhuwah-based social relationships and intensive teacher–student interaction. These results show that SDT is more effective when adapted to pesantren cultural values, thereby enhancing intrinsic motivation in Arabic learning. In conclusion, the integration of modern motivational theory with traditional Islamic education contexts contributes significantly to the development of more adaptive and contextualized learning strategies. Future research is recommended to explore different pesantren contexts to enhance the generalizability of the findings.
Copyright (c) 2026 Muhammad A'inul Haq, Farid Qomaruddin, Amalia Amzar Munika, Relisa Dwi Andini, Shouma Faiqotul Awatif, Tasya Afrilia Rahmayanti, Salma Abidah https://creativecommons.org/licenses/by-nc-sa/4.0
Arab Academics’ Perceptions of Fusha and Amiyah in Arabic Language Instruction in Indonesia
Arabic language instruction in Indonesian higher education faces the diglossic challenge between Fusha (standard Arabic) and Amiyah (colloquial dialects). Instruction predominantly emphasizes Fusha, while Amiyah is rarely or never formally taught, resulting in students who are proficient in formal literacy but limited in practical communication. This study aims to explore academics’ perceptions regarding the teaching of Fusha and Amiyah, understand students’ challenges, and evaluate the curriculum strategies employed. A descriptive qualitative approach was adopted, involving in-depth interviews with 20 Arabic language academics from various State Islamic Universities (UINs) across Indonesia, analyzed using content analysis techniques. Findings indicate that Fusha serves as the primary foundation for academic literacy, whereas Amiyah is acquired informally through extracurricular experiences or exchange programs. Teaching strategies include lectures, text analysis, discussions, and Fusha-based writing exercises. These results provide an in-depth understanding of the prioritization of formal literacy and underscore the need to develop optional Amiyah modules to equip students with cross-cultural communication skills. The study recommends further exploration of integrating Amiyah into the formal curriculum.
Copyright (c) 2026 Nukman Nukman, Muhammad Mubasysyir Munir, Ahmad Fadhel Syakir Hidayat, Mowafg Masuwd, Noor Zinatul Hamidah https://creativecommons.org/licenses/by-nc-sa/4.0
Gender Representation in the Verbal and Visual Content of Arabic Textbooks: A Critical Content Analysis Study at STAIN Sultan Abdurrahman Kepulauan Riau
This study investigates gender representation in the verbal and visual texts of Arabic textbooks used at STAIN Sultan Abdurrahman Kepulauan Riau, namely Al-Lughah al-‘Arabiyyah al-Rā’i‘ah lil-Mubtadi’īn 1 and 2. The study employed a critical content analysis approach to examine how gender is constructed through both visual and verbal elements in the textbooks. Visual data were analyzed through four indicators: pictures that only included men or women, foregrounded male/female figures in relation to backgrounded ones, pictures of boys and girls, and visual contexts identified as domestic or professional. Verbal data were analyzed through three indicators: men and women as subjects, objects, and possessives in sentences. The findings reveal that male representation remains dominant across both dimensions. In the visual texts, men were more visible, more frequently foregrounded, and more often represented as children than women. In the verbal texts, men also appeared more frequently as subjects, objects, and possessive forms in sentence structures. These findings indicate that gender bias in the textbooks operates simultaneously at both visual and verbal levels. The study confirms that Arabic textbooks function not only as pedagogical tools but also as ideological media that may reproduce gendered power relations. Therefore, the development of Arabic teaching materials in Islamic higher education needs to be more responsive to gender-inclusive and equitable representation.
Copyright (c) 2026 Aidillah Suja, Renti Yasmar, Ahmad Naweed Rahimi khamosh, Shifa Marwah Mu'afa, Taskiya Rumaisha Hanifa, Addina Silmi Khairun Nisa https://creativecommons.org/licenses/by-nc-sa/4.0
Arabic Language Learning Support Using the Singing Method at Muslimeen Care Academy Selangor
The international community service program organized by Ithla Abroad ASEAN was attended by thirty participants from various PTKINs in Indonesia, including five fifth-semester students from the Arabic Language Education Program at the State Islamic University of Palangka Raya. The program focused on developing a fun-learning-based Arabic language curriculum to introduce the language to children and expand their foundational understanding. This activity employed a qualitative approach using the service-learning method, which included preparation, mentoring, and practical implementation phases, where students served as facilitators who designed activity steps and provided direct guidance to participants. Data collection was conducted through observation, interviews, and documentation, enabling a comprehensive analysis of the mentoring process. The results of the activity showed an increase in the children’s knowledge of the Arabic language through educational songs, an expansion of their mastery of simple vocabulary related to daily greetings, increased motivation and learning ability through the singing method, and the acquisition of a basic foundation in Arabic that can support them in participating in competitions or other activities related to the Arabic language.
Copyright (c) 2026 Aprilya Laras Dewi Sinta https://creativecommons.org/licenses/by-nc-sa/4.0
International Experiences of Students in the ITHLA Abroad Batch 7 Program: Academic and Cultural Perspectives
Study abroad programs provide opportunities for students to develop their academic abilities, language skills, and cross-cultural competence. In the context of Arabic language learning, international experience enables authentic language use alongside the process of cultural adaptation. However, such experiences are still rarely examined in depth from both academic and cultural perspectives. Therefore, this study aims to explore the international experiences of students in the ITHLA Abroad Batch 7 program from both academic and cultural perspectives. This study uses a qualitative approach with a descriptive method. The research subjects are students participating in the ITHLA Abroad program, with data collection techniques through interviews, observations, and documentation. Data analysis is carried out using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The results of the study show that from an academic perspective, there is a shift in learning Arabic from being theoretical to more practical and contextual through direct interaction with native speakers, thereby improving students' communicative abilities and self-confidence. From a cultural perspective, students undergo a process of adapting to cultural differences that initially causes difficulties but can gradually be overcome through social interactions in the new environment. This study also found that academic and cultural experiences are integrated in supporting language learning success and the development of students' global competence. Thus, the ITHLA Abroad program becomes an experience-based learning tool that is effective in holistically developing linguistic and intercultural competence.
Copyright (c) 2026 Najih Hariadi https://creativecommons.org/licenses/by-nc-sa/4.0
Talk Style Patterns and Use of Slang as Non-Standard Variety among MPBA Students at UIN Maulana Malik Ibrahim Malang
This study examines talk style patterns and the use of slang as a non-standard variety among students in the Master’s Program in Arabic Language Education (MPBA) at UIN Maulana Malik Ibrahim Malang. This topic is important to study because the use of slang among students continues to evolve alongside the influence of digital media, while the MPBA community possesses unique characteristics as an academic group with high linguistic competence yet remains active in using non-standard varieties in daily communication. This study aims to describe the characteristics of MPBA students’ talk style, identify the forms of slang used, and analyze the relationship between talk style patterns and the use of slang in various communication contexts. The study employs a descriptive qualitative approach using data collection techniques such as observation, semi-structured interviews, and conversation documentation. Research informants were purposively selected from active MPBA students at UIN Maulana Malik Ibrahim Malang. Data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that MPBA students possess strong style-shifting abilities, adapting their speech style based on the situation, communication goals, and conversation partner. In formal contexts, students tend to use standard language, whereas in informal contexts, they use a more relaxed and expressive style. The forms of slang identified include Indonesian slang, Arabic–Indonesian slang, and English–Indonesian slang. The use of slang is more dominant in informal interactions and serves as a means of building closeness, solidarity, and group identity. The research findings confirm that the use of slang does not diminish students’ academic abilities but rather demonstrates sociolinguistic competence in selecting language varieties appropriate to the communicative context.
Copyright (c) 2025 Taftinatul Ilmiyah, Sri Handayani, Fahma Hurrosatud Diyanah, Djoko Susanto https://creativecommons.org/licenses/by-nc-sa/4.0
An Analytical and Comparative Study of Methodology, Coverage, and Design in Al-Munawwir and Al-Wafi Dictionaries
Arabic is one of the oldest and most widely spoken languages in the world. Its significance lies not only in being the language of divine revelation and Islam but also in serving as a medium for scientific and cultural exchange among nations. However, the teaching of Arabic in Indonesia still faces several challenges, particularly the limited lexical competence of learners. This study aims to conduct a comparative analysis of two major Arabic–Indonesian dictionaries: Al-Munawwir by Ahmad Warson Munawwir and Al-Wafi by Ahmad Thaha Husain al-Mujahid and Ahmad ‘Athaillah Faṭani al-Khalil. The research employs a descriptive-analytical method with a qualitative comparative approach. Data were collected through content analysis and document studies of both dictionaries and other relevant scholarly sources. The findings reveal that Al-Munawwir adopts a traditional root-based system oriented toward classical learning, while Al-Wafi applies a modern, systematic, and multidisciplinary visual structure. The study concludes that both dictionaries play a crucial role in advancing Arabic–Indonesian lexicography and enhancing the quality of Arabic language education in academic contexts.
Copyright (c) 2025 Sri Wahyuni, Nur Salamah Thohiroh, Muhimmul Aulia, Mawaddatul Jannah, Uril Bahruddin https://creativecommons.org/licenses/by-nc-sa/4.0
Mapping Innovations in Kitabah Learning: A Systematic Review of Arabic Writing Learning Methods
The teaching of kitabah (Arabic writing skill) remains one of the most challenging yet pivotal aspects of Arabic language education for non-native learners. Despite the proliferation of diverse instructional methods ranging from traditional to contemporary digital and gamification-based approaches, no comprehensive synthesis has mapped the innovation landscape of kitabah learning methods to date. This systematic review aims to identify, categorize, and analyze instructional methods used in kitabah learning from 2022 to 2026, drawing on 89 empirical and conceptual studies sourced from Scopus, ScienceDirect, and Google Scholar databases. Following the PRISMA protocol, a rigorous screening process reduced an initial pool of 306 records to 26 studies eligible for final synthesis. Findings reveal five dominant method clusters: (1) classical dictation-based methods (imla'), (2) guided and free composition (insya'), (3) cooperative and collaborative learning methods, (4) technology-mediated and digital methods, and (5) multimodal and AI-assisted methods. Results indicate a clear trend toward technology integration, with gamification, mind mapping, project-based learning, and AI tools increasingly supplementing traditional methods. Teacher enthusiasm, learner motivation, and institutional readiness emerge as cross-cutting moderators of effectiveness. The review concludes with a proposed innovation map and recommendations for future research and pedagogical practice.
Copyright (c) 2025 Islamiyah Sulaeman, Aldi Rehardian MS https://creativecommons.org/licenses/by-nc-sa/4.0
Kahoot as a Tool for Evaluating Arabic Vocabulary Learning at SMP IT Darul Wahdah
The rapid development of educational technology requires assessment strategies that are more interactive, effective, and aligned with the characteristics of 21st-century learners. This study aimed to describe the use of Kahoot as an assessment tool for Arabic vocabulary learning and to examine the responses of teachers and students to its implementation at SMP IT Darul Wahdah. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, questionnaires, and documentation. The participants consisted of 31 eighth-grade students from classes VIII A and VIII B. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing and verification. The findings show that Kahoot increased students’ motivation, participation, and enthusiasm during assessment activities, while also helping teachers evaluate students’ understanding quickly and efficiently. Nevertheless, its implementation was constrained by limited technological facilities and unstable internet access. In conclusion, Kahoot is an effective innovative assessment medium, but its optimal use depends on adequate infrastructure and technological readiness. Future studies are recommended to apply experimental or quasi-experimental designs to measure more precisely the impact of Kahoot on Arabic vocabulary learning outcomes.
Copyright (c) 2025 Umairoh Ilma Ummu Amna, Suparmanto Suparmanto, Putri Lutfiyah, Ziki Ridwanullah, Azriel Zizoe Zainuddin, Muhammad Arif Rahmansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of Pegon Script in Nahwu Instruction: A Qualitative Descriptive Study at Sunan Drajat 7 Islamic Boarding School Tuban
Pegon writing is still widely used in many Islamic boarding schools as a supporting medium for understanding Arabic texts, especially in Nahwu (Arabic grammar) learning. The use of Pegon writing is considered important because it helps students understand vocabulary meanings, sentence structures, and grammatical rules that are often regarded as difficult by beginner students. However, studies discussing the direct implementation of Pegon writing in Nahwu learning activities in the classroom are still relatively limited. Therefore, this study was conducted to describe the implementation of Pegon writing in Nahwu learning at Sunan Drajat 7 Islamic Boarding School, Palang Tuban, to identify the supporting and inhibiting factors, and to examine the female students’ responses toward its use. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of Pegon writing in Nahwu learning was carried out systematically through text reading activities, meaning-giving (maknani), explanation of grammatical rules, and exercise sessions. Pegon writing functioned not only as a translation aid, but also helped female students understand sentence structures and relationships between words in Arabic. Supporting factors in the implementation of Pegon writing included a conducive boarding school environment and the teacher’s competence in explaining the material. Meanwhile, the inhibiting factors included differences in students’ learning motivation and the tendency of some students to depend too much on translation. Although some female students initially experienced difficulties, the use of Pegon writing gradually improved their understanding and participation in Nahwu learning. Based on these findings, Pegon writing can be considered an effective learning medium for facilitating the understanding of Nahwu in Islamic boarding schools because it helps connect Arabic with the students’ daily linguistic background.
Copyright (c) 2025 Eva Zuliya, Aulia Fajriyantina lova, Nailatus Sa’diyah, Hani'atul Khoiroh https://creativecommons.org/licenses/by-nc-sa/4.0
Abu Hilal al-‘Askari and His Contributions to the Field of Arabic Criticism
The study of Abū Hilāl al-ʿAskarī’s contribution to Arabic literary criticism is important because some scholars have regarded him merely as a compiler and transmitter of earlier critical views rather than as a figure with original contributions to the development of classical Arabic criticism. This research aims to reassess Abū Hilāl al-ʿAskarī’s position and to explain the nature of his contribution to Arabic literary criticism, particularly through his major work, Kitāb al-Ṣināʿatayn. This study employs a descriptive-analytical method, supported by a historical-critical approach and textual analysis of the ideas, structure, and literary examples presented in al-Ṣināʿatayn. The findings show that Abū Hilāl did not merely collect the opinions of previous critics, but also organized, classified, explained, and enriched critical and rhetorical materials with strong aesthetic sensitivity and linguistic insight. His work played an important role in clarifying rhetorical concepts, establishing standards for evaluating textual beauty, and guiding readers and writers in understanding the quality of literary expression. Thus, Abū Hilāl al-ʿAskarī deserves to be positioned as an important link in the development of classical Arabic literary criticism, as his contribution connects earlier critical traditions with a more systematic form of rhetorical inquiry.
Copyright (c) 2025 Mohamed Rady Mohamed Elpaz Elsheakh https://creativecommons.org/licenses/by-nc-sa/4.0
The Concept of Designing and Developing Arabic Receptive Skills Learning Materials: Maharah Istima’ and Qira’ah
This study discusses the design and development of Arabic receptive skills learning materials, which include mahārah istimā' (listening skills) and mahārah qirā’ah (reading skills). This topic was chosen because receptive skills play an important role as the foundation of Arabic language acquisition; however, in practice, the learning process of listening and reading skills still faces various problems, such as limited vocabulary mastery, a lack of varied learning media, and learning materials that are not yet suited to students' needs. This study aims to describe the concept of Arabic receptive skills, explain the principles of effective learning material design, and examine the steps for developing listening and reading learning materials. This research employed a qualitative approach with a library research method. The data were obtained from various sources, including books, journals, research articles, and academic documents on Arabic language learning. Data collection was conducted through documentation techniques, while data analysis used the Miles and Huberman interactive model, which consists of data reduction, data presentation, and conclusion drawing. The results of the study indicate that effective receptive skills learning materials should be designed based on gradual, communicative, relevant, and contextual principles. In addition, the use of audio media, texts, and digital technology has proven to improve students' motivation and comprehension in Arabic language learning. The development of interactive learning activities also encourages students to become more active in understanding conversations and Arabic texts. Therefore, the design and development of innovative learning materials that are suited to students' needs are essential for improving the quality of mahārah istimā' and mahārah qirā’ah learning in modern Arabic language education.
Copyright (c) 2025 Muslimin Resi, Wilda Widya Armadani, Andi Nur Pratiwi, Hamzah Hamzah, Kaharuddin Kaharuddin https://creativecommons.org/licenses/by-nc-sa/4.0
Mastery of Kitab Kuning in Islamic Higher Education: Bridging Linguistic Divergences Through Dual-Language Gamification
The mastery of Kitab Kuning (classical Islamic texts) in Islamic Higher Education faces significant pedagogical challenges, particularly regarding the distinct linguistic needs of Arabic Language Education (PBA) and English Language Education (PBI) students. While PBA students struggle with the monotony of traditional rote learning, PBI students often experience disciplinary dissonance. This study investigates the effectiveness of a "Dual-Language Gamification Strategy" designed to enhance vocabulary acquisition and student engagement through a tailored approach: Lexical Deepening (Arabic-Indonesian) for PBA and Translanguaging (Arabic-English) for PBI. Employing an Explanatory Sequential Mixed-Methods Design, the research involved 120 undergraduate students at a Private Islamic University in East Java, divided into two experimental and two control groups. Quantitative analysis using Independent Sample t-tests revealed significant improvements in vocabulary mastery for both experimental groups (p<0.05), with PBI students demonstrating the highest gain score (+30.80). Qualitative findings unveiled distinct psychological mechanisms driving this success: gamification served as a motivational booster for PBA students by fulfilling the need for competence and disrupting monotony, whereas it acted as a cognitive bridge for PBI students by aligning religious learning with their "Ideal L2 Self" and professional identity. The study concludes that digital innovation in Turath education requires Department-Based Customization that respects the specific "linguistic habitus" of students, proving that traditional heritage preservation can coexist with modern pedagogical relevance.
Copyright (c) 2025 Hani'atul Khoiroh, Dyan Puspita Andhini, Risa Nabila, Nur Hidayatus Sholihah, Zahwa Athiyatul Ahsanu, Muhammad A'inul Haq https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of the Think-Pair-Share Method on the Arabic Reading Skills of Seventh-Grade Students at SMPIT Al-Madinah in Tanjungpinang
Arabic text reading instruction at the junior secondary level still faces several challenges, particularly in students’ fluency, pronunciation accuracy, meaning comprehension, and active engagement during the learning process. Therefore, a cooperative learning strategy is needed to encourage students to think independently, discuss ideas with peers, and present their understanding actively. This study aims to analyse the effect of implementing the Think-Pair-Share method on the Arabic text-reading skills of seventh-grade students at SMPIT Al-Madinah Tanjungpinang. This research employed a quantitative approach with a one-group pretest-posttest pre-experimental design. The sample consisted of 30 seventh-grade students from the Alexandria class selected through purposive sampling. Data were collected through an oral Arabic reading test, observation, and documentation. The data were analysed using descriptive statistics, the Shapiro–Wilk normality test, the paired-samples t-test, and N-gain analysis with SPSS version 26. The findings show that students’ mean score increased from 46.33 in the pretest to 77.33 in the posttest, indicating a gain of 31.00 points. The hypothesis test produced a significance value of 0.000 < 0.05, indicating a significant difference in students’ reading skills before and after the implementation of the Think-Pair-Share method. The N-gain score of 0.5869 indicates a moderate level of improvement. These findings suggest that the Think-Pair-Share method has a positive effect on students’ Arabic text-reading skills and can be used as an active, collaborative, and meaningful learning strategy.
Copyright (c) 2025 Widya Fidiana, Suandi Ali, Muhammad Nur Syahadan, Muhammad Ikhsan Fauzi, Leoni Oktaviani, Ilham Maulana https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Animated Video Media on Improving the Listening Skills of Fifth-Grade Students at SDIT As-Sakinah in Tanjungpinang
While listening is the absolute foundation of language acquisition, conventional, teacher-centered methods are quietly paralyzing young learners' ability to comprehend spoken Arabic, turning a vibrant living language into a dry, stagnant subject. This study aims to analyse the effect of using animated video media on listening skills in Arabic language learning among fifth-grade students at SDIT As-Sakinah in Tanjungpinang. This study employs a quantitative, quasi-experimental design with a nonequivalent control group. The study sample consists of two classes: Class V Khartoum, the experimental class, and Class V Grozny, the control class, each comprising 28 students. Data collection was conducted through tests, observations, and documentation. The main instrument was a multiple-choice test consisting of 10 items that had passed validity and reliability tests. Data analysis was performed using descriptive statistics, the Kolmogorov–Smirnov normality test, the Levene homogeneity test, and the paired-samples t-test in SPSS version 26. The study found that the experimental class’s average score increased from 66.43 on the pretest to 89.64 on the posttest, while the control class’s average score increased from 70.71 to 86.07. The results of the hypothesis test showed a significance value of 0.000 < 0.05, indicating a significant difference between the scores before and after the treatment. These findings indicate that animated video media has a positive effect on improving students’ Arabic listening skills. This study confirms that animated videos can serve as an interactive, engaging, and effective alternative learning medium to support the development of maharah al-istimā’ in Arabic language instruction at the elementary school level.
Copyright (c) 2025 Salsabila Rama Husniah, Amirah Amirah, Moralista Nur Hidayati, Eka Melati Putri, Addina Silmi Khairun Nisa, Wahyu Widyanto https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Genially-Based Learning Media on The Arabic Speaking Skills of Fifth-Grade Students at The Tanjungpinang State Elementary Madrasah
Arabic plays a significant role in developing students' communicative competence in Islamic elementary education. However, traditional instruction has inadvertently transformed speaking skills into the most anxiety-inducing aspect, silencing students' oral production through teacher-centered pedagogy. To address this critical gap, this study aims to examine the effect of Genially-based learning media on the Arabic speaking skills of fifth-grade students at the Tanjungpinang State Elementary Madrasah. This study employs a quantitative, quasi-experimental design with a nonequivalent control group. The study sample consists of two classes: Class 5C (experimental group) and Class 5B (control group), each comprising 33 students. Data collection was conducted through observation, interviews, documentation, and Arabic-speaking skills tests. The data were analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, and the independent samples t-test for hypothesis testing. The study found that the experimental class’s average score increased from 49.94 on the pretest to 74.58 on the posttest, while the control class’s average score increased from 45.34 to 57.88. In percentage terms, the increase in the experimental class reached 49.34%, higher than that of the control class at 27.66%. The results of the independent-samples t-test showed a p-value of 0.000 < 0.05, indicating a significant difference between the two classes. These findings suggest that Genially-based learning media has a positive and significant effect on students’ Arabic speaking skills. This study implies that Genially can serve as an alternative interactive medium to support more engaging, participatory, and student-centred maharah al-kalām learning at the madrasah ibtidaiyah level.
Copyright (c) 2025 Lia Juniati, Fajar Tresna Utama, Ruddat Ilaina Farkhatun, Dharin Aisyah Syahidah, M. Fadhlurrahman, Kurnia Kurnia, Taskia Rumaisha, Nurhasanah Nurhasanah https://creativecommons.org/licenses/by-nc-sa/4.0
Smart Learning Environments for Arabic Language Education: A Systematic Review for Generation Alpha Learners
The rapid emergence of Generation Alpha as digital-native learners presents a fundamental challenge to traditional Arabic language pedagogy, which remains largely grammar-centered and teacher-directed. This mismatch highlights a critical gap between learners’ multimodal, interactive, and technology-driven preferences and existing instructional practices. This study aims to systematically examine the role of Smart Learning Environments (SLE) in transforming Arabic language education for Generation Alpha learners. Employing a Systematic Literature Review (SLR) approach, this research analyzes scholarly publications from the last decade indexed in major databases such as Scopus, ERIC, and Google Scholar, following PRISMA guidelines to ensure methodological rigor and transparency. The findings reveal that SLE frameworks encompassing artificial intelligence, gamification, and adaptive learning systems play a significant role in enhancing learner engagement, personalization, and interactivity. Furthermore, these technologies demonstrate measurable impacts across core Arabic language skills, including listening (istimā’), speaking (kalām), reading (qirā’ah), and writing (kitābah). The review also identifies a shift toward learner-centered and data-driven instructional models aligned with the cognitive and behavioral characteristics of Generation Alpha. This study concludes that the integration of Smart Learning Environments offers a transformative pathway for Arabic language education, making it more responsive, contextual, and effective. The findings provide important implications for curriculum development, pedagogical innovation, and future research in technology-enhanced Arabic language learning.
Copyright (c) 2025 Muhammad Syafii Tampubolon https://creativecommons.org/licenses/by-nc-sa/4.0
Hasil Terjemahan ChatGPT: Analisis Akurasi, Akseptabilitas dan Keterbacaan pada Berita Sky News Arabia
The emergence of ChatGPT has transformed the landscape of translation. Despite some criticisms associated with its use, ChatGPT is widely recognized and utilized by the public, particularly in the translation process. Consequently, it is essential to conduct a quality assessment of ChatGPT's translation outcomes to evaluate the extent to which these translations are contextual and accurately convey the intended message of the source language. This paper aims to analyze the quality of ChatGPT's translation results, focusing on accuracy, acceptability, and readability of Arabic news texts. This research employs a qualitative descriptive methodology with a literature review approach. The data sources consist of selected news articles from the Sky News Arabia news page, specifically in the categories of education, health, and sports. These were selected using the simple random sampling technique. Data collection methods include documentation and literature review. The research findings will be analyzed using content analysis based on Nababan's translation quality assessment model, which encompasses accuracy, acceptability, and readability. The results indicate that, overall, the translations produced by ChatGPT achieve high scores in accuracy, acceptability, and readability in news articles sourced from Sky News Arabia.
Copyright (c) 2024 Jamaluddin Shiddiq, Muhammad Fahrun Nadhif, Muhammad Nur Kholis, Ali Jum’ah https://creativecommons.org/licenses/by-nc-sa/4.0
Lexicographic Concepts Al-Munawwir Dictionary (Arab-Indonesian) Perspective Ali al-Qosimi
The al-Munawwir Dictionary by Ahmad Warson Munawwir is one of the most popular dictionaries for Arabic language learners in Indonesia. The use of dictionaries is undoubtedly beneficial for students in understanding the meaning of words and how they are used in oral and written expression. This study aims to describe the lexicography concept of the al-Munawwir dictionary and how the al-Munawwir dictionary is weighed through the perspective of al-Qosimi. This study uses a qualitative approach with a type of research in the form of library research. The primary source of this research is the al-Munawwir dictionary, while the secondary sources are books, journals, and other sources that follow the research theme. Data collection uses documentation techniques. The collected data were analyzed through three stages (Miles and Huberman): data condensation, data display, and data verification. The results of the study show that the al-Munawwir (Arabic-Indonesian) dictionary can be categorized as 1) a language dictionary (Al-Mu'jam al-Lughawi), 2) a bilingual dictionary (al-Mu'jam al-Tsunaiyatu al-Lughah), 3) extensive dictionary (al-Mu'jam al-Kabir), 4) general dictionary (al-Mu'jam al-Aam), and 5) word dictionary (Mu'jam al-Alfadzh). This dictionary fulfills 16 of the 25 components of the content conveyed by Al-Qosimi. This dictionary met 9 out of 10 criteria, especially in the central part. This shows that in terms of content, this dictionary is excellent because the central part is not equipped with a postulate of use.
Syarifaturrahmatullah Syarifaturrahmatullah
Copyright (c) 2024 Syarifaturrahmatullah Syarifaturrahmatullah, Uril Bahrudin Uril, Sutaman Sutaman; Aydın Yokmaç https://creativecommons.org/licenses/by-nc-sa/4.0
A Review of the Goals of Learning Arabic among Indonesian Students at Domestic and Foreign Universities
The increasing interest of Indonesian students in studying Arabic, both domestically and abroad, highlights the importance of this language in the context of globalization and intercultural interconnectivity. This interest is reflected in their various learning goals, ranging from understanding the Islamic religion to exploring the rich Arab culture. However, differences in learning contexts between studying at home and abroad may affect students' formulation of learning goals, motivation, and learning outcomes. This study aims to review the Arabic learning goals of Indonesian students at domestic and overseas universities. Using a descriptive quantitative approach, this study analyzes data from university students to understand their goals, confidence levels, and evaluations of Arabic language learning. The results show that most students have a high level of confidence in learning Arabic, with varied goals, with domestic students tending to be more about deepening religious knowledge and supporting their careers, while overseas students are more about deepening religious knowledge and communication skills. Different evaluation methods and perceptions of the learning environment reflect the differences in learning goals between domestic and international students. Overseas students tend to feel more supported and have greater access to support resources, while domestic students may face challenges obtaining adequate support. Despite this, both groups showed high confidence in achieving their learning goals.
Copyright (c) 2024 Ahmad Fadhel Syakir Hidayat, Irwansyah, Badrun Nisyam, Dimas Aditia, Muhammad Syihab As’ad, Adamu Abubakar Muhammad, Akhirudin https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Transformation: Characteristics and Advantages of Its Teaching and Learning
Digital transformation in education has emerged due to technological advancements, significantly impacting teaching and learning processes. Initially focused on educational tools and materials, it has expanded to encompass digital technologies, becoming essential to educational strategies. This study examines the characteristics and benefits of digital transformation, specifically in language education. The objective is to explore how digital tools enhance the roles of teachers, students, and educational content, improving educational outcomes, particularly in Arabic language instruction. The research uses a library-based method, gathering data from various literature sources, including books, journals, and previous studies. It analyzes how digital transformation influences key elements of the educational process: the teacher, the learner, and the educational material. The results show that digital transformation improves teacher performance by increasing efficiency, enhancing teaching practices, and enabling better use of time and resources. It allows for more interactive, engaging content delivery and motivates students, fostering curiosity and participation. Students benefit from a more dynamic learning environment that strengthens their engagement and learning outcomes. Overall, digital transformation bridges the gap between traditional educational methods and modern approaches, enhancing the effectiveness of teaching and learning, especially in Arabic language education. It fosters a more interactive and efficient learning experience, improving educational results by engaging students and teachers.
Copyright (c) 2024 Ibrahim Babakr Elhaj Abdelkader, Mohamed Hamed Mohamed Said, Rijal Mahdi https://creativecommons.org/licenses/by-nc-sa/4.0
The Required Conditions for an Arabic Manuscript and Its Verifier (A Descriptive and Analytical Study)
Manuscripts have played a pivotal role in advancing and developing Arab knowledge and, subsequently, human knowledge. The Arab culture, recognized as a global culture, encompasses both Arab and Islamic heritage. During the peak of its civilization and urbanization, the Islamic state extended its influence across vast territories in the ancient world, spanning Asia, Africa, and Europe. Its heritage sources were diverse, including contributions from Arabs, Romans, Persians, Chinese, Indians, and Greeks. This extensive and diverse heritage endows Arab and Islamic manuscripts with immense scientific value. Scholars of the time left a substantial legacy of manuscripts across various fields of knowledge, necessitating a clear understanding of these manuscripts, the conditions they must meet, and the qualifications required of their researchers. This study employs a library-based, qualitative descriptive approach, gathering data from literature sources. The researcher systematically collects, classifies, synthesizes, and interprets ideas, issues, or events both directly and indirectly. The findings highlight the critical importance of manuscript verification as an academic discipline equivalent to other Arabic sciences, requiring greater attention from academic institutions and researchers. Manuscripts undergoing verification must fulfill specific conditions to maximize their scientific utility. Many valuable manuscripts are housed in Western libraries, necessitating extensive research efforts. Manuscript verification is founded on two primary pillars: the manuscript itself and the verifier, both of which must meet stringent scientific standards. Preliminary analysis of manuscripts is essential to ascertain their scholarly value, ensuring that efforts are not wasted on documents with limited relevance. This enduring heritage has significantly contributed to global culture, particularly during Europe’s Renaissance.
Copyright (c) 2024 Mohamed Rady Mohamed Elpaz Elsheakh, Mohd Syauqi Bin Arshad https://creativecommons.org/licenses/by-nc-sa/4.0
The Arabic language possesses an expressive richness that distinguishes it from other languages, particularly through its various stylistic forms and syntactic structures. One unique style is the command style, which encompasses numerous forms and rich semantic functions. Each form within this command style conveys specific meanings and functions that are contextual within sentence structures. This study focuses on the literary works of Abbas Mahmoud Al-Aqqad, a prominent poet in modern Arabic literature. Al-Aqqad is renowned for his linguistic exploration and creativity in utilizing various stylistic forms, including the command style, which remains not fully understood within the context of poetic aesthetics and semantics. This research sought to analyze the command style in Al-Aqqad’s poetry, aiming to identify the patterns of command compositions, the extent of their usage, and the non-original meanings that emerged through these forms in his poetry. The study is structured into four sections, preceded by an introduction and a preface, and concluded with results and a list of sources and references. At the conclusion of the research, several key findings were noted: the command verb forms derived from the present tense had the most significant presence in his poetry compared to other forms. Additionally, nouns of the command verb, such as (eh) ("go on"), (sah) ("be silent"), and (mah) ("be desist"), were identified as defined and uninflected because the tanween indicates a desire for something unspecified. Furthermore, the four forms of the command style deviated from their original meanings to convey alternative meanings such as seeking, directing, guiding, wishing, making a choice, allowing, regretting, and more.
Copyright (c) 2024 Saheed Adewale Mikael https://creativecommons.org/licenses/by-nc-sa/4.0