Al-Muyassar: Journal of Arabic Education
E-ISSN: 2829-095X Al-Muyassar is a bilingual scientific journal (Arabic and English) published by Arabic Language Education Study Program, Faculty of Islamic Religion, Tangerang Muhammadiyah University. Published quarterly (March, June, September and December). Focus and scope: Arabic Language in Education, Teaching Arabic as a Foreign Language, Media of Arabic Teaching, Strategy of Arabic Teaching, Technology of Arabic Teaching, Arabic Second Language Acquisition, Arabic Language and Literature, Arabic History, Arabic Language and Linguistic, History of Arabic Education, Arabic Islamic Culture, Islam and Arabic Language Studies, Modern Standard Arabic, Arab Islamic History. Online Submissions 1. Already have a Username/Password? GO TO LOGIN 2. Need a Username/Password? GO TO REGISTRATION Registration and login are required to submit items online and to check the status of current submissions. omtogel
Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang
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ENHANCING ARABIC VOCABULARY LEARNING THROUGH FILL-IN-THE-BLANK SENTENCE PUZZLES: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY ON RETENTION AND LEARNER ENGAGEMENT
Vocabulary mastery is essential in language learning, particularly in Arabic, which features complex morphological and syntactic structures. However, vocabulary instruction ofte relies on memorization, limiting meaningful and sustained acquisition. This study examines the effectiveness of fill-in-the-blank sentence puzzles as a contextual instructional strategy to enhance vocabulary learning, retention, and learner engagement. A quasi-experimental design with a non equivalent control group was employed, involving 50 junior secondary students (25 experimental, 25 control). Data were collected through pretest, posttest, delayed posttest, an a motivation questionnaire. Quantitative data were analyzed using t-test and effect size calculations. The results show that the experimental group significantly outperformed the control group in both immediate learning (t(48) = 7.85, p < 0.001) and retention (t(48) = 6,92, p < 0.001). The experimental group also achieved higher retention (93.44% vs. 90.63%) and engagement (M = 88 vs. 72). These findings indicate that contextual puzzle-based tasks promote deeper cognitive processing and more durable vocabulary acquisition. This study provides emperical support for contextua; and task-based vocabulary learning and offers a practical, low-resource strategy for enhancing Arabic vocabulary instruction.
THE DYNAMICS OF LANGUAGE IMMERSION MODELS IN THE I'DAD LUGHAH PROGRAM: ANALYSIS OF STRATEGIES AND CHALLENGES AT STAI AS-SUNNAH DELI SERDANG
Research on Arabic language immersion has predominantly focused on learning effectiveness within classroom contexts, while studies that integrate social, institutional, and implementation dynamics in residential-based educational settings remain limited. Therefore, this study aims to analyze the dynamics of the language immersion model in the I’dad Lughah Program at STAI As-Sunnah Deli Serdang, as well as to identify its implementation strategies and the challenges encountered in practice. This research employs a qualitative approach using a case study method. Data were collected through observation, interviews, and documentation, and were analyzed using a descriptive-analytical approach.The findings reveal that the language immersion model is not merely implemented as a pedagogical approach but as an ecological system that integrates formal learning and social practice through a language environment (bi’ah lughawiyah). The implementation strategies include the use of Arabic as the medium of instruction, an immersion-based curriculum, the presence of native speakers, and structured language activities. However, its effectiveness is influenced by several challenges, such as limited use of technology, restrictions on digital access, inconsistent use of Arabic among students, and the heterogeneity of students’ initial language proficiency.These findings offer a conceptual contribution by extending the language immersion model from a classroom-based approach to an ecosystem-based model that emphasizes the interaction between environment, institutional regulation, and social practice. Theoretically, this study enriches the global discourse on language immersion by highlighting the importance of integrating social and institutional dimensions in second language acquisition. Practically, it recommends strengthening adaptive immersion strategies, including the optimization of technology use and differentiated instruction, in order to enhance the effectiveness of Arabic language learning in residential higher education contexts.
BEHAVIORIST-BASED ARABIC CALLIGRAPHY INSTRUCTION IN DEVELOPING MORAL VALUES AMONG ARABIC LANGUAGE EDUCATION STUDENTS AT UNZAH GENGGONG PROBOLINGGO
This study aims to (1) to explain Arabic calligraphy instruction using a behaviorist approach among students in the Arabic Language Education Department at Zainul Hasan Genggong Islamic University in Probolinggo, (2) to describe its contribution to the development of students’ moral values, and (3) to identify the challenges faced in its implementation. This study employs a qualitative approach to collect data in the field. It is a case study. The data collection methods used include observation, interviews, and document analysis. The data analysis method used in this study is the qualitative approach according to Miles, Huberman, and Saldana, which consists of data reduction, data presentation, and drawing conclusions. This study employs source triangulation and methodological triangulation. The results of the study conducted on Arabic Language Education students at Zainul Hasan Genggong Islamic University in Probolinggo are as follows: 1) Khat Araby instruction is carried out systematically using a behaviorist approach through structured practice, habituation, and reinforcement. Instructors provide examples, followed by repeated practice with guidance, immediate correction, and evaluations that emphasize both process and outcomes, thereby effectively improving students’ ability to write Arabic letters correctly and neatly. 2) Khat Araby instruction using a behaviorist approach makes a tangible contribution to the development of students’ moral values through repeated practice, immediate correction, and consistent reinforcement. This process not only improves writing skills but also fosters patience, discipline, perseverance, and responsibility. 3). The challenges faced include internal factors, such as low motivation, boredom, lack of self-confidence, and inconsistent practice, as well as external factors such as limited credit hours, facilities, classroom conditions, and the influence of digital technology. Behaviorist-based instruction in Khat Araby, utilizing structured practice and systematic reinforcement, has proven effective in improving students’ technical skills. These findings indicate that repetitive practice not only hones motor skills but also serves as a means of fostering moral values such as patience, discipline, perseverance, and responsibility.
MANAGEMENT OF THE INTERNATIONAL ARABIC DEBATE PROGRAM AT QATAR DEBATE CENTER
This research aims to understand the planning, organization, implementation, and monitoring processes of the International Arabic Debate Championship program at QatarDebate, a member of Qatar Foundation. This qualitative research employs a descriptive approach, utilizing interviews, observations, and document analysis to collect data. Data analysis involves reducing, presenting, summarizing, and verifying the data. The research findings are: 1) Planning involves setting the fundamental objectives that promote the art of debate at the global level, understanding the current situation, determining effective participation, establishing criteria for achieving the objectives, and fostering collaboration, including with Qatar Airways and the Algerian international media partner. 2) Organization involves defining activities, such as conducting the debate training course and the International Arabic Debating Championship, assigning responsibilities to staff, volunteers, and certified trainers, setting dates, and providing necessary resources. Implementation includes classifying the participating country's team based on native and non-native speakers, encouraging participants in the championship rounds, fostering respect in the exchange of ideas, and overseeing the judging process. Monitoring involves internal evaluation after the program's conclusion, analyzing the competition's processes for strengths and weaknesses, and revising the International Arabic Debating Program to address future challenges. The management model used, based on the POAC theory, encompasses planning and preparing the training, organizing the championship process, ensuring optimal debate participation, monitoring the championship, and assessing the learning experience for debaters, participants, and learners.
RECONCEPTUALIZING CLASSROOM IMMERSION IN ARABIC AS A FOREIGN LANGUAGE: A PEDAGOGICALLY ENGINEERED MODEL IN A NON-RESIDENTIAL CONTEXT
Language immersion has traditionally been associated with native-speaker environments or residential systems, a view that has limited the pedagogical imagination of Arabic as a Foreign Language (AFL) instruction in non-residential contexts. Addressing this gap, the present study reconceptualizes classroom immersion as a pedagogically constructed, classroom-centered model. Using a qualitative case study design at Madrasatul Alsun in Sidoarjo, the study draws on interviews with institutional leaders, teachers, and students, classroom observation, document analysis, and field notes. The findings show that classroom immersion is constructed through the integration of Arabic as the primary medium of instruction, the staged organization of comprehensible input, interactional design, the prioritization of acquisition over explicit learning, and the extension of language exposure through institutionally supported semi-immersive practices. The study concludes that this model does not constitute full or natural immersion; rather, it is best understood as a pedagogically designed semi-classroom immersion model that can be built, sustained, and adapted in non-residential contexts beyond reliance on a pre-existing natural language environment.
Copyright (c) 2026 Mochammad Indra Yumanto, Ibnu Mas'ud Luthfi, Kamal Yusuf, Nasaruddin Nasaruddin, Muflihah Muflihah, Hasyim Asyari
THE ROLE OF PROBLEM-BASED MUFRADAT LEARNING ON “ISMU FIL ARABIAâ€ ACTIVITY
Nativism has been a pessimistic topic when discussing its implementation in the context of children's education. This happens because the flow of its universal ability, which has been carried since birth, is not influenced by external elements like an Arabic language environment gifted by teacher value. In fact, the understanding of Nativism is not that shallow; there are several indicators that are missed when looking at implicit phenomena in the role of Arabic language acquisition without involving this understanding. Using a phenomenological approach related to the "ISMU fil Arabia" activity, the researcher would explain the Nativism learning method in the Muhammadiyah Elementary environment, which has been proven to have produced students who are able to speak Arabic without external limitations from the school environment and teachers, Among them are the ability of students to find their own vocabulary based on the results of observations with their friends based on competitive learning themes; students are psychologically more emotionally mature and have quite high confidence because they are indoctrinated to carry the name of the school through this activity approach; the themes taught in this activity are structural and can be evaluated temporally through the implementation of Arabic-based competitions that have been determined by the school. There are indications that this finding is the starting point for increasing the trust of parents in the school. this phenomenon has become one of the sources of school promotion to get a higher accreditation value that can be achieved for free.
Copyright (c) 2026 Al-Muyassar: Journal of Arabic Education
ARTIFICIAL INTELLIGENCE-DRIVEN ROLE-PLAYING COMMUNICATIVE LEARNING: A TRANSFORMATIVE MODEL TO ENHANCE LEARNERS’ SPEAKING SKILLS IN AN ARABIC LANGUAGE COURSE
This study aims to enhance students’ Arabic speaking skills through the development and implementation of an Artificial Intelligence (AI)-Driven Role-Playing Communicative Learning model. Conducted through Classroom Action Research (CAR) involving 40 undergraduate students at Zainul Hasan Genggong Islamic University, the study integrates AI-supported role-playing activities via the MemBot feature in the Memrise application. Data were collected through observation, questionnaires, and speaking performance assessments, and analyzed qualitatively. The results reveal that AI-driven role-playing significantly increases students’ motivation and oral proficiency. Crucially, the MemBot feature facilitates a student-centered environment by providing adaptive, real-time feedback and personalized pronunciation correction, allowing learners to engage in authentic conversational contexts without the anxiety often found in traditional settings. This finding confirms that integrating AI with Communicative Language Teaching (CLT) principles creates an interactive, responsive, and transformative pedagogical framework for modern Arabic language education.
INNOVATIVE STRATEGIES FOR ARABIC LANGUAGE LEARNING ACROSS EDUCATIONAL LEVELS: AN ANALYTICAL DISSERTATION STUDY
Providing fast, accurate, and accessible Arabic language learning in Islamic educational institutions—both formal and informal—is still a challenge. Many teaching strategies rely on limited resources, making Arabic seem hard to learn and lacking professionalism. This study explores the theories used in innovating teaching strategies and evaluates the outcomes of these innovations based on doctoral dissertations for elementary, secondary, and higher education levels. The research uses a qualitative approach with library research methods, focusing on dissertations from the Doctoral Program in Arabic Language Education (2012–2022). The main data include the theories that guided the innovations and the results achieved, while secondary data consist of curricula, syllabi, and teaching modules. Data collection methods include documentation, observation, interviews, and analysis techniques such as data reduction, categorization, triangulation, and drawing conclusions. Findings indicate that innovations in Arabic teaching strategies are built on theories such as Multiple Intelligences, Robert Mill Gagné’s Micro Strategies, Contextual Teaching, Constructivism (PJBL), HOTs, SIOP, and 4Cs. Innovative strategies include: (1) adapting learning objectives to match the applied theories, (2) creating teaching materials aligned with these objectives, (3) combining traditional and modern teaching methods, (4) integrating conventional media with digital platforms, and (5) using diverse evaluation methods, including authentic, portfolio-based, formative, and summative assessments.
Copyright (c) 2026 Abdul Wahab Rosyidi, Umi Mahmudah, Khofid Roziki, Abdurrauf Abdurrauf, Faisol Mahmud Adam
EMBEDDING READING SKILLS AND VALUE EDUCATION WITHIN STRUCTURAL SCAFFOLDING: ANALYZING NOVICE ARABIC TEXTS IN THE DIGITAL AGE
Basic level Arabic language learning is often reduced to mere phonetic exercises, separating linguistic mastery from value education. However, integrating character education in contemporary Arabic pedagogy is highly urgent, as novice learners in the digital age face moral and ecological crises demanding holistic interventions from an early age. This study aims to explore the anatomy of structural scaffolding and the core moral values embedded in novice-level (mubtadi) reading texts on the 3asafeer digital platform. Utilizing Krippendorff's Qualitative Content Analysis, 12 texts were purposively sampled based on novice-level classifications (Levels Jim to Waw) and genre diversity. The results revealed two main findings. First, strict word quantity limitation (1-15 words per page) and engineered syntactic progression act as cognitive scaffolding to manage visual attention and facilitate reading skills—a practical strategy educators can directly implement for material design. Second, through this syntactic simplification, the texts brilliantly embed four 21st-century values via relatable daily contexts: mental resilience (e.g., reframing failure), ecological literacy (e.g., observing nature's patterns), global awareness (e.g., redefining everyday heroism), and digital wellbeing (e.g., managing screen time). This research concludes that grammatical limitation is not a weakness, but a powerful hidden curriculum instrument, offering curriculum developers and textbook authors a practical blueprint to simultaneously embed value education into the development of reading skills and children's moral maturity.
ENHANCING ARABIC LANGUAGE PROFICIENCY THROUGH INTERACTIVE DIGITAL LEARNING PLATFORMS: A QUASI-EXPERIMENTAL STUDY IN HIGHER EDUCATION
The integration of digital technology has increasingly transformed language learning practices in higher education. However, empirical evidence regarding the effectiveness of interactive learning platforms in Arabic language instruction remains limited. This study aimed to examine the impact of an interactive digital learning platform on university students’ Arabic language proficiency. The research employed a quasi-experimental design using a one-group pre-test–post-test approach. A total of 40 undergraduate students enrolled in an Arabic language course at UIN Saifuddin Zuhri, Purwokerto participated in the study. Students’ language proficiency was measured through standardized tests assessing four language skills: reading, listening, writing, and speaking. The data were analyzed using descriptive statistics, paired sample t-test, and effect size (Cohen’s d). The findings revealed a significant improvement in students’ Arabic language proficiency after the implementation of the interactive learning platform. The average scores increased across all four language skills, with the most substantial improvement observed in speaking ability. Statistical analysis indicated that the difference between pre-test and post-test scores was statistically significant (p < 0.01). Furthermore, the calculated effect sizes ranged from 1.18 to 1.56, indicating a strong practical impact of the learning intervention. These findings suggest that interactive digital platforms can effectively enhance students’ engagement and language learning outcomes. The study highlights the pedagogical potential of integrating Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) approaches into Arabic language instruction. The results provide important insights for educators and institutions seeking to improve the effectiveness of Arabic language learning in higher education.
Copyright (c) 2026 ahmad maghfurin, Ramdhan Yurianto, Hasyim Asy’ari, Silviatul Hasanah
DEVELOPMENT OF AN ARABIC GRAMMAR INSTRUCTIONAL MEDIUM BASED ON ILLUSTRATED STORIES IN ELEMENTARY SCHOOL
This study develops comic-based instructional media for Arabic grammatical learning at the elementary school level. The background of this research lies in the low interest and understanding of elementary students toward Arabic grammar due to conventional teaching methods and unattractive learning media. The objectives of this study are to investigate the actual condition of Arabic grammar learning before using comic media, to develop comic-based instructional media, to assess its feasibility, and to measure its effectiveness in improving students’ understanding. The theoretical foundation of this study is the importance of interactive visual media in supporting students’ cognitive processing (Clark & Mayer) as well as the need for media that are aligned with children’s characteristics. The research method applied is Research and Development (R&D) using the ADDIE model. The research subjects were fourth grade students of Muhammadiyah Elementary School 33 Kademangan, with research instruments including observation, interviews, expert validation in content and media, student response questionnaires, and pretest–posttest assessments. The findings revealed that the comic media obtained an excellent feasibility score from the content expert (92.5%) and the media expert (96.66%). Student responses were also very positive, with an average of 95%. The effectiveness of the media was evidenced by the increase in the average pretest score (54.57) to the posttest score (81.52), with an N-Gain value of 0.60 (categorized as moderate). This research contributes to the development of innovative instructional media that suit the characteristics of elementary school students and proves effective in enhancing their understanding of Arabic grammar.
Copyright (c) 2026 Siti Nurhayati Solihah, Moch Mu'izzuddin, Ahmad Habibi Syahid, Siti Nurislamiah, Nur Alfin Bintang Perkasa
PSYCHOLINGUISTIC GENEALOGY: A CRITICAL READING OF ITS ROOTS, PARADIGMS, AND DEVELOPMENT OF KNOWLEDGE
Psycholinguistics is a discipline that studies the relationship between language and human mental processes, combining psychological and linguistic elements. This science came to be known in 1954, after criticism put forward by Noam Chomsky against structural linguistic theory and behavioral psychology. Psycholinguistics studies the process of language acquisition, language processing, and the relationship between language and the brain. Key concepts in psycholinguistics include the innate ability to acquire language (Language Acquisition Device), developed by Chomsky, as well as its relationship to psychological theories such as behaviorism and cognitivism. In addition, psycholinguistics is also relevant in language teaching, emphasizing the importance of understanding mental processes in language learning. Paradigms in psycholinguistics, including behavioristic, nativistic, cognitivistic, and socio-cognitive, provide different perspectives on understanding the way language is learned and processed. Research in psycholinguistics continues to evolve with the support of modern technologies in the field of cognition and neuroimaging.
Copyright (c) 2026 Aulia Maratu Dzikra, Dina Febrina, Hanifa Syahri, Wilsa Martiana, Aprijon Efendi
FROM ARABIC LITERACY TO MODERATE THINKING: DESIGNING RELIGIOUS MODERATION–BASED READING INSTRUCTIONAL MATERIALS IN INDONESIA
This study aims to design and evaluate Arabic reading instructional materials grounded in religious moderation, aligned with Indonesia’s Kurikulum Merdeka, to promote moderate religious understanding among intermediate learners. Using a Research and Development (R&D) approach, the study applies the ADDIE instructional design model, encompassing analysis, design, development, implementation, and evaluation. The needs analysis, conducted through classroom observations, interviews, and curriculum document reviews, revealed that Arabic reading instruction at the secondary level remains predominantly grammar-oriented and lacks systematic integration of religious moderation values. The developed materials integrate core principles of religious moderation, including tolerance (tasÄmuh), balance (i‘tidÄl), deliberation (shÅ«rÄ), and peaceful coexistence, into contextual reading texts such as narratives, dialogues, and visual-based content. The materials align with the learning outcomes and character dimensions of the Merdeka Curriculum and incorporate multimodal features to support comprehension and engagement. Implementation results indicate significant improvements in students’ reading achievement and moderate religious perspectives, demonstrating the effectiveness of value-based Arabic reading instruction.
THE HISTORICAL DEVELOPMENT OF NEOLOGISM STUDIES: FROM TRADITIONAL APPROACHES TO MODERN LINGUISTIC TRENDS
This study examines the historical development of neologism studies through a historical-analytical approach that traces the movement from early descriptive and lexicographic observations to structural, generative, sociolinguistic, cognitive, and computational perspectives. Drawing on a purposive sample of classical and modern linguistic sources, the paper analyzes how the concept of neologism, its mechanisms of formation, and its diffusion have been understood across different stages of linguistic scholarship. The study argues that neologisms should not be treated merely as isolated new lexical items, but as indicators of broader processes of lexical change shaped by cultural, social, and technological transformation. The findings show that the study of neologisms has become increasingly interdisciplinary and that a comprehensive understanding of lexical innovation requires integrating historical, social, and digital perspectives.
PHONOLOGICAL CHANGES IN CLASSICAL ARABIC TO MODERN ARABIC: A HISTORICAL REVIEW
The phonology of the Arabic language, both classical and modern, is recognized for its richness and deep complexity, influenced by religious texts and traditional linguistic schools. However, research on the phonological changes from Classical Arabic to Modern Arabic remains limited and has not been extensively explored. This study aims to examine the main phonological changes that have occurred from Classical Arabic to Modern Arabic, focusing on shifts in the pronunciation of consonants and vowels as well as the social, political, and cultural factors influencing these changes. The research method employed is a literature review with a historical approach, encompassing the analysis of literature from various historical, linguistic, and classical and modern texts. The findings reveal that the major phonological changes include shifts in the pronunciation of several consonants and vowels. Additionally, it was found that social factors such as urbanization and contact with foreign languages, as well as political and cultural factors such as the spread of Islam and administrative changes, have influenced the evolution of Arabic phonology. These results provide a deeper understanding of the evolution of the Arabic language and the factors influencing it.
Copyright (c) 2026 Iis Susiawati, Rizka Al Fajr, Dadan Mardani, Muhammad Faiz Alhaq
TEACHER STRATEGIES FOR OVERCOMING STUDENTS' DIFFICULTIES IN LEARNING ARABIC VOCABULARY AT AL-HIKMA ISLAMIC PRIMARY SCHOOL IN BINTARO
This study aims to determine the teacher's strategy in overcoming students' learning difficulties in learning Arabic vocabulary at SDIT Al-Hikmah Bintara. Students' difficulties in understanding, memorizing, and applying Arabic vocabulary are caused by internal and external factors, such as the lack of variety in teaching methods, low student motivation, and the lack of use of interactive learning media. This study used descriptive qualitative method with observation, interview, and documentation techniques. The results showed that most students had difficulty in memorizing long vocabulary, understanding the meaning of words, and reading in Arabic. To overcome this problem, teachers apply the talaqqi method, the use of songs and poems, as well as interactive quizzes and games. In addition, teachers utilize visual media such as videos and pictures to clarify the meaning of vocabulary and repeat the material regularly to improve student retention. With the application of innovative and effective strategies, students are expected to understand and memorize Arabic vocabulary more easily, thus improving their language skills.
ENHANCING THE QUALITY OF ARABIC LANGUAGE LEARNING THROUGH MICROLEARNING PLATFORMS: A QUANTITATIVE ANALYSIS
Perkembangan teknologi digital telah membawa perubahan signifikan pada praktik pembelajaran, termasuk pembelajaran bahasa. Salah satu pendekatan yang muncul dalam pembelajaran digital adalah microlearning. Penelitian ini bertujuan untuk menganalisis pemanfaatan platform microlearning dalam meningkatkan kualitas pembelajaran bahasa Arab di Madrasah. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif. Subjek penelitian terdiri dari 37 guru bahasa Arab dari berbagai Madrasah di Provinsi Riau yang dipilih melalui teknik pengambilan sampel acak. Data dikumpulkan menggunakan kuesioner skala Likert 25 item. Data yang diperoleh dianalisis menggunakan teknik statistik deskriptif untuk menentukan tren penggunaan microlearning dan kualitas pembelajaran bahasa Arab. Hasil penelitian menunjukkan bahwa pemanfaatan platform microlearning dalam pembelajaran bahasa Arab termasuk dalam kategori sangat tinggi, dengan skor rata-rata 51,70 dari skor maksimal 60 (86,17%). Selanjutnya, kualitas pembelajaran bahasa Arab yang didukung oleh platform microlearning juga dikategorikan sangat tinggi, dengan skor rata-rata 55,32 dari skor maksimal 65 (92,2%). Temuan ini menunjukkan bahwa penggunaan microlearning memberikan kontribusi positif dalam meningkatkan efektivitas pembelajaran melalui penyampaian materi pembelajaran yang ringkas, fleksibel, dan mudah diakses bagi siswa. Oleh karena itu, integrasi microlearning dapat berfungsi sebagai strategi pembelajaran digital inovatif untuk meningkatkan kualitas pembelajaran bahasa Arab di era transformasi digital.
Copyright (c) 2026 Afriza Afriza, Alwizar Alwizar, Halomoan Halomoan
TEACHING PREPOSITIONS IN SURAH AR-RAHMAN: ANALYSIS AND EFFECTIVE TEACHING METHODS
This research aims to identify the prepositions in the Arabic grammar and to know the meanings of the prepositions in Surat Al-Rahman. The prepositions, which are simple materials, are not distinguished from the rules of the Arabic language, and has an important role in Arabic grammar, whether in the texts of the Holy Quran or other sciences. Learning prepositions and their rules is important. This research is library research, and it collects all data related to the topic of discussion. After obtaining data and research materials from the library, the researcher collects and classifies all data and materials to suit the research interests. The results of this research are that in Surah Ar-Rahman there are 94 prepositions. Each preposition has many meanings that differ from one another depending on the context of the word. In Surah Ar-Rahman, the preposition "min" has the meaning of partiality, the meaning of initiation, the meaning of in, the meaning of emphasis, the meaning of substitution, the meaning of "an", and the meaning of causation. The preposition "Ba" has the meaning of attachment, transitivity, swearing, substitution, companionship, and superiority. The preposition "ila" has the meaning of ending, accompanying, and near. The preposition "an" has the meaning of "on", substitution, from, and far. The preposition "ala" has the meaning of "in", "with", and "from". The preposition "kaf" has the meaning of comparison and emphasis. The preposition "lam" has the meaning of clarification, strengthening, and exclamation. The preposition "rabbi" has the meanings of abundance and diminution. There are two appropriate methods for teaching Arabic grammar using prepositions, as Kamel Mahmoud explains in his article "Methods of Teaching Arabic Grammar," namely the syllogistic method and the inductive method. The syllogistic method involves moving thought from a general rule to a specific rule, or from the general to the specific, i.e., from the rule to examples. The inductive method involves moving thought to a general rule or from the specific to the general, i.e., from examples to the rule.
Symbols of Femininity in Arabic Grammatical Studies
This study aims to provide an overview and examine the concept of muannats in Arabic grammatical studies. The method used for this research is the library research method, with primary data sources in the form of classical books and secondary data sources in the form of journals, books, and articles related to the titles. From the research results, it is found that muannats has a sign to show its femininity in both isim and fi'il. Muannats, according to its authenticity, is divided into two, namely muannats haqiqi and muannats ghair haqiqi. The sign of ta'nits that appears most often is ta’; ta' itself has many functions besides gender distinction. Muannats in general has fifteen signs; in isim, there are eight signs fi’il there are four signs, and object, there are three signs. Finally, there are two alifs that function as a sign of muannats, namely alif maqshurah and alif mamdudah. The ta'nits marked by alif ta'nits maqshurah can follow the wazan ÙÙØ¹Ù’Ù„ÙŽÙ‰ while the sign of alif ta'nits mamdudah follows the wazan"Ø£ÙØ¹Ù„Ø§Ø¡" "ÙØ¹Ø§Ù„Ø§Ø¡Ø›ÙÙØ¹Ù’Ù„ÙÙ„Ø§ÙŽØ¡Ø›ÙØ§Ø¹ÙˆÙ„Ø§Ø¡Ø›ÙØ§Ø¹Ù„Ø§Ø¡Ø›ÙÙØ¹Ù’Ù„ÙÙŠÙŽØ§Ø›Ù…ÙØ¹ÙˆÙ„Ø§Ø¡Ø›ÙÙŽØ¹ÙŽÙ„Ø§ÙŽØ¡Ù"Ø›"ÙØ¹Ù„Ù„Ø§Ø¡"ÙØ¹Ù„Ø§Ø¡"Ø›Ø£ÙØ¹ÙÙ„Ø§Ø¡.
Copyright (c) 2025 Al-Muyassar: Journal of Arabic Education
Make an Arabic Language Quiz Using The Kahoot Application
The Kahoot application is a game-based learning platform that is used as educational technology in schools and other educational institutions. The platform allows users, including students and teachers, to create and take interactive learning quizzes called "Kahoots". Kahoot is a multiple choice quiz that can be accessed via a web browser or the Kahoot app. With Kahoot, users can create fun and interactive learning experiences. This research uses a qualitative research approach where qualitative research as a scientific method is often used and carried out by a group of researchers in the field of social sciences, including educational sciences. A number of reasons were also put forward, the essence of which is that qualitative research enriches the results of quantitative research. Qualitative research is carried out to build knowledge through understanding and discovery. Kahoot allows you to create interactive quizzes that can help participants learn Arabic in a fun and interesting way, and Arabic Quiz can be used as a tool to test participants' understanding of the material that has been taught, thereby helping identify areas that need improvement. To reduce the negative impact of using technology, there are also fights between students in the world of education. This can support the learning process by utilizing technological sophistication. This advantage is not only found in the speed factor of obtaining information but also in facilities that can make learning more interesting, such as visuals and interactive Keywords: kahoot, Arabic lamguage, and education.
Copyright (c) 2024 Al-Muyassar: Journal of Arabic Education
The Effectiveness of Using the Think-Pair-Share Strategy in Teaching Arabic Writing Skills
This research aims to explore the results of using the Think-Pair-Share strategy in teaching writing skills and to examine its effectiveness.The researcher used the quantitative method with a type of quasi-experimental design using the nonequivalent control group design. The sample was taken from classes 10-8 and 10-10, each consisting of 33 students. Class 10-10 was the experimental group using the Think-Pair-Share strategy, while class 10-8 served as the control group. The strategy was applied in writing instruction by presenting material through a projector and a workbook. Students understood the texts and vocabulary, then the teacher demonstrated how to arrange words into sentences and paragraphs before giving exercises. After that, the teacher provided questions based on the taught examples. Then, students answered individually (Think), discussed with a partner (Pair), and presented their answers in front of the class (Share).The results of this study proved that the Think-Pair-Share strategy was effective in teaching writing skills. This was evident from the increase in the post-test average score of the experimental group (77.66), which was higher than the control group's average score (58.81). Moreover, the Independent Sample T-Test results showed that the sig (2-tailed) value was 0.01, which was smaller than 0.05, meaning that the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. The N-Gain test result for the experimental group was 0.55, which, according to the N-Gain effectiveness standard, indicates a moderate level of effectiveness. Â Keywords: Effectiveness, Teaching Writing Skills, Think-Pair-Share. Â مستخلص البحث Ù‡Ø¯Ù هذا البحث إلى Ø§Ù„ÙƒØ´Ù عن نتائج استخدام إستراتيجية ÙÙƒØ±-Ø²Ø§ÙˆØ¬-Ø´Ø§Ø±Ùƒ ÙÙŠ تعليم مهارة الكتابة، ÙˆÙƒØ´Ù ÙØ¹Ø§Ù„ÙŠØ© استخدامها. استخدمت الباحثة ÙÙŠ هذا البحث المنهج الكمي مع نوع البحث ذو التصميم شبه التجريبي باستخدام تصميم مجموعة التحكم غير Ø§Ù„Ù…ÙƒØ§ÙØ¦Ø© (Nonequivalent Control Group Design). أخذت العينة من Ø§Ù„ØµÙ العاشر - 8 ÙˆØ§Ù„ØµÙ العاشر - 10. حيث تكوّن كل منهما من 33 طالبًا، عمل Ø§Ù„ØµÙ العاشر - 10 ÙƒÙØ¦Ø© تجريبية باستخدام إستراتيجية ÙÙƒØ±-Ø²ÙˆØ¬-Ø´Ø§Ø±ÙƒØŒ ÙˆØ§Ù„ØµÙ العاشر –8 ÙƒØµÙ تحكم. طبقت الباحثة الإستراتيجية ÙÙƒØ±-Ø²Ø§ÙˆØ¬-Ø´Ø§Ø±Ùƒ ÙÙŠ تعليم الكتابة من خلال تقديم المادة عبر جهاز العرض والكتاب الإرشادي. ÙÙ‡Ù… التلاميذ النصوص ÙˆØ§Ù„Ù…ÙØ±Ø¯Ø§ØªØŒ ثم عرض المعلم طريقة ترتيب الكلمات ÙÙŠ جمل ÙˆÙÙ‚Ø±Ø§Øª قبل أن أعطى التمارين. بعد ذلك، قدم المعلم أسئلة تستند إلى الأمثلة التي درّست من قبل. ثم أجاب التلاميذ على الأسئلة بشكل ÙØ±Ø¯ÙŠ (ÙÙƒØ±)ØŒ ثم ناقشوها مع شريك (ناقش)، وأخيرًا قدموا الإجابات أمام Ø§Ù„ØµÙ (شارك) .أثبتت نتائج هذا البحث أن إستراتيحية ÙÙƒØ±-Ø²Ø§ÙˆØ¬-Ø´Ø§Ø±Ùƒ ÙÙŠ تعليم مهارة الكتابة كانت ÙØ¹Ø§Ù„Ø©. ظهر ذلك من خلال زيادة متوسط درجة الاختبار البعدي للمجموعة التجريبية 77،6٦ والتي ÙØ§Ù‚Øª متوسط درجة الإختبار البعدي للمجموعة الضابطة 58ØŒ81. علاوة على ذلك أظهرت نتائج اختبار-ت مستقل (Independent Sample T-Test) أن قيمة sig (Û² ذيل) 0ØŒ01 مما دلّ على أنها كانت أصغر من0،05 بحيث Ø§Ù„ÙØ±Ø¶ÙŠØ© Ø§Ù„ØµÙØ±ÙŠØ© (Ho) Ù…Ø±ÙÙˆØ¶Ø©ØŒ ÙˆØ§Ù„ÙØ±Ø¶ÙŠØ© البديلة (Ha) مقبولة. كانت نتيجة اختبار "N-Gain "المجموعة التجريبية هي Ù ØŒ55 ÙˆÙÙ‚Ø§ إلى معيار ÙØ¹Ø§Ù„ÙŠØ©Â "N-Gain" هذه نتيجة على نسبة متوسطة. الكلمات Ø§Ù„Ù…ÙØªØ§Ø­ÙŠØ©: ÙØ¹Ø§Ù„ÙŠØ©ØŒ تعليم مهارة الكتابة، ÙÙƒØ±-Ø²Ø§ÙˆØ¬-Ø´Ø§Ø±Ùƒ.
The Utilization of Comic Media for Arabic Language Learning in Indonesia
Arabic language learning in Indonesia faces various challenges, including low student interest and ineffective learning methods and tools used. One of the discoveries that can increase the effectiveness of learning is the use of comic media. Comics offer interesting visual and narrative elements, so they can increase interest in learning, facilitate understanding of the material, and develop language skills such as reading, writing, and expanding vocabulary. This study examines the effectiveness of comic media in Arabic language learning through a systematic literature review. The results of the analysis show that comics, both in print and digital formats, significantly increase students' learning motivation and help achieve better learning outcomes. Thus, comic media becomes a relevant and innovative learning alternative to be applied at various levels of education in Indonesia. Keywords: Comic Media, Arabic Language Learning, Utilization of Comic Media.
The Lyric Style of the Song Rahmatan Lil Alamin by Maher Zain (Stylistic Study)
This research stems from the increasing interest in religious songs that blend spiritual messages with poetic elements. The purpose of this study is to analyze the stylistic features in the lyrics of Rahmatan Lil Alamin by Maher Zain using a stylistic approach. This qualitative descriptive research employs the stylistic theory by Gorys Keraf, focusing on language style elements such as rhetorical, comparative, and repetition styles. Data were collected through documentation techniques and analyzed using content analysis to identify and classify language styles found in the lyrics. The findings reveal that the lyrics employ a variety of language styles: comparative styles, such as similes and metaphors, are used to portray divinity and moral values; rhetorical styles, like rhetorical questions and hyperbole, emphasize spiritual longing; and repetition styles strengthen the emotional tone and the central theme of universal mercy. These stylistic devices not only enhance the aesthetic value of the lyrics but also deepen their religious meaning, making the song both artistically engaging and spiritually resonant. Â Keywords: Stylistics, Religious Song, Maher Zain, Arabic Language Style
An Analysis of Common Weaknesses in the Results of the Language Proficiency Test among Students of the Arabic Language Education Department at Makassar State University
This study aims to identify common weaknesses faced by university students in the Test of Arabic as a Foreign Language exam. The main focus is on Arabic comprehension skills in various aspects such as reading, writing, speaking, and listening. This study used descriptive analysis method with qualitative approach. Data were collected through students' TOAFL exam results, which were then analyzed to identify patterns of common weaknesses. This research also refers to various literatures and previous studies to strengthen the findings. The results showed that students experienced the greatest difficulties in the aspects of reading comprehension and proper vocabulary usage. Many students were unable to comprehend the text well and were often incorrect in their use of words. In addition, it was also found that students' writing and speaking skills still need to be improved, especially in terms of sentence structure and grammar. This study suggests the need for more effective teaching strategies to improve students' Arabic language skills. The recommendations include increased vocabulary practice, the use of more diverse texts in teaching, and an emphasis on a deeper understanding of grammar. Thus, it is expected that students' TOAFL exam results can improve significantly. Â Keywords: analysis, common weaknesses, TOAFL exam
Enhancing Mufradat Memorization Through Word Square Learning Media: A Study of Class VII Students at MTs Muhammadiyah Pinrang
This study explores the application of Word Square learning media to enhance the memorization of Arabic mufradat (vocabulary) among seventh-grade students at MTs Muhammadiyah Pinrang. The research addresses the challenge of low vocabulary retention, a critical issue in Arabic language learning, and aims to determine whether the interactive, game-based Word Square method can enhance student engagement and memorization. A Classroom Action Research (CAR) design was employed, conducted in two cycles. Data were collected through observations, pre- and post-tests, and documentation, and analyzed using both qualitative and quantitative methods. In the first cycle, while student engagement increased, only a modest improvement in vocabulary retention was observed. Adjustments were made in the second cycle, including simplifying the puzzles and encouraging collaborative learning, which led to a significant increase in student performance. The results showed that Word Square is an effective tool for improving vocabulary retention, with most students achieving "good" levels of recall by the end of the second cycle. The interactive and collaborative nature of the activity played a crucial role in fostering a more engaging and supportive learning environment. The study concludes that Word Square can be a valuable alternative to traditional vocabulary teaching methods, offering practical insights for educators seeking to enhance language instruction. The findings suggest further research on long-term retention and the use of Word Square for other language skills could broaden the tool's applicability. Â Keywords: Word Square, Arabic Mufradat, Vocabulary Retention, Collaborative Learning.
تطبيق تعليم اللغة القائم على المهام من خلال كتابة المعجم الموضوعي لإتقان Ø§Ù„Ù…ÙØ±Ø¯Ø§Øª لدى طلاب المدرسة الثانوية الحكومية ١٦ جاكرتا
This study aims to discuss the emphasis of the 2013 curriculum on improving higher-order thinking skills (HOTS), by highlighting the lack of appropriate assessment instruments to develop these skills in students. Its novelty lies in the development of Arabic language test questions designed explicitly for fifth-grade students at the Darul Hikmah Integrated Islamic Elementary School in Bekasi, which integrates HOTS principles to align with modern pedagogical goals. Using the 4D development model (define, design, develop, disseminate), this study uses a rigorous methodology, including theoretical validation, empirical validation, reliability testing, and item analysis. Theoretical validation was carried out by experts using a Likert scale questionnaire, while empirical validation used point biserial correlation. Reliability was assessed using the KR20 formula, and the level of difficulty was analyzed through the difficulty index. Involving 20 students, the findings revealed: 1) The instrument's feasibility score was 91.5%, considered very valid. 2) Five items were valid based on biserial correlation. 3) Moderate reliability (0.59). 4) The average difficulty index was 0.52, reflecting high-quality questions. This study offers an innovative approach to Arabic language assessment, which paves the way for increased integration of HOTS in primary education.
Application of Mind Map to Organize Ideas in Learning Insya Hurr at Miftahul Ulum Islamic Boarding School
This research aims to investigates the effectiveness of using Mind Maps to organize ideas in learning insya hurr. A quasi-experimental design with a non-equivalent control group was employed. The participants were from 11th-grade students at Miftahul Ulum Islamic Boarding School, divided into an experimental group (15 students) and a control group (14 students). Data were collected through pre-tests, post-tests, and observations. The analysis was performed using the Shapiro-Wilk normality test, homogeneity test, Independent Sample t-test, and N-Gain test with SPSS 23. The results indicate that Mind Maps effectively enhanced independent writing skills. The experimental group achieved a higher average post-test score (83.13) compared to the control group (71.64). Hypothesis testing using the t-test yielded a value of 9.111, which exceeded the critical value of 2.052, leading to the rejection of H₀ and acceptance of Hâ‚. This finding confirms that Mind Maps are an effective tool for organizing ideas and improving writing skills in teaching insya hurr at Miftahul Ulum Islamic Boarding School.
Dampak Latar Belakang Pendidikan Pesantren Dan Non-Pesantren Terhadap Kemampuan Bahasa Arab Siswa Di MAS Muhammadiyah 01 Medan
Penelitian ini bertujuan untuk menganalisis dampak pendidikan pesantren dan non pesantren terhadap kemampuan bahasa Arab siswa di MAS Muhammadiyah 01 Medan. Fokus penelitian ini adalah mengidentifikasi perbedaan serta faktor-faktor yang mempengaruhi penguasaan bahasa Arab pada kedua kelompok siswa. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa wawancara, penyebaran kuesioner, dan observasi pembelajaran di kelas. Wawancara dilakukan untuk menggali informasi mendalam terkait metode pembelajaran, intensitas belajar, serta kendala yang dihadapi siswa. Kuesioner digunakan untuk mengukur persepsi siswa terhadap kemampuan bahasa Arab mereka, sementara observasi memberikan gambaran langsung tentang proses pembelajaran di kelas. Hasil penelitian menunjukkan bahwa siswa dengan latar belakang pendidikan pesantren memiliki kemampuan bahasa Arab yang lebih baik dibandingkan siswa dari non pesantren. Faktor utama yang mempengaruhi hasil ini meliputi intensitas pembelajaran, pengalaman praktik berbahasa, serta lingkungan belajar yang mendukung. Selain itu, penelitian ini mengungkapkan bahwa pendekatan pembelajaran interaktif dan penggunaan media pembelajaran modern dapat meningkatkan keterampilan bahasa Arab siswa dari kedua latar belakang. Temuan ini memberikan kontribusi penting bagi pengembangan metode pembelajaran bahasa Arab yang lebih efektif di sekolah. Â
Penyederhanaan Kaidah Nahwu dengan Buku Al-Fahmu
Many people believe that learning Arabic is difficult due to the numerous branches of knowledge within it, one of which is Nahwu (Arabic grammar). This subject is often taught using Arabic-language books such as Al-Ajurrumiyyah and Al-Nahwu Al-Wadhih, with a learning method that emphasizes memorization. As a result, achieving a deep understanding requires two stages: the first is understanding the vocabulary of the material, and the second is grasping the meaning of the material itself. This process leads to an extended duration for learning Nahwu. This paper aims to simplify the rules and material to make them easier to understand by using a qualitative research method, focusing on students who have studied Al-Ajurrumiyyah and Al-Nahwu Al-Wadhih. The research involves interviews, observations, and documentation, with the theory presented through comparisons and logic, without relying on memorization.’ The research results show that the Al-Fahmu method is easier to learn than the previous books studied because it uses the Indonesian language, simplifies the rules, and provides examples with easy but varied vocabulary.
Interpretasi Makna Perjuangan dan Harapan Dalam Puisi ‘Amal’ Karya Mahmoud Darwish (Kajian Strukturalisme Strata Norma Roman Ingarden)
Pada puisi terkandung makna dan tujuan yang ingin disampaikan oleh penyair melalui bunyi dan kata pada puisi tersebut. Penelitian ini bertujuan untuk menganalisis strata norma yang ada pada puisi tersebut serta menekankan makna yang terkandung dalam setiap lapis norma yang ada dalam puisi ‘Amal’ Karya Mahmoud Darwish menggunakan pendekatan teori strukturalisme strata norma Roman Ingarden melalui lima lapis. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan menggunakan kajian pustaka. Teknik pengumpulan data yang digunakan melalui dua sumber data yaitu data primer yang berupa teks dalam puisi Amal karya Mahmoud Darwish dan data sekunder yang berupa buku, jurnal, dan bacaan-bacaan yang relevan lainnya. Adapun hasil penelitian ini adalah lapis bunyi terdapat asonansi, aliterasi dengan susunan suara-suara yang berat dan lirih, pengulangan kata guna mempertegas makna yang terkandung dalam bunyi kata tersebut. Lapis arti di dalamnya terdapat keindahan susunan dengan konotasi dan denotasi dalam membuat puisi tersebut. Ketiga, lapis objektif yang terdiri dari tokoh, objek, latar, dan dunia pengarang yang membangun puisi tersebut. Lapis dunia menggambarkan harapan dan identitas yang kuat untuk meraih keadilan dan kebebasan. Dan pada lapis metafisis, penyair mengajak pada para pembaca untuk merenung terkait harapan dan perjuangan di negeri yang sedang mengalami konflik berkepanjangan. Kata Kunci: Puisi ‘Amal’, Mahmoud Darwish, Strata Norma Roman Ingarden