Al-Muyassar: Journal of Arabic Education
Al-Muyassar is a bilingual scientific journal (Arabic and English) published by Arabic Education Study Program, Faculty of Islamic Religion, Universitas Muhammadiyah of Tangerang. E-ISSN: 2829-095X This journal is published quarterly (March, June, September and December) Focus and scope: Focus 1. Arabic Language Education 2. Teaching Arabic as a Foreign Language (TAFL) 3. Arabic Language Curriculum, Assessment, and Teacher Education 4. Technology, Digital Learning, and Artificial Intelligence in Arabic Education 5. Applied Arabic Linguistics and Second Language Acquisition Scope: Arabic Language Teaching Methodologies and Strategies, Arabic Language Curriculum Development, Arabic Language Assessment and Evaluation, Technology-Enhanced Arabic Language Learning, Artificial Intelligence in Arabic Language Education, Digital Media and Learning Resources for Arabic Education, Arabic Second Language Acquisition, Applied Arabic Linguistics, Arabic Psycholinguistics and Sociolinguistics, Arabic Linguistics for Language Teaching, Translation Studies and Arabic Lexicography, Arabic for Specific Purposes (ASP), Teacher Professional Development in Arabic Education, Educational Innovation and Learning Design, Multilingualism and Arabic Language Learning, Arabic Language Policy and Planning, Inclusive and Sustainable Arabic Education, Contemporary Issues in Arabic Education. 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
Visual Scaffolding through the Picture-and-Picture Strategy: Evidence from a Quasi-Experimental Study of Arabic Writing Instruction
Arabic writing skill (maharah al-kitabah) remains a challenge for madrasah students due to limited vocabulary mastery and difficulties in organizing ideas into coherent texts. This study aims to examine the effect of the Picture and Picture strategy on improving Arabic writing skills among ninth-grade students at MTs Nurul Iman Ulu Gedong, Jambi. This research employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design involving 30 students divided into experimental and control groups. Data were collected through writing tests administered as pre-test and post-test and analyzed using paired samples t-test and independent samples t-test. The results showed that both groups experienced significant improvement; however, the experimental group achieved higher improvement with a mean difference of 23.27 (t(14) = -14.530, p < 0.001) compared to the control group with a mean difference of 10.57 (t(14) = -6.764, p < 0.001). The independent samples t-test confirmed a significant difference between the two groups (t(28) = 7.586, p < 0.001). The novelty of this study lies in revealing that Picture and Picture functions as visual scaffolding that supports students in organizing ideas, developing vocabulary, and constructing Arabic sentences systematically. This study theoretically strengthens visual-based approaches in Arabic language learning and practically provides an alternative strategy for teachers to improve students’ writing competence.
Copyright (c) 2026 Rosheila Melani, Mustar, Yogia Prihartini, Muhammad Kumaini Umasugi, Mohamad Sarip, Abdul Hakimi Abdurrahman Hussein https://creativecommons.org/licenses/by-sa/4.0
Arabic Language Teachers’ Strategies to Improve Students’ Reading Skills at an Islamic Junior High School in Lombok, Indonesia
The learning strategies implemented by teachers play a crucial role in improving students' reading skills (mahārah qirā'ah) in Arabic language learning. However, empirical studies on teachers' strategies applied contextually in regional madrasahs with limited learning facilities remain relatively scarce. This study aims to describe and analyze the strategies of Arabic language teachers in improving students' mahārah qirā'ah at MTs Babul Mujahidin, Bayan Village, North Lombok, West Nusa Tenggara. The study employed a descriptive qualitative approach involving one Arabic language teacher as the main informant and three students as supporting informants, selected through purposive sampling. Data were collected through semi-structured interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive analysis model. The findings show that the teacher applied a direct-practice-based learning strategy (mubāsyarah) through reading modeling, repeated reading, imitation of the teacher's reading, individual reading practice, vocabulary reinforcement, and simple conversation practice. These strategies contributed to improved reading accuracy, self-confidence, active participation, and basic comprehension of Arabic texts, despite persisting challenges such as limited learning media, students' low initial reading ability, and minimal support from the learning environment. The novelty of this study lies in its analysis of Arabic teachers' learning strategies developed contextually in accordance with the characteristics of regional madrasahs with limited facilities. The findings contribute theoretically to the development of studies on mahārah qirā'ah learning strategies and offer practical recommendations for teachers and madrasah administrators in designing more adaptive, systematic, and sustainable Arabic reading instruction
Copyright (c) 2026 Siska Wahyu Puji Lestari, Yusraini, Irfan, Mustar, Muhammad Ahmad Abdul Ghofar Ahmad, Mursyid https://creativecommons.org/licenses/by-sa/4.0
Developing a Pocket Dictionary of Arabic Research Terminology for Students in the Arabic Language Education Department
The heterogeneity of research terms in Arabic and the absence of a standard reference dictionary have posed significant challenges for Arabic Language Education students in understanding research concepts and composing scientific papers in Arabic. This study aims to develop and validate a pocket dictionary of Arabic research terms to improve the quality of academic writing. This study uses a Research and Development (R&D) approach based on the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The product was developed through systematic identification of research-related terms sourced from research methodology textbooks, scientific articles, student theses, and consultations with experts. Expert validation involved experts in the field of educational materials and media. Data collection used a questionnaire technique. The results of the study showed an overall validation score from material and media experts reached 96.8%, indicating that the product has a very high level of validity and can be used as a reference. In detail, material validity reached 96.6% and media validity reached 96.9%. This research terminology dictionary can be used as a learning resource in research methodology and academic writing courses in the Arabic Language Education study program. This research contributes to strengthening Arabic academic literacy by providing a standard terminology reference source that supports students' research competencies and encourages consistent use of Arabic scientific terms in higher education
Copyright (c) 2025 Rizka Utami, Ahmad Nurul Huda Salmas https://creativecommons.org/licenses/by-sa/4.0
Friday Sermon, Power Politics, and Nation-State: A Critical Discourse Analysis of the 2016 Sermon by the FPI Imam
This study examines the issue of ownership of the Friday sermon between the government and religious authorities by analyzing the Friday sermon delivered by Muhammad Rizieq Shihab in the context of the 212 Movement for the Defense of Islam in Indonesia. The study is based on the assumption that Friday sermons do not merely serve a didactic and ritualistic function but can also become a form of religious-political discourse that produces legitimacy, frames conflict, and shapes collective attitudes. The study aims to uncover the dominant narrative in the sermon, analyze manifestations of the politicization of the pulpit, and elucidate the role of authority in the production of the sermon’s meaning and its social impact. The study employs a qualitative, descriptive, and analytical methodology, drawing on Norman Fairclough’s critical discourse analysis, Pierre Bourdieu’s concept of symbolic power, and Tahera Qutbuddin’s study on the function of Arabic oratory. The analysis is conducted by describing the textual structure, interpreting discursive practices, and situating the sermon within its social and political context. The study concludes that the sermon constructs a religious-political narrative that frames the defense of the Qur’an, the enforcement of the law, and collective participation as religious and moral obligations. Signs of politicization also emerged in the selection and arrangement of verses, the repetition of religious and legal terminology, and the establishment of contrasts between God’s rule and human rule and between the Qur’anic text and the constitutional text. The study demonstrates that, in this context, the pulpit is not under the absolute control of the government or religious authorities; rather, it is a space where legitimacy is contested, where the legal authority of the state, the symbolic authority of the preacher, and the collective response of the congregation intersect.
Copyright (c) 2026 Hatta Raharja, Ibnu Burdah, Hisyam Zaini https://creativecommons.org/licenses/by-sa/4.0
The Serial Mediation of Self-Efficacy and Learning Motivation on the Relationship Between Social Support and Arabic Language Proficiency
This study investigates the sequential psychological mechanisms underlying the relationship between social support and Arabic language proficiency. The aims of this study are: To examine the effect of social support on Arabic language proficiency through the sequential mediation of self-efficacy and learning motivation among students at State Islamic Universities in East Java. This research adopted a quantitative approach using a survey method. The research sample consisted of 200 respondents from Arabic Language Education Department students across four State Islamic Universities in East Java. The data were gathered through questionnaires and language proficiency tests. The data analysis technique utilized was Structural Equation Modeling-Partial Least Squares (SEM-PLS). The findings of this study indicate The serial mediation role was confirmed by the indirect effect of social support on Arabic language proficiency through the serial mediation of self-efficacy and learning motivation. The study demonstrates that students who received social support experienced an increase in their regarding self-efficacy. This self-efficacy, in turn, drove them to persist in their Arabic language studies, ultimately leading to their excellence in Arabic language proficiency. The Success in Arabic language education depends on an integrated system that begins socially, evolves cognitively, and culminates linguistically.
Copyright (c) 2026 Ahmad Faiz Shaleh, M. Abdul Hamid, Danial Hilmi https://creativecommons.org/licenses/by-sa/4.0
Selective Qur'anic Lexical Clustering as a Pedagogical Framework for Adult Arabic Reading Instruction
This study examines selective Qur'anic lexical clustering as a pedagogical framework for adult Arabic reading instruction at Majelis Ta'lim Al-Ma'uun, Sidoarjo. The analysis focuses on three clusters: high-frequency vocabulary, familiarity and novelty, and prefixes and suffixes. Using a qualitative case-study design, data were collected through classroom observation, semi-structured interviews with the teacher, adult learners, and the program manager, and learning documents. The data were analyzed through reduction, display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings show that high-frequency clustering helps adult learners identify recurrent function words such as prepositions, pronouns, and conjunctions; familiarity-novelty clustering allows the teacher to connect previously learned vocabulary with newly introduced items; and prefix-suffix clustering enables learners to recognize verbal forms, subject markers, and word endings in Qur'anic verses. The novelty of this article lies in proposing selective Qur'anic lexical clustering as a practical pedagogical framework for organizing vocabulary in adult reading instruction, combining vocabulary frequency, meaningful prior knowledge, and Arabic morphological awareness.
Copyright (c) 2026 Mizan Sakroni, Wildana Wargadinata, Mamluatul Hasanah https://creativecommons.org/licenses/by-sa/4.0
Perception of Non-Arabic Language Students on Arabic Language Courses at State Islamic Universities in Indonesia: Qualitative Research With NVivo Software Analysis
Arabic has a central position as the foundation of science and identity in Islamic higher education, especially in State Islamic Universities. This research aims to reveal the perception of non-Arab students towards the Arabic language courses required at the State Islamic University. With a qualitative-descriptive approach, data was collected through semi-structured interviews with students from three different study programs and analyzed using NVivo software. The results show that the majority of students realize the urgency of the Arabic language as the key to understanding Islamic literature, supporting academic competence, and being relevant to professional needs, such as sharia economics and basic education. However, learning Arabic is faced with methodological challenges (rigid teaching methods, lack of practice) and personal challenges (lack of initial experience, grammatical difficulties). Students develop self-paced (visual aids, online courses) and collaborative (group discussions, cross-disciplinary consultation) strategies to overcome these barriers. These findings emphasize the need for contextual, integrative, and practice-based curriculum innovation, as well as the use of learning technologies. With an adaptive approach, learning Arabic at the State Islamic University can become more meaningful and relevant, reinforcing the language's role as a bridge between the Islamic scientific tradition and the needs of the global era.
Copyright (c) 2026 Abdul Karim, Duwi Purwati https://creativecommons.org/licenses/by-sa/4.0
Alignment of Instructional Objectives and Learning Material Organization in Maharah al-Kalam Courses with the Development of Students’ Communicative Competence
This study aims to analyze the alignment between instructional objectives and learning material organization in a Maharah al-Kalam course based on Al-Arabiyyah Bayna Yadayk and the development of students’ communicative competence. A qualitative descriptive approach was employed. Data were collected through document analysis, semi-structured interviews, questionnaires, and documentation involving one Maharah al-Kalam lecturer and twenty-two students of the Arabic Language Education Department. The analyzed documents included the Semester Learning Plan (RPS) and instructional materials used in the course. Data were analyzed using the interactive model of Miles and Huberman and validated through triangulation. The findings indicate that the instructional objectives were aligned with the principles of communicative competence by emphasizing students’ ability to use Arabic in meaningful communicative situations. The learning materials, organized based on Al-Arabiyyah Bayna Yadayk, were structured progressively and contextually, supporting the development of speaking skills through authentic language use. Learning activities such as dialogues, role-plays, discussions, and presentations provided students with opportunities to communicate actively in Arabic. However, several challenges were identified, including differences in prior language proficiency, limited vocabulary mastery, lack of self-confidence, restricted classroom interaction time, and the absence of a supportive Arabic-speaking environment outside the classroom.The novelty of this study lies in its integrated analysis of instructional objectives, learning material organization, and learning implementation in fostering communicative competence in higher education Arabic language learning. The findings contribute to the development of communicative-oriented Maharah al-Kalam instruction.
Copyright (c) 2026 Rita Febrianta, Indra Saputra, Nurhasnah, Muslim Jafar, Eka Rizal, Yelfi Dewi S https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Arabic Language Learning: A Systematic Literature Review of Educational Trends and Future Directions
Traditional pedagogical methods in Arabic language instruction often suffer from a lack of interactivity and rigidity, failing to adapt to the individual linguistic needs of non-native speakers. This study aims to synthesize existing research on AI-driven pedagogical strategies to evaluate how these technologies enhance personalization, interactive engagement, and overall language acquisition effectiveness This review employs a systematic literature search across databases including Scopus, Google Scholar, and DOAJ, covering scholarly publications from 2016 to 2025 to identify and synthesize peer-reviewed interventions. The analysis framework utilizes AlAfnan’s Taxonomy of Educational Objectives to categorize AI impacts across cognitive, affective, and psychomotor domains. The synthesis reveals that AI integration significantly improves learner motivation and language proficiency through adaptive feedback and personalized learning platforms. Furthermore, these technologies facilitate the development of core linguistic competencies, including grammar acquisition and speaking practice, while simultaneously fostering character traits such as discipline and responsibility through technology-mediated interactions. Despite these advancements, the findings also underscore a critical reliance on human instructors for navigating the nuanced cultural-contextual complexities inherent in the Arabic language. The study underscores that while AI-driven tools provide essential support for morphological and semantic challenges, successful implementation requires a balanced integration of automated systems and human pedagogical guidance Keywords: Artificial Intelligence; Arabic Language Learning; Personalized Education; Educational Technology; Linguistic Competency.
Copyright (c) 2025 Muhammad Ainul Yaqin, Hadjira Adlani, Ridwan, M Isroul Laili https://creativecommons.org/licenses/by-sa/4.0
Language Court and the Stagnation of Foreign Language in the Pesantren: Case Study in Bustanul Ulum Langsa, Aceh
The stagnation of Arabic and English language learning in Islamic boarding schools not only lowers the linguistic proficiency of students but also affects the institution’s reputation. This study aims to analyse the causes of the stagnation in the foreign language environment at Pesantren Bustanul Ulum, Aceh, which appears to stem from the dysfunction of the mahkamah lughah (language court) system. Using a qualitative approach with a case study design, data were collected through in-depth interviews with 24 informants selected through purposive sampling, comprising language coordinators, dormitory supervisors, students (Student Council members and language section representatives), alumni, and parents. Data analysis was conducted thematically. The research findings indicate that the primary factor behind the stagnation of language development is the conflict between the disciplinary sanctions of the ‘mahkamah lughah’ and the Child Protection Act. This obstacle has triggered resistance from parents, the criminalisation or intimidation of teachers, and has resulted in a policy dilemma for the foundation, which tends to adopt a passive stance. This study recommends the need to reconstruct the Mahkamah Lughah system based on positive, child-friendly discipline without compromising the essence of language enforcement.
Copyright (c) 2026 Hatta Sabri, Nasruddin, Ahmad Tarmizi, Hicham Khaldi https://creativecommons.org/licenses/by-sa/4.0
Structuralism Analysis of the Song Lyrics ‘Ummatī’ by Maher Zain: A Literary Study
This study aims to analyze the intrinsic structural elements found in the lyrics of the song Ummatī by Maher Zain based on the structuralism theory proposed by Muzakki. The objective of this research is to identify and explain the intrinsic elements contained in the song lyrics, namely feeling (al-‘āṭifah), imagination (al-khayyāl), idea (al-fikrah), and form (aṣ-ṣūrah). This research employed a descriptive qualitative method with a library research design. The data source was the lyrics of the song Ummatī by Maher Zain. Data were collected through observation and note-taking techniques and were analyzed using an interpretative analysis approach. The results of the study show that the lyrics of Ummatī contain four intrinsic structural elements. A total of 27 data were identified, consisting of 10 data related to feeling (al-‘āṭifah), 9 data related to imagination (al-khayyāl), 1 datum related to idea (al-fikrah), and 7 data related to form (aṣ-ṣūrah). Among these elements, feeling (al-‘āṭifah) was found to be the most dominant element, reflecting the emotional and spiritual messages conveyed through the song lyrics. In conclusion, the lyrics of Ummatī contain interconnected intrinsic structural elements that contribute to the construction of meaning and strengthen the spiritual and moral messages conveyed in the song.
Copyright (c) 2026 Khairawati, Suri, Melinda https://creativecommons.org/licenses/by-sa/4.0
Representation of Hope and Optimism in RedOne’s Song “La Mustahila”: The Diction, Linguistic Styles, and Implied Meanings تمثيل الأمل والتفاؤل في أغنية “لا مستحيلا” لريدوان: اختيار الألفاظ والأساليب اللغوية والمعانى المدلولة
This study aims to analyze the lyrics of the song “La Mustahila” by RedOne from stylistic and semantic perspectives, considering it as a literary text that possesses aesthetic and expressive value. Language in song lyrics is not merely a means of communication, but also serves as an artistic medium rich in meanings and implicit connotations. This research employed a descriptive qualitative method using documentation techniques and data analysis based on the Miles and Huberman model, while also drawing on Gorys Keraf’s stylistic theory and Geoffrey Leech’s semantic theory. The results of the study indicate that the song lyrics demonstrate significant stylistic richness, particularly in sentence structure, such as repetition, parallelism, antithesis, and gradation (climax). In addition, several rhetorical styles were identified, including imperative expressions, hyperbole, ellipsis, and inversion, all of which strengthen the motivational and persuasive nature of the text. From a semantic perspective, the song contains various types of meaning, including conceptual, connotative, affective, social, and collocative meanings, which work together to convey messages of optimism and belief that nothing is impossible. Keywords: “La Mustahila” song lyrics, stylistic theory, semantic theory, optimism, hope.
Copyright (c) 2026 Mohammad Rofiqi, Ibnu Burdah, Moh. Habib https://creativecommons.org/licenses/by-sa/4.0
Implementation of Military Barracks-Based Education in Arabic Language Learning for Military Personnel
This study examines the implementation of barracks-based education in Arabic language learning for military personnel, focusing on its implementation in supporting the acquisition of Arabic language proficiency. Arabic language learning for military-specific purposes requires an approach that integrates linguistic competence with a specialized curriculum within the framework of military education. The study employed a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and analysis of curriculum documents and instructional materials. The findings indicate that Arabic language learning is integrated with the Three Basic Patterns of Military Education, encompassing attitude and behavior development (10%), Arabic language knowledge and skills development (80%), and military physical development (10%). These three dimensions operate simultaneously within a dormitory-based system over a 12-week period, totaling 600 instructional hours. At the operational level, the implementation demonstrates synergy among military instructors with their multiple roles, learners with their internal motivation, and the Al-'Arabiyyah Baina Yadaik instructional materials, all of which contribute to the gradual and integrated acquisition of Arabic language skills. In addition, challenges were identified, including the heterogeneity of learners' educational backgrounds and the limited availability of contextual instructional materials that accommodate diverse proficiency levels.
Copyright (c) 2026 Mia Nurmala, Iqlima Najmi Amalia Anandiar, Keysha Shira Zafirah, Nurul Fadhilah, Muhsin Muis https://creativecommons.org/licenses/by-sa/4.0
Analysis of Assesment of Arabic Speaking Skill Tasks Based on ACTFL Perspective
This study aims to analyze the assesment instrument of speaking skills in Arabic textbooks for grade X published by Ministry of Religious Affairs of Republic of Indonesia based on the ACTFL perspective. Evaluation of speaking skills is assessed through question instruments in textbooks. Students’ abilities can be measured through well-constructed questions, so this study attempts to provide new insights regarding the evalution of speaking skills in Arabic language textbooks. This study is a literature review, data collection techniques using Arabic textbooks for grade X and ACTFL levels and Ali Al-Khulli perspective, data analysis techniques using qualitative content analysis. The results of the study show that all questions for evaluating speaking skills in the textbook are in accordance with the ACTFL perspective, namely: (1) Novice high as many as 8 questions (2) Intermediate mid as many as 8 questions, (3) Intermediate low as many as 1 question, and (4) Advanced high as many as 1 question.
Copyright (c) 2026 Masrun, Hikmah, Ammar Zainuddin, Daud Abdul Quadir Elega https://creativecommons.org/licenses/by-sa/4.0
Arabic Khatabah Learning Strategies and the Development of Students’ Self-Efficacy: A Social Cognitive Perspective of Albert Bandura
This study explore how Arabic khatabah learning is perceived contributes to the students’ self-efficacy from the perspective of Albert Bandura’s social cognitive theory. The study aims to explore the learning strategies, experiences, and psychological processes that may support students in building confidence in Arabic public speaking despite limited linguistic proficiency. A qualitative case study design was employed involving students and lecturers in the Arabic Language Education Department at Universitas Negeri Malang. Data were collected through observation, semi-structured interviews, and documentation, and analyzed interactively through data reduction, display, and conclusion drawing. The findings suggest that students’ self-efficacy may be shaped through interconnected reflected reflected in Bandura’s dimensions of attention, retention, reproduction, and motivation. Students reported gaining confidence through activities such as observing speech models, organizing and processing language information, repeated speaking practice, social reinforcement, emotional regulation, and the use of digital media and artificial intelligence tools such as ChatGPT. The findings suggest that students' self-efficacy may not be solely associated with Arabic proficiency but is perceived to emerge through gradual speaking experiences, supportive learning environments, and repeated exposure to speaking situations. The novelty of this study lies in examining Arabic khatabah learning and students' self-efficacy through a social cognitive lens, offering theoretical insights into Arabic language learning and practical considerations for designing interactive and process-oriented speaking instruction.
Copyright (c) 2026 Munirah, Sutaman, Syaiful Mustofa Mustofa https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Arabic Language Learning: Exploring Students’ Usage Patterns, Purposes, Benefits, and Perceptions
This study examines how students in Arabic Language Education program uses Artificial Intelligence (AI) to support Arabic language learning. Specifically, it explores students’ AI usage patterns, learning purposes, perceived benefits, and overall perceptions of AI-assisted Arabic language learning. This study employed a descriptive quantitative approach involving 89 students from several universities in Indonesia. Data were collected through an online questionnaire using a Likert-scale instrument and analyzed using descriptive statistics, including percentages and mean scores. The findings reveal that students reported a moderate level of AI use in Arabic language learning (M = 3.20), particularly for information searching (M = 3.53), text translation (M = 3.43), and vocabulary comprehension (M = 3.44). Students also perceived AI as useful, practical, and easy to use in supporting learning activities. Furthermore, AI was considered beneficial in improving learning efficiency, facilitating independent learning, and helping students understand difficult materials. However, students expressed concerns regarding the accuracy of AI-generated information and the potential risk of overdependence on technology. The findings indicate that AI has become an important supporting tool in Arabic language learning, although its use still requires critical awareness and academic supervision. While previous studies have mainly focused on AI effectiveness, technology acceptance, or specific applications in language learning, this study provides a comprehensive examination of students’ AI usage patterns, learning purposes, perceived benefits, and perceptions within Arabic language education. The findings contribute to the growing body of literature on AI-assisted language learning and offer practical insights for educators and institutions seeking to integrate AI responsibly into Arabic language instruction.
Copyright (c) 2026 Akmal, Abdurrahman Wahid Abdullah, Ulyatul Khairat, Sitti Aminah, Irfan https://creativecommons.org/licenses/by-sa/4.0
Employing the Linguistic Corpus in Teaching Arabic Writing Skill: A Proposed Instructional Model for the Arabic Program
This study proposes an instructional model for teaching Arabic writing skills to students of the Program for Arabic Language (PKPBA) at Maulana Malik Ibrahim State Islamic University Malang, Indonesia, based on the use of a language corpus. The novelty of this model lies in the integration of three instructional resources (PowerPoint presentations, Sketch Engine corpus analysis software, and worksheets) grounded in a single, locally relevant corpus ('Indonesia Al-Youm'), which has not been systematically employed in previous corpus-based Arabic writing instruction. Using a descriptive-analytical method based on document analysis and expert validation, the study found that the teaching materials received an average score of 4.32 (very appropriate) and the learning design received 2.70 (appropriate), confirming the model's suitability for field implementation from an expert perspective. The model consists of five sequential steps: concept presentation, guided corpus exploration, analytical exercises, guided writing production, and reflection with feedback. As an expert-validated proposal, this model offers a conceptual framework that potentially bridges the gap between declarative knowledge and procedural skills in teaching Modern Standard Arabic writing, though empirical testing with learners remains necessary.
Copyright (c) 2026 Ilham Fatkhu, Muassomah, Zakiyah Arifa https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Non-Digital Interactive Spinning Wheel Media in Improving Arabic Learning Outcomes at Madrasah Aliyah
Although previous studies have examined the use of spinning wheel media and digital instructional media in language learning, limited research has investigated the effectiveness of non-digital interactive spinning wheel media in Arabic language learning at the Madrasah Aliyah level, particularly in schools with limited technological facilities. This study aimed to examine the effectiveness of non-digital interactive spinning wheel media in improving students' Arabic learning outcomes at Madrasah Aliyah As'ad Jambi. The study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The participants consisted of 66 students divided into an experimental group and a control group. Data were collected through pre-tests and post-tests and analyzed using the Mann–Whitney U test with SPSS software. The results revealed a significant difference between the learning outcomes of students in the experimental and control groups after the treatment (U = 274.00, Z = –3.54, p < .001). Students in the experimental group achieved higher learning outcomes than those in the control group. These findings indicate that non-digital interactive spinning wheel media can effectively support Arabic language learning and improve students' learning outcomes. This study contributes to the development of interactive and game-based Arabic language learning by demonstrating that effective instructional innovation can be implemented without relying on digital technology, particularly in educational settings with limited technological resources.
Copyright (c) 2026 Yulanda Ilda, Musli, Mustar, Dina Chabib Uluum, Almu Padol, Mohamad Hussin https://creativecommons.org/licenses/by-sa/4.0
Fostering Critical Thinking in Arabic Language Learning: An Integrated Deep Learning–Love-Based Curriculum Approach
This study aims to analyze the implementation of the Deep Learning Approach integrated with the Love-Based Curriculum in Arabic language learning and its contribution to developing students’ critical thinking skills at MTsN Kota Batu. This study employed a descriptive qualitative approach to understand the learning process, classroom interactions, teachers’ experiences and students’ responses to the implementation of this integrative approach. Data were collected through observation, semi-structured interviews, documentation and students’ reflections. The data were then analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display and conclusion drawing. The findings indicate that the integration of the Deep Learning Approach in Arabic language learning through the theme عِيَادَةُ الْمَرْضَىٰ was able to create meaningful, mindful and joyful learning through discussion, dialogue, reading, role play, presentation and reflection activities. The Love-Based Curriculum was also concretely integrated through the values of Hubbullah, Hubburrasul, Hubbunnafs, Hubbunnaas, Hubbul Bi’ah and Hubbul Wathan, which were reflected in the habituation of prayer, the strengthening of manners, empathy, cooperation, environmental awareness and love for the homeland. The integration of these two approaches contributed to the development of students’ critical thinking skills through interpretation, analysis, evaluation, inference, explanation and self-regulation activities. This study concludes that Arabic language learning can be developed as an integrative space for language mastery, the internalization of Islamic values and the strengthening of critical thinking skills. The novelty of this study lies in its emphasis that the Deep Learning Approach and the Love-Based Curriculum not only improve the classroom learning atmosphere but also form a humanistic, reflective, contextual and relevant pedagogical approach that responds to the needs of Islamic education in the twenty-first century.
Copyright (c) 2026 Manisha Aulia, M. Abdul Hamid, Nurhadi https://creativecommons.org/licenses/by-sa/4.0
The Rhetorical Representation of Divine Light in Qur'an 24:35: A Comparative Study of Muhammad Abu Musa's Interpretation and ChatGPT Analysis
This study aims to compare the interpretation of the rhetorical simile of Divine Light in the thirty-fifth verse of Sūrat al-Nūr as presented by Muhammad Abū Mūsā, a contemporary scholar of Arabic rhetoric, and the analysis produced by ChatGPT as an artificial intelligence-based system. The study focuses on comparing their approaches to interpreting the contextual relationship of the verse within Sūrat al-Nūr and their analysis of the elements of the compound simile (tashbīh murakkab) based on the principles of ʿilm al-bayān. Employing a descriptive-comparative library research method, this study uses Abū Mūsā’s work on the parables of Sūrat al-Nūr as the primary human analysis source, while the AI-based analysis was generated through ChatGPT 5.5 OpenAi and verified by comparison with relevant academic studies. The comparison was organized around two main aspects: the interpretation of the verse’s context and the structure and rhetorical function of the Divine Light simile. The findings reveal that both analyses agree that Divine Light symbolizes divine guidance and is closely connected to the thematic structure of Sūrat al-Nūr. However, they differ in their approaches to meaning construction. Abū Mūsā’s analysis begins from the broader context and objectives of the surah, particularly by relating the simile to the preceding legal discourse, whereas ChatGPT emphasizes the symbolic, spiritual, and educational dimensions of the rhetorical image. The study concludes that artificial intelligence can serve as a valuable supporting tool for enriching Qur’anic rhetorical studies, but it cannot replace the contextual depth and rhetorical appreciation provided by human scholars. This research contributes to the field of Digital Humanities by examining the potentials and limitations of Large Language Models (LLMs) in analyzing Qur’anic rhetoric.
Copyright (c) 2026 Sugeng Hariyadi, Talqis Nurdianto, Aqdi Rofiq Asnawi https://creativecommons.org/licenses/by-sa/4.0
Teaching Vocabulary to Beginners Through a Contextual Approach
The aims of this study are twofold. First, this study aims to develop vocabulary learning materials based on a contextual approach for the students of “Fadllillah”. Second, it aims to examine the effectiveness of the developed vocabulary learning materials. The development of this textbook was motivated by the fact that vocabulary instruction at “Fadllillah” had long relied on Durus al-Lughah; however, its use had not sufficiently improved students’ learning achievement or increased their interest in learning. This study employed a Research and Development (R&D) method based on the Borg and Gall model. The procedures included research and information gathering, planning, developing the preliminary product, validation testing, field testing, product revision, and final product revision. The results of this study show two major findings. First, the developed learning materials have several characteristics: they are specifically designed for beginner learners of Arabic, easy to memorize and understand, and practical to use in conversations related to daily activities. The examples, exercises, and presentation of the materials are systematically arranged from simple to more complex topics. In addition, the materials employ an interactive presentation method that encourages active learning. Various colors and illustrations are also included to help students understand the content more easily. Second, the use of the developed vocabulary learning materials effectively improved students’ vocabulary learning outcomes and increased their learning interest. This effectiveness was indicated not only by the differences in achievement scores between the control group and the experimental group, as analyzed using SPSS version 22, but also by the questionnaire results, which showed that the learning materials were easy to understand and attracted students to read and learn with greater enthusiasm. The results of this study indicate that students showed greater interest in learning vocabulary than before. Consequently, they were able to understand the learning materials more easily through the use of vocabulary learning materials developed based on a contextual approach.
Copyright (c) 2026 Rizal Rizqi https://creativecommons.org/licenses/by-nc-sa/4.0
Navigating Cultural and Religious Identity through Arabic and English Language Education: Students' and Teachers' Perspectives
This study examined student and instructor opinions of the unique roles that Arabic and English play in influencing cultural and religious identities within Indonesian pesantren, institutions that endeavor to reconcile traditional Islamic education with global expectations. This study used a qualitative research paradigm to perform a comprehensive analysis of the relationship between language acquisition and identity development within the pesantren setting. This study utilises a case study methodology to perform a thorough uation of how pesantren institutions incorporate Arabic and English training to foster cultural and religious identity. The study utilized questionnaires distributed to 111 students and 8 teachers to determine the impact of various languages on identity formation. Research consistently indicates that Arabic is regarded as essential for religious identity and cultural preservation; pupils strongly associate it with faith and legacy, a perspective unanimously supported by educators. In contrast, English exhibited a complex representation. Although acknowledged for its worldwide prospects and influence on personal identity, many students encountered difficulties in preserving their religious and cultural identity while acquiring English language skills. Educators also recognized this dual function of English. Notwithstanding these conflicts, a significant majority of students contended that bilingualism in both languages eventually enriches their entire identity. This study emphasizes the necessity for a balanced, culturally sensitive teaching that recognizes Arabic's fundamental significance while deliberately incorporating English to cultivate strong, multidimensional identities that are grounded in heritage and engaged worldwide.
Copyright (c) 2026 Suparmanto Suparmanto, Muhsinin Muhsinin, Ruwaida Hudatullah https://creativecommons.org/licenses/by-sa/4.0
Development of Genially-Based BAHARI Learning Media for Enhancing Arabic Speaking Skills
This study aims to develop and evaluate BAHARI (Bahasa Arab Interaktif), a Genially-based interactive multimedia designed to enhance students’ speaking skills (maharah al-kalam) at MA Al-Huda, Gorontalo City. This research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The novelty of this study lies in the development of an interactive animation-based Arabic learning medium using the Genially platform specifically designed for speaking skill acquisition and aligned with the KMA No. 183 of 2019 curriculum. Data were collected through interviews, observations, expert validation, and pre-test–post-test assessments. Validation by four experts (media, material, language, and audio-linguistics) yielded an average feasibility score of 99% (excellent), indicating high pedagogical, technical, and linguistic quality. The results revealed a significant improvement in students’ speaking performance, with mean scores increasing from 33.18 to 69.09 (p < 0.05), thereby answering the research problem regarding the effectiveness of digital interactive media in improving maharah al-kalam. The findings demonstrate that the integration of animation, narration, and interactivity enhances learners’ motivation, pronunciation accuracy, and oral fluency. Theoretically, this study contributes to the development of multimedia-based Arabic learning models, while practically offering an effective and engaging digital resource to support communicative competence in classroom settings.
Copyright (c) 2026 Mukhtar Ishak Miolo https://creativecommons.org/licenses/by-sa/4.0
Learning Obstacles in Nahwu Learning: A Study on the Theory of Didactic Situations for Islamic Boarding School Students
This study aims to analyze several types of learning obstacles faced by junior high school students in learning Nahwu, focusing on the topic of mubtada' and khobar. This study uses a descriptive qualitative method with the Theory of Didactic Situations (TDS) approach. The study was conducted at the At-Tarbiyah Sukabumi Islamic Boarding School with a sample of 20 ninth-grade students who had studied Nahwu, specifically the chapters on mubtada' and khobar. Data were collected through written tests, in-depth interviews, and an analysis of textbooks. The findings indicate that students face epistemological, didactic, and ontogenetic barriers. Epistemological barriers are the most dominant, as evidenced by students' difficulties in applying theoretical knowledge to practical examples and understanding changes in the mubtada'-khobar structure. Didactic barriers arise due to ineffective teaching methods, while ontogenetic obstacles are related to students' mental readiness. This study will contribute to theoretical discussions on learning obstacles and the theory of didactic situations in language learning. Further research is needed to develop learning trajectories to help students overcome several learning obstacles.
Copyright (c) 2026 Syirojul Huda, Aji Rizqi Ramadhan, Arina Dienana, Yusta Rizaldi Yusuf Suliadi https://creativecommons.org/licenses/by-sa/4.0
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.
Copyright (c) 2026 Ade Muhammad Ritonga https://creativecommons.org/licenses/by-nc-sa/4.0
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.
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
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