ALSINATUNA: ISSN 2477-5371 (Print) and ISSN 2503-2690 [Online] ALSINATUNA is an open access, peer-reviewed, journal published twice a year (June and December) and Alsinatuna is a scientific journal in Arabic and English that covers current and contemporary issues related to Arabic linguistics and teaching at the middle school and higher education levels. It is published by the Arabic Education Department, Faculty of Education and Teacher Training, State Islamic University of K.H. Abdurrahman Wahid Pekalongan, in collaboration with the Arabic Teachers Association of Indonesia (IMLA).
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Pedagogical Practices of Merdeka Belajar Based Arabic Language Learning Model in Integrated Islamic Elementary Schools
This study aims to describe the Merdeka Belajar-based Arabic language learning model at SDIT Gondang Pekalongan, analyze the learning innovations implemented, and identify the problems faced by teachers in its implementation. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research subjects included the principal, Arabic language teachers, and learning documents related to the implementation of the Merdeka Belajar Curriculum. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that the Merdeka Belajar-based Arabic language learning model at SDIT Gondang Pekalongan has not yet been fully aligned with the provisions of the Merdeka Belajar Curriculum because its implementation is still relatively new, having started in the second semester of 2023. Learning administration documents still use the lesson plan (RPP) format of the 2013 Curriculum and have not fully adopted teaching modules in accordance with the Merdeka Belajar Curriculum standards. Nevertheless, the learning process has implemented Project-Based Learning (PjBL) and student-centered learning approaches. The learning innovations carried out by the teachers include the use of enjoyable learning methods, project assignments based on learning themes, interactive learning media, Arabic-themed song adaptations, and Arabic-language videos in the learning process. Meanwhile, the problems encountered by teachers include the lack of training on the Merdeka Belajar Curriculum for Arabic language teachers, difficulties in implementing Arabic language learning according to the demands of the curriculum, and challenges in improving students’ kitabah (writing) and kalam (speaking) skills. This study concludes that the implementation of Merdeka Belajar-based Arabic language learning at SDIT Gondang Pekalongan has moved toward innovative and student-centered learning. However, it still requires strengthening teacher competencies and developing learning tools that are more compatible with the characteristics of the Merdeka Belajar Curriculum.
Copyright (c) 2024 Alsinatuna https://creativecommons.org/licenses/by/4.0
Al-Sulṭah al-Ramziyyah li “Rajah” al-Ṣalawāt ‘alā al-Nabī ka-Tamīmah li al-Rawāj ladā al-Bā’i‘īn al-Mutajawwilīn fī Madīnah Pekalongan
There is a shift in values and culture in the phenomenon of 'pesugihan' among traders in Pekalongan City who previously carried out rituals by drawing closer to God through the medium of Mrs. Kaji Dewi Lanjar now shifting into pesugihan rituals by using a tattoo that reads the Prophet's shalawat, symbolic numbers, and symbols. hijaiyah letters with angelic khadam as trading sellers by asking the Ustad/Kyai who is considered to be able to provide a recommendation for the awarding of the penglaris tattoo. The theory used is Peirce 's Semiotics and Bourdieu's symbolic power by revealing the meaning of codes, icons, indexes and symbols in the diagram so that their meanings can be read and Bourde's symbolic power theory where something symbolic can be known through a certain relationship between those who use it. that power. The type of research is field research with data collection through in-depth interviews, participatory observation and documentation with qualitative descriptive analysis techniques. This research aims to uncover the symbolic meanings of certain hijaiyah letters and images in talismanic inscriptions (rajah) among street vendors in Pekalongan. The findings reveal that the text of hijaiyah letters and numbers from Quranic verses, the Prophet’s prayer (Shalawat), and talismanic images are believed to carry business identity, bring good luck, and possess spiritual appeal that directly contributes to business success by being regarded as amulets for attracting customers. The significance of these findings lies in their contribution to expanding Arabic linguistic studies and opening space for critical reflection on the dynamics of meaning of symbolic hijaiyah letter texts in talismanic inscriptions within the economic context of the grassroots community of street vendors.
Copyright (c) 2026 Alsinatuna https://creativecommons.org/licenses/by/4.0
Transformation of Arabic Education Curriculum through Cyber Based Merdeka Belajar Kampus Merdeka and Outcome Based Education
The transformation of Universitas Islam Negeri (UIN) Syekh Nurjati Cirebon into Indonesia's first cyber university requires aligning the Arabic Education curriculum with The Outcome-Based Education (OBE) method and the Merdeka Belajar-Kampus Merdeka (MBKM) policy, including a minimum of 10% of cyber-content credits. This study develops a cyber-based MBKM curriculum within the OBE framework in the Arabic Education Department using a research and development (R&D) approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were gathered from 53 respondents through surveys, interviews, observation, document analysis, and focus group discussions, and were analyzed using a mixed-methods approach. The results show that the curriculum is well planned, that its design is adaptive and meets the cyber-content requirement, and that its implementation strengthens students’ pedagogical, professional, and digital competencies through activities such as teaching assistance, internships, and digital village projects. Questionnaire evaluation yielded a grand mean of 3.89–3.91 (Strongly Agree category), while expert validation reached 88.2% (Highly Feasible). Based on respondents’ perceptions and expert validation, the cyber-based MBKM curriculum is feasible and positively perceived, which points to its potential effectiveness, although it still requires stronger digital infrastructure, a better credit-conversion system, and closer coordination with external partners before it can be fully optimized. This study concludes that the developed curriculum design is feasible and well perceived, and is oriented toward producing competitive and transformative Arabic Education graduates in the digital era within a moderate Islamic education framework.
A Multifactorial Analysis of Communicative Performance Among Arabic Language Education Students
Communicative performance is a central goal of Arabic language education; yet, it is often unevenly achieved, despite students' positive attitudes toward the language. This study aims to reveal the relationship between language attitudes and Arabic communication performance; analyze the factors influencing the relationship between language attitudes and communication performance; and examine the implications for Arabic language learning. The qualitative research presented in this article is a continuation of the sequential explanatory Mixed-Methods design. Quantitative data were collected through a survey administered to 166 undergraduate students from Arabic Language Education programs at Universitas Negeri Jakarta and UIN Alauddin Makassar. The quantitative findings reveal a strong positive correlation between language attitudes and communicative performance (r = 0.650, p < 0.01). However, only 17.5% of students with high positive attitudes demonstrated high communicative performance. Qualitative analysis identified three factors related to the relationship between language attitudes and communication performance. 1) Individual factors, such as differences in educational background and gender. 2) pedagogical factors, such as learning methods, teaching materials, and learning evaluation techniques. 3) environmental factors, such as an Arabic-speaking environment and limited access to native speakers. The findings suggest that positive language attitudes alone are insufficient to produce effective communicative performance without the implementation of appropriate teaching strategies and adequate environmental support. The study recommends applying Communicative Language Teaching, restructuring the curriculum, fostering Arabic language communities, providing need-based learning materials, and adopting gender-responsive instructional approaches.
Copyright (c) 2025 Alsinatuna https://creativecommons.org/licenses/by/4.0
Technological Pedagogical and Content Knowledge (TPACK) Based Language Immersion as a New Trend in Arabic Language Learning at Indonesian Pesantren
The rapid development of information technology demands adjustments to established pedagogical models, particularly in language acquisition environments such as Islamic boarding schools (pesantren). This study aims to investigate the implementation model and efficacy of the Technological Pedagogical and Content Knowledge framework in enhancing the culture of active, 24-hour Arabic language immersion that characterises Islamic boarding schools (pesantren) in Indonesia. This study uses a qualitative case study design, collecting extensive data through semi-structured interviews with teachers and students based on the TPACK construct, non-participant observation of formal instructional activities and informal digital use by students and non-teaching students, and analysis of curriculum documents. The findings confirm that although teachers' competencies in traditional Content Knowledge (CK) and Pedagogical Knowledge (PK) are high, effective technology integration (Technological Pedagogical Knowledge, TPK) remains inconsistent, often limited to introductory presentation tools. However, successful TPACK applications are identified when technologies such as authentic video platforms (e.g., istimā’ or kalām learning utilising Al Jazeera channels) and narrative creation applications are strategically employed to facilitate functional communication, ensuring contextual expansion of L2 use beyond the formal classroom. In conclusion, the implementation of TPACK aligns traditional language learning methods with modern technology, thereby significantly increasing students’ engagement and productive Arabic language skills.
Personalized Learning through Differentiation strategy : A Solution in Teaching Arabic Speaking Skills
Students of Arabic Language Departement study program have diverse characteristics, including Arabic speaking ability, learning styles, speed of comprehension, and linguistic background. This diversity of student characteristics gives rise to different learning needs, which must be accommodated well. This study aims to describe personalized learning through differentiation strategies in Arabic speaking skills which is still rarely studied and is expected to provide theoretical and practical contributions. This research is a qualitative descriptive. The subjects were 21 students of class A of the kalam lil mubtadiin class first-semester 2025/2026. Data were collected through observation, speaking ability tests, in-depth interviews with students and lecturers, and documentation. Data analysis were processed and analyzed using data reduction, data presentation, and conclusion drawing. The results showed that personalization through this differentiation strategy was carried out with three differentiations: content, process, and product differentiation. This can accommodate all differences in students, both differences in language competency and learning styles. These findings indicate that personalized learning with differentiation strategies not only accommodates individual differences but also creates an inclusive learning environment that supports each student to achieve their maximum potential in Arabic speaking skills.
Student Preferences and Rationales for Five Wordwall Game Formats in Arabic Vocabulary Learning
This study investigates students’ perceptions of the effectiveness, enjoyment, engagement, and preference in using Wordwall-based activities for learning Arabic vocabulary. Employing a sequential explanatory mixed-methods design, the research involved 38 Arabic language students at an Islamic university who had direct experience using five types of Wordwall-based games, including quiz-based, matching, and puzzle activities. A descriptive survey was first used to map student preferences across the four criteria. Subsequently, thematic analysis of open-ended responses was conducted to explain the quantitative trends. Each game was integrated into vocabulary learning sessions, after which participants completed a questionnaire consisting of four multiple-choice and four open-ended questions. Quantitative data were analyzed using descriptive statistics to determine the frequency and percentage of preferences, while qualitative data were analyzed thematically to explore underlying reasons and insights. Thematic analysis followed the key stages of familiarization, coding, theme identification, and interpretation, focusing on themes such as ease, challenge, reward systems, time, and visual displays. Results indicate that Gameshow Quiz is perceived as the most effective and preferred game, whereas Maze Chase and Find the Match stand out for their interactivity and visual appeal. Overall, the findings emphasize the pedagogical value of game-based learning in enhancing student engagement and vocabulary acquisition in Arabic language instruction.
Student Centered Learning in Arabic Language Education: Integrating Research, Community Engagement, and Microteaching
This evaluation looks at how Student‑Centered Learning (SCL) actually works in an Arabic Language Education program, and what it seems to be achieving. We used a Goal‑Free Evaluation Model (GFEM) within a convergent mixed‑methods design, drawing on Outcome‑Based Education documents (Graduate Learning Outcomes/GLO, Course Learning Outcomes/CLO, and syllabi), Learning Management System (LMS) records, micro‑teaching instruments, publication and Community Engagement (CE) portfolios, Quality Assurance reports, administrative data, and interviews and focus‑group discussions (FGDs) with stakeholders; the core indicators were also checked against the program's external accreditation field assessment. SCL is not a one‑off effort here but a routine part of how the program runs: tasks are managed through the LMS with standardized rubrics, more than 30 courses weave research and community engagement into coursework, and micro‑teaching gives every student at least four practice sessions, ten or more core skills, and structured cycles of feedback and reflection. Most indicators look encouraging a mean GPA of 3.7, tracer coverage of 92.86%, an employability/entrepreneurship/further‑study rate of 97.5%, field of work suitability of 95.0%, and an average job‑waiting time of 4.7 months though the average time‑to‑degree of 4.2 years and an on‑time graduation rate of just 37.2% stand out as clear weak points and a priority for improvement. Because the design is descriptive and goal‑free, we report associations rather than proven causes: three mechanisms plausibly help explain the link between SCL and these outcomes clearer alignment from GLO to CLO to assessment, dense practice with timely feedback, and authentic tasks grounded in real contexts. Going forward, the program should sharpen course‑level targets, calibrate rubrics more consistently, standardize how research and CE are built into courses, and strengthen career and thesis supervision support. Overall, these routines offer a workable, identity‑rooted blueprint that other programs could adapt.
Enhancing Arabic Vocabulary Mastery Through Virtual Tour Media: A Quasi-Experimental Study at an Integrated Islamic Elementary School
Arabic vocabulary (mufrodat) is a foundational element in mastering the Arabic language, especially for elementary students in Islamic education. However, conventional teaching methods and limited media often hinder student engagement and vocabulary retention. This study aimed to evaluate the effectiveness of Virtual Tour–based interactive media in improving students’ Arabic vocabulary mastery. The research employed a quasi-experimental one-group pretest-posttest design involving 28 fifth-grade students at an Integrated Islamic Elementary School in Yogyakarta. Research instruments included classroom observations, teacher interviews, a student motivation questionnaire (10 valid and reliable items), and a vocabulary test (15 valid and reliable items). The results indicated an increase in mean scores from 48.18 to 72.39. The Wilcoxon signed-rank test yielded Z = −3.888 with p < 0.001, indicating a statistically significant improvement. The mean N-Gain score was 0.48, classified as a moderate improvement. All questionnaire items scored above 4.0 on a five-point Likert scale, with an overall mean of 4.37, categorized as very good. These findings suggest that Virtual Tour media can effectively enhance motivation, interaction, and contextual vocabulary acquisition. The study contributes to the development of digital media in Arabic language education and offers an innovative alternative for Arabic teachers at the elementary level.
Internalization of Moral and Spiritual Values in Arabic Language Textbooks: A Content Analysis of Grade X Materials
This study aims to identify and analyze moral and spiritual values embedded in the Qirā’ah texts of the Grade X Arabic Language Textbook for Madrasah Aliyah and to examine their potential internalization in Arabic language learning. The study employs a descriptive qualitative approach using content analysis as the primary analytical framework. The main data source consists of six Qirā’ah instructional units, while limited classroom observations and semi-structured interviews with Arabic language teachers were used for contextual and methodological triangulation. Data validity was ensured through source and method triangulation, member checking, and the application of naturalistic trustworthiness criteria, including credibility, transferability, dependability, and confirmability. Data analysis followed the stages of data reduction, data display, and conclusion drawing as proposed by Miles, Huberman, and Saldaña. The theoretical framework integrates perspectives of Islamic spirituality (al-Faruqi, Nasr, Saritoprak) with ethical and character theories (MacIntyre, Shapiro, Rachels & Rachels). The findings indicate that moral values are consistently embedded across all Qirā’ah texts, particularly through representations of social ethics, personal responsibility, discipline, cooperation, and everyday conduct. Spiritual values appear more selectively and are mainly associated with religious awareness, worship practices, Qur’anic references, and ethical principles grounded in Islamic teachings. Overall, the study demonstrates that Qirā’ah texts function not only as tools for developing linguistic competence but also as meaningful media for character education and Islamic spiritual development, supporting the objectives of Islamic education and the national curriculum framework.
Computer Aided Arabic Language Learning: A Systematic Review of Technology Integration and Effectiveness
This study aims to systematically analyze Computer-Aided Arabic Language Learning, evaluate its effectiveness based on empirical evidence, identify the underlying theoretical framework, and map the challenges and opportunities for its implementation. This study uses the Systematic Literature Review method by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide. An analysis was conducted on 86 articles discussing Computer-Aided Arabic Learning from theoretical, technological, and implementive aspects published from 2015 to 2025. Key findings show that Computer-Aided Arabic Learning, supported by frameworks such as Computer-Assisted Language Learning and Technological Pedagogical Content Knowledge, significantly improves students' motivation and learning outcomes. Modern apps have evolved from just tools to adaptive tutors, characterized by the ability of apps to continuously analyze user learning data and personalize materials, difficulty levels, and feedback, rather than simply presenting the same static exercises for all students and often leveraging gamification and artificial intelligence to create personalized learning experiences. However, its effectiveness is limited by substantial challenges, including infrastructure gaps, educators' digital competence, limitations of formal evaluations for productive skills (speaking and writing), and the linguistic complexity of Arabic that has not been fully addressed by current technology. Computer-Aided Arabic Learning is a powerful pedagogical accelerator, but its potential can only be maximized through a strategic approach that integrates technology development with educator capacity building and the adoption of blended learning models. Synergy between academic innovation and practical implementation is needed to overcome existing challenges and realize the full potential of technology in Arabic language education.
Artificial Intelligence Literacy Among Arabic Language Education Students: Influencing Factors and Pedagogical Implications
This study aims to determine the level of Artificial Intelligence (AI) literacy among Arabic Language Education (PBA) students ISQI Sunan Pandanaran, analyze the factors influencing this level, and explore its implications for Arabic language learning. This study uses a mixed method with a convergent design, combining quantitative data from questionnaires based on the Meta AI Literacy Scale (MAILS) and qualitative data from structured interviews. The results show that, in general PBA student’s AI literacy level is in the medium category. Students generally have an understanding and ability to use AI, but are still weak in aspects of technology creation and development. Supporting factors include ease of access, digital habits, and lecturer support, while inhibiting factors are limited infrastructure, the lack of integration of AI into the curriculum, and limited accuracy. The implications of AI literacy include benefits in searching for references and materials, personalized learning, translation, and strengthening language skills, but also potentially pose risks such as dependency, decreased basic language competency, inaccurate/miscontextualized information, and plagiarism. This study recommends integrating AI into the curriculum, training for lecturers and students, and providing adequate digital facilities.
Arabic Language and Islamic Values: Bridging Ethnic Diversity for National Development in Nigeria
The need for national development and peaceful coexistence amongst the citizenry dominated current discussion in Nigeria. The article examined the impacts of Arabic language and Islamic values in the actualization of national development in Nigeria via the bridging of ethnic diversity. The paper critically examined factors that constitute obstacles to unity amongst Nigerians, with a view to finding panaceas to Nigeria’s imminent disintegration. This study, using a qualitative approach employed both historical and contextual methods to investigate the causes of disunity where ethnic diversity exists. It examined the predisposing factors as well steps that could be taken to ensure peaceful co-existence and national development. Data were collected from a range of reliable published sources in Arabic language authored by eminent Nigerian Arabic scholars intermarried with case studies of the current situation. The study revealed that doctrinal differences, leadership tussle, tribal affiliations, and matters relating to political leadership are some of the major contentious issues. The results indicated that literacy in Arabic language and deeper understanding of Islamic values have the potentialities of serving as the vehicles in facilitating harmonious relationship and national development. The knowledge of Arabic stimulates interaction at the linguistic level both in local and international contexts and promotes unity amongst the citizenry, together with Islamic values. They jointly play an important role in peacemaking and national development. Subsequent studies must explore further, the impact of Arabic education in peacemaking amongst the citizens of diverse backgrounds and advise the educators on the need for curriculum development to improve the level of harmonious relationship amongst Nigerians. Considering the fact that the corporate existence of Nigeria is preferable to its disintegration, the study provided a list of recommendations the actualization of which could enhance the much-desired national development.
Problems of Implementation the Inquiry Learning Model in Arabic Language Learning (A Comparative Literature Study between Indonesia and Malaysia)
This study analysis the problems of the implementation of the inquiry learning model in Arabic language learning in Indonesia (Madrasah Tsanawiyah) and Malaysia (Sekolah Agama Bantuan Kerajaan) through a comparative literature study based on content analysis. Data were obtained from scientific journals related to the inquiry learning model in Arabic language learning and journals, books, and policies published 2010-2024. The results showed multidimensional problems in both countries: (1) Teachers: low mastery of inquiry methodology and Arabic; (2) Students: low basic language skills and passive learning habits; (3) Linguistics: the complexity of Arabic grammar and the interference of the mother tongue; (4) Resources: limited time allocation and inadequate facilities. Integrative solutions include: intensive and practical teacher capacity building through Indonesia-Malaysia hybrid teacher training, adjustment of learning models and approaches using guided inquiry, use of technology and development of learning resources, preparation of students and creation of learning climate, adjustment of evaluation systems and supporting policies. It can be concluded that the success of the inquiry requires a holistic approach based on the local reality of each country.
Integrating Artificial Intelligence in Speaking Skill Development: Teachers’ Perceptions at an Indonesian Islamic University
The application of artificial intelligence (AI) in language learning is rapidly increasing, while research on the use of AI in teaching the Arabic language in Indonesia remains limited. As an exploratory study , this research aims to explore the perceptions of lecturers regarding the application of artificial intelligence (AI) in teaching speaking skills in Arabic and its impact on learning effectiveness at Nahdlatul Ulama University of Sunan Giri (UNUGIRI). Using a qualitative methodology with a phenomenological design, this study includes in-depth interviews with two Arabic language lecturers and classroom observations. The results indicate that lecturers have positive perceptions regarding the potential of AI to enhance speaking practice and provide instant feedback to students. However, they also identified challenges such as curriculum adaptation and the need for continuous professional development. The impacts of using AI on learning include increased student motivation, more practice opportunities, and personalized learning. The main challenges are in authentic assessment and the integration of cultural context. it is among the first to investigate the implementation of AI in Arabic language instruction within the Indonesian higher education context; it adopts a phenomenological approach to capture in-depth insights into lecturers’ lived experiences; and it offers a comparative analysis of two AI tools Google Assistant and FunEasyLearn in supporting Arabic speaking skills. In conclusion, the application of AI in learning Arabic at UNUGIRI shows promising potential, but it requires a balanced approach between technological innovation and traditional teaching methods. This study highlights the importance of continuous development in integrating AI into Arabic language curricula in higher education in Indonesia.
Arabic as a Catalyst of Political Consciousness: Tracing the Influence of the Arabic Language on Yoruba Political Activism
The article examines the Arabic language, mapping its impacts on Yoruba political activism with special reference to the Arabic-speaking Yoruba Muslims and their roles in the past and contemporary political activism of the Yoruba. The strategic capacity of using Arabic in the Yoruba political discourse has been unutilized despite its prominence in the political discourse of the Yoruba people. This study, using a qualitative approach, will use a historical analysis intermarried with case studies of the current situation. It is through archival materials that knowledge was to be gained about early Arabic influence on Yoruba political thinking and through mailing and web analysis of some speeches, social media posts, and publishing in Arabic, that contemporary political thought has been influenced by this conversational Arabic. The results indicate that Arabic has historically served as the vehicle in political learning and leadership among the Yoruba Muslim communities, thus developing a unique political identity. Literacy in the Arabic language enabled an interaction with greater Islamic ideologies and international political systems. In the present day, the knowledge of Arabic stimulates interaction at the linguistic level both in local and international contexts, contributes to the spread of political ideas, and promotes unity between Yoruba Muslims. The paper concludes that Arabic plays an important role in developing identity, political communication, and community activations. Subsequent studies must also explore the impact of Arabic on certain political movements in Yoruba. Policymakers and educators are advised to include Arabic political discourse in the curriculum to improve the level of civic activities among Yoruba Muslims.
Examining the Correlation Between Qur’anic Reading Fluency and Arabic Text Reading Skill in Second Language Learners
This study aims to analyze the correlation between Qur’anic reading proficiency and Arabic text reading skills (mahārah qirā’ah) among learners of Arabic as a second language. The underlying assumption of this research is based on the premise that fluency in reading the Qur’an which entails phonological, articulatory, and Arabic text processing skills potentially contributes to the general ability to read Arabic texts. However, Qur’anic reading proficiency does not necessarily align with the ability to comprehend classical Arabic texts such as kitab kuning, which possess distinct syntactic structures and contextual meanings. This study employs a quantitative approach using Pearson correlation analysis to obtain objective and statistically analyzable results. Data were collected through two types of tests: a Qur’anic reading test and an Arabic text comprehension test. The analysis yielded a significance value of 0.052, which exceeds the conventional threshold of 0.05 (0.052 > 0.05). In other words, there is no statistically significant relationship between Qur’anic reading proficiency (independent variable, X) and Arabic reading skills (mahārah qirā’ah, dependent variable, Y). This finding suggests that although both skills utilize the same script and language, they develop within different contexts one being ritualistic and phonological in nature, and the other communicative and syntactic.
Development of A Web-Based LMS To Enhance the Effectiveness of Arabic Language Learning at UIN K.H. Abdurrahman Wahid Pekalongan
The research objectives were to assess learning effectiveness pre- and post-LMS implementation, identify challenges encountered by users (lecturers and students), and determine specific aspects where the LMS could improve pedagogical outcomes in higher education. A Research and Development (R&D) methodology, structured around the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), was employed. Subjects included students and lecturers from the Arabic Language Education Program. Data collection utilized questionnaires, interviews, and classroom observations, with quantitative data analyzed using ANOVA. Key findings indicated that LMS implementation significantly improved learning outcomes, evidenced by a 15% average increase in student exam scores. Furthermore, 85% of students reported easier access to learning materials, and 78% of lecturers found course and assessment management more streamlined. The novelty of this research lies in the development and empirical validation of an LMS specifically designed for the pedagogical and cultural needs of Arabic language learning in an Indonesian Islamic higher education institution, offering a replicable R&D model. As a recommendation, future development should prioritize mobile optimization and the integration of more diverse interactive features to ensure sustained effectiveness.
Role of AI Assistance In Academic Writing: A Case Study of Arabic Language Students From Prompt To Publication
This research aims to explore in depth how students of the Arabic Language Education Study Program utilize artificial intelligence (AI) in the academic writing process, and how such practices reshape pedagogical, cognitive, and ethical dimensions within higher education. This research use qualitative approach with an exploratory-interpretive case study design, data were collected through semi-structured interviews, limited participant observations, and analysis of student manuscripts before and after AI-assisted revisions. The findings reveal that students employ AI across three core functions: as a catalyst for conceptual development and structural planning, as a linguistic and cohesive revision tool, and as a facilitator of academic self-efficacy. However, significant ethical dilemmas emerge, including ambiguity in intellectual attribution, unclear boundaries of AI contribution, and the absence of institutional regulation. Patterns of AI interaction varied by institutional context: reflective at UIN Sunan Kalijaga Yogyakarta, pragmatic at Universitas Muhammadiyah Yogyakarta, and philosophical at STAI Masjid Syuhada. This research recommends the development of AI literacy and digital ethics curricula, along with clear institutional policies regarding the use of AI in academic writing. Additionally, continuous training and equitable digital access are needed to ensure that AI integration occurs fairly and reflectively.
Taḥawulāt Dalālah al-Ṣidq fi al-Qur'an al-Karīm: Taḥlīl Dalāliy Wifq manhaj Toshihiko Izutsu
This study aims to examine Toshihiko Izutsu’s approach to semantic analysis of the Qur'anic text, with a focus on its methodological principles and applications. Izutsu emphasizes the necessity of understanding the relationships between concepts within the Qur'anic discourse, analyzing the primary and relational meanings of key terms, and considering the worldview that forms the cultural and religious backdrop of the text. His method relies on both synchronic and diachronic analysis, enabling a comprehensive understanding of the evolution of meanings over time. This methodology is applied to the analysis of the terms ṣidq ("truthfulness") and ṣādiqīn ("the truthful ones"). In the pre-Islamic era, their meanings were largely confined to worldly values such as honesty in speech, loyalty in fulfilling promises, and skillfulness in action. With the revelation of the Qur'an, these terms acquired a profound religious dimension, becoming associated with faith and ethical integrity. In Islamic mysticism (Sufism), ṣidq evolved into a foundational spiritual virtue, representing inner sincerity and complete devotion to God. The study concludes that Izutsu’s semantic approach reveals the dynamic nature of meaning within the Qur'anic text and illustrates how concepts evolve alongside social, cultural, and religious transformations. It underscores the significance of semantic analysis in uncovering the deeper dimensions of sacred texts, thereby offering new horizons for Qur'anic and linguistic studies.
Bridging Sacred Text and Language Pedagogy: Designing Quran Based Arabic Materials Through Pedagogical Grammar
Many learners of the Arabic language struggle to access primary Islamic sources, which are predominantly written in Arabic. Mastery of Quranic Arabic is essential in both Islamic studies and Arabic language acquisition, particularly for non-native speakers aiming to understand Islamic teachings. However, conventional methods of teaching Arabic grammar often focus heavily on theoretical aspects and fail to develop practical language skills. This study investigates the role of pedagogical grammar in Arabic language instruction, particularly in the development of teaching materials tailored to Quranic Arabic. Employing the 4D research and development model (Define, Design, Develop, Disseminate) by Thiagarajan, the study designed pedagogical grammar-based instructional materials using Quranic texts. These materials were tested on a cohort of 40 fourth-semester students. The findings demonstrate that instructional materials developed through a pedagogical grammar approach, incorporating authentic Quranic texts, significantly enhance learning outcomes. Students showed statistically significant improvement in performance, particularly in the qawāʿid li al-mutaqaddimīn course. The study concludes that pedagogical grammar-based materials are effective and should be further implemented in Islamic higher education institutions to enrich grammar instruction, optimize learning efficiency, and foster deeper engagement with Quranic texts.
Implementation of Kahoot! As A Learning Tool to Develop Mastery of Arabic Mufrodat for Class X Students at MA Al-Anwar Sarang
Kahoot! Is a digital application that has great potential in its development as a learning media. Technological advances that go hand in hand with obstacles and challenges demand innovative learning media, especially in Arabic language learning. This study aims to explore the Kahoot! learning media as a game media to improve mufradat mastery in class X students of MA Al-Anwar Sarang and review student responses to its implementation. The method used in this study is experimental with descriptive qualitative techniques. Data collection methods use observation, interview, and questionnaire techniques. In analyzing the data, researchers used the effectiveness of learning media approaches as a benchmark for application assessment. The results of this study explain the strategies and steps of the Kahoot! learning media can be implemented innovatively through various products by utilizing the application's features. Student responses to the implementation of the Kahoot! game media are very positive and interactive, so learning is easy to understand, interesting, and creative to apply in the learning process at school. This application has also been proven to increase students' enthusiasm for learning. It acts as a quiz innovation that can improve the quality of student involvement in learning in the classroom. Developing technology-based learning media, such as Kahoot!, requires creativity in creating practical innovations for the teaching and learning process. Teachers are expected to be more creative in choosing learning media to improve students' mufradat memorization.
Arabic Teaching Studies: A Bibliometrics-Based Evaluation of Two Decade 2004-2024
This study aims to explore and evaluate Arabic teaching studies published in the Scopus database in the last two decades 2004-2024. In addition to using bibliometric analysis-based methods, this study also uses VOSviewers-based software to explore and evaluate trends, patterns, and developments in Arabic teaching studies published in the Scopus database. This study found that trends, patterns, and developments in Arabic teaching studies published in the Scopus database have not comprehensively accommodated contemporary issues or problems in the last two decades 2004-2024, such as studies that focus on explaining the potential of internet-based technology as a potential Arabic language learning medium for teachers and students in improving their competence. This context can be used as a basis for evaluation in determining a new direction for the development of Arabic teaching studies in the future, amidst the massive transformation of internet-based technology.
Developing Effective Arabic Speaking Skills Teaching Materials: Integrating Speech Acts in a Genre-Based Approach
This research is based on the identification of issues encountered at State Islamic High School 2 Malang city, that speaking skills are often not prioritized in the classroom as evidenced by the absence of Arabic language teaching materials and the teachers' focus on reading and writing activities only. The aim of this study is to produce speaking skills teaching materials focusing on speech acts based on a genre-based approach, aligned with the learning outcomes expected by the Merdeka curriculum, and to evaluate the feasibility of these materials. This research employs a development research methodology involving five stages, which are needs analysis, design, development, feasibility testing, evaluation. Data collection techniques in this study include observation, interviews, questionnaires, and documentation. The results of the study are: 1) a speaking skills teaching materials focusing on speech acts based on a genre-based approach, incorporating various types of texts or functional communicative expressions, which is aligned with learning outcomes and student needs, and 2) the feasibility test results of the teaching materials obtained from experts reached a percentage of 87.6%, and the product readability questionnaire by students reached 81.4%. Both include to the "excellent" category and suitable for classroom application.
Utilization of Artificial Intelligence with Text-To-Speech Technology Based on Natural Language Processing to Enhance Arabic Listening Skills for Non-Native Speakers
This research addresses the challenge faced by non-native speakers in mastering Arabic listening skills. The primary purpose of this study is to explore the effectiveness of Artificial Intelligence (AI)-driven text-to-speech (TTS) technology, leveraging Natural Language Processing (NLP), in improving these skills. The research employs a descriptive qualitative methodology, integrating listening tests into the design to measure learners' comprehension. These tests are administered both before and after the introduction of TTS technology, allowing for a comparative analysis of its impact. This integration ensures that the tests align with the study's objective of assessing improvements in listening proficiency among non-native Arabic learners. The results demonstrated a significant improvement in the listening skills of the participants, with notable enhancements in pronunciation, intonation, and overall comprehension. The integration of TTS technology provided learners with a consistent and accurate model of spoken Arabic, facilitating better auditory learning. The impact of this research is substantial, highlighting the potential of AI and NLP in language education, particularly for less commonly taught languages like Arabic. The study concludes that AI-based TTS technology is an effective tool for improving Arabic listening skills among non-native speakers, offering a promising avenue for future educational strategies and technological advancements in language learning.
Enhancing Arabic Vocabulary Learning: Development of a Mobile Application Integrating the Quran Arabic Corpus
The Quran Arabic Teaching(QAT) application is an innovative Android-based tool developed to enhance Arabic vocabulary learning, particularly for students at the Jami' Malang Great Mosque Islamic Boarding School. Utilizing the Quran Arabic Corpus (QAC) as its primary resource, the application provides contextual vocabulary learning by exploring word meanings, roots, and usage within Quranic verses. Guided by the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation—the development process ensures the application’s relevance, content quality, and effectiveness in supporting Arabic language education. Results indicate significant positive impacts, with 85% of students reporting increased motivation, 90% showing greater self-will in learning, and 88% benefiting from the flexibility to study independently. Additionally, 92% of students expressed satisfaction with the application’s user-friendly and engaging features. These findings highlight its ability to foster an effective and enjoyable learning environment. Future enhancements, such as speech recognition for pronunciation practice, interactive vocabulary games, and expanded grammar content, are recommended. The application’s integration of Quranic texts enriches linguistic comprehension while deepening appreciation for Islamic scripture. Thus, the QAT application serves as an effective tool in Arabic language learning, offering valuable potential for broader use in Islamic educational settings.
Implementation of Bi’ah Lugawiyyah in Enhanching Student’s Arabic Language Skills at Universitas Islam Sultan Sharif Ali (UNISSA) Brunei Darussalam
The purpose of this study was to analyze the implementation of bi’ah lugawiyyah in the Faculty of Arabic Language, analyze the supporting and inhibiting factors of implementation, and analyze the role of bi’ah lugawiyyah in improving students’ Arabic language skills. This study used a descriptive qualitative approach and the subjects were lecturers and ten students of the Faculty of Arabic Language, Sultan Sharif Ali Islamic University, Brunei Darussalam. Data collection techniques used participatory observation, in-depth interviews, and documentation. The results of this study revealed that the implementation of bi’ah lugawiyyah in the Faculty of Arabic Language, Sultan Sharif Ali Islamic University, Brunei Darussalam, which includes the obligation to use Arabic in class, direct teaching methods (thariqah mubasyarah), and the Mahrajan al-Lughah al-Arabiyah program, has proven effective in improving students’ Arabic language skills, both listening skills (maharah istima’), speaking skills (maharah kalam), reading skills (maharah qira’ah), and writing skills (maharah kitabah). The supporting factors for implementing bi’ah lugawiyyah are a conducive educational environment, cooperation between students and lecturers, and competent educators. Furthermore, there are inhibiting factors such as minimal mastery of Arabic vocabulary and rules, lack of self-confidence, and difficulty understanding the material. The overall implementation of bi’ah lugawiyyah has a role in providing significant stimulus in forming authentic and natural Arabic language characters and habits among students.
Indonesian Muslims and Arabic Language: Leaves and Light in the Realm of Religi-Linguistics
Low achievement in Arabic language learning among students remains a critical issue in Indonesia. This study seeks to refine the paradigm of Arabic language education by aligning it with the learning objectives and socio-cultural tendencies of society and students. Despite various innovations in curriculum and pedagogy, outcomes remain suboptimal. This research proposes a new paradigm that integrates Arabic language education with the cultivation of Islamic religious character (religi-linguistic), positioning Islamic values as central while using Arabic as a strategic tool to achieve these objectives. Employing a qualitative approach grounded in grounded theory, the study develops this paradigm within Ma’had Al-Jāmi’ah (Islamic boarding schools) at State Islamic Higher Education Institutions (PTKIN) in Indonesia. The findings highlight the interdisciplinary framework of religi-linguistics, which includes: (1) Islam as the foundational discipline and goal; (2) religious character as the primary indicator; (3) Arabic as the medium; (4) structured interdisciplinary steps in Arabic language learning; and (5) modeling and environmental design as essential strategies.This study urges scholars and policymakers to reevaluate traditional paradigms and adopt this integrated approach, offering a more cohesive and purpose-driven model for Arabic education that addresses both linguistic proficiency and religious character development.
Enhancing Students’ Arabic Learning Outcomes Using Kinemaster-Based Audiovisual Media: A Case in Al-Irsyad Junior High School, Banyuwangi, East Java
Persistent underachievement in Arabic language learning particularly within post-COVID-19 online learning environments remains a critical concern. This study explores the impact of Kinemaster-based audiovisual media on improving Arabic learning outcomes among seventh-grade students at Al-Irsyad Junior High School in Banyuwangi, East Java. Positioned within the growing discourse on technology-integrated pedagogy, the research evaluates how digital media tools influence student engagement and academic success. Employing a quantitative associative design with pretest-posttest methodology, data were gathered from 23 students through observations, tests, questionnaires, and documentation. Statistical analysis via SPSS, including normality tests, paired sample T-tests, and N-Gain calculations, indicated a significant performance increase from a total posttest score of 1424 to 1882 with a significance value of 0.001. The N-Gain score of 52.28 categorized the improvement as moderately effective. These results affirm the pedagogical potential of Kinemaster-based audiovisual media in Arabic instruction, offering promising implications for fostering student-centered, multimedia-enhanced learning. Further investigations are recommended to assess scalability and the mediating role of individual learner characteristics.
Unleashing the Power of Reading: Effective Strategies for Non-Native Arabic Language Learners
This study addresses the pressing need for effective reading strategies among non-native Arabic language learners, who often encounter considerable obstacles in decoding and understanding Arabic texts due to the language’s complex morphology and diglossic nature. The main aim is to identify and classify strategic approaches that enhance Arabic reading proficiency and, in doing so, support broader language acquisition. Framed within the discourse of second language pedagogy, the research draws attention to the lack of focused studies on Arabic reading skills, emphasizing its theoretical and pedagogical significance. Using a systematic literature review, the study synthesizes findings from recent scholarship to evaluate cognitive, affective, and metacognitive strategies that benefit non-native learners. Results indicate that Direct Memory Strategies are essential for vocabulary retention and text recall, while Direct Cognitive and Compensation Strategies help bridge comprehension challenges. In addition, Indirect Cognitive, Affective, and Social Strategies contribute to learner motivation and collaboration, which are vital for maintaining sustained engagement with Arabic texts. These findings confirm that a multimodal strategic framework can meaningfully enhance Arabic reading competence as a second language. The study offers both theoretical insights and practical guidance for educators, curriculum developers, and policymakers working in Arabic language education.