al Mahāra: Jurnal Pendidikan Bahasa Arab
Original title : al Mahāra: Jurnal Pendidikan Bahasa Arab English title : al Mahāra: Journal of Arabic Language Education Short title : almahara Accreditation : SINTA 3 Frequency : 2 issues per year (June & December) Number of articles per issue : Starting from Volume 11, Number 1 of 2025, 15 research articles and reviews per issue) DOI : 10.14421/almahara PISSN : 2477-5827 EISSN : 2477-5835 EIC : R. Umi Baroroh Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga Collaboration with IMLA Citation Analysis : Doaj, Sinta, Google Scholar, Dimensions, Garuda, Moraref Language : Starting from Volume 7, Number 1 of 2021, we accepted the manuscript in English and Arabic Aims & Scope : This journal focuses on Arabic learning issues at schools, madrassas, and/or Islamic boarding schools (pesantren) in Southeast Asia al Mahāra: Jurnal Pendidikan Bahasa Arab<span style="display: inline !important; float: none; background-color: transparent; color: rgba(0, 0, 0, 0.87); font-family: book antiqua,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: 25px; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"> (p-ISSN: 2477-5827; e-ISSN: 2477-5835) is a journal published by the Department of Arabic Education at the State Islamic University (UIN) Sunan Kalijaga Yogyakarta twice a year in June and December. al Mahāra envisions becoming an international journal indexed by Scopus. This journal focuses on the issues of Arabic learning at schools, madrassas, and/or Islamic boarding schools (<em style="background-color: transparent; box-sizing: border-box; color: rgba(0, 0, 0, 0.87); font-family: book antiqua,sans-serif; font-size: 14px; font-style: italic; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px; margin: 0px;">pesantren<span style="display: inline !important; float: none; background-color: transparent; color: rgba(0, 0, 0, 0.87); font-family: book antiqua,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; line-height: 25px; orphans: 2; text-align: justify; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">) in Southeast Asia. We invite scholars, researchers, and professionals in the field of Arabic education to invest your knowledge in the forms of researches or in-depth studies.
Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga
Taudhifu Muhtawa Instagram @gramatika_arab fii Ta’līm an-Nahwi al-Arabiy : Tahlīl Muhtawā Nau'ī Qāim 'ala al-Wasāith as-Sam'iyyah al-Bashariyyah
Instagram is one of the social media completed with various features and used as a medium for information and communication. One of its functions is to make it easier for Arabic learners to access Instagram accounts that provide several audio-visual-based Arabic content. This study aims to analyze the implementation and effectiveness of audiovisual media-based learning innovations through the application of Instagram @gramatika_arab in developing Arabic language learning skills. This research is a qualitative content analysis with Instagram @gramatika_arab as the subject. Data sources in this study consist of primary data sourced from Instagram @gramatika_arab and secondary data in the form of several scientific journals relevant to this study. The data collection method applied is the documentation method. Data analysis is carried out during the research. The results showed that Instagram @gramatika_arab became one of the accounts providing an audiovisual based on Arabic content that is widely accessed by Arabic language learners, especially students of MAN 1 Serang. It is even accessed by several other countries such as Malaysia, Thailand, and Morocco. Content in the form of Arabic quizzes, pamphlets, and handwriting can attract and facilitate Arabic learners in understanding the material. In addition, Arabic language learners can easily access these contents whenever and wherever. Keywords: Arabic, Audio Visual, gramatika_arab, Instagram
Fa’aliyatu Thariqah Make a Match fi Tarqiyati Maharati al-Qira’ah bi al-Lughah al-‘Arabiyyah: Tahlil Nataij at-Ta’allum
Reading skills are fundamental to learning Arabic, as they play an essential role in understanding texts, developing vocabulary, and building other language competencies. However, the process of teaching reading in many schools still relies on traditional, teacher-centered methods, resulting in low student motivation and unsatisfactory learning outcomes. Based on these issues, this study aims to analyze the effectiveness of the “Make a Match” method in improving the reading skills learning outcomes of ninth-grade students at the Serang 2 Islamic Public Middle School. The uniqueness of this study lies in its focus on measuring the quantitative effect of the “Make a Match” method on reading skills learning outcomes, specifically, in the context of State Islamic Middle School 2 Serang, which has been limited in research. This study used a quantitative, pre-experimental design with a one-group, pre- and post-test. The study group consisted of ninth-grade students, while the study sample consisted of 30 ninth-grade (B) students. Data were collected using a cumulative test to measure reading learning outcomes, and the data were analyzed using a paired-samples t-test. The results of the study showed a statistically significant difference between the pre- and post-test scores, with a significance value of 0.000 (< 0.05). This study concluded that the Make a Match method. Keywords: Arabic, Cooperative Learning, Make a Match, Reading Skills.
Al-La'ibu yabda'u, al-mahārātu tataṭawwaru: at-tamyīzu baina an-niqāṭ al-'Arabiyyah fī taqyīmi mahārati al-kitābah lad
Limited vocabulary, grammatical constraints, and a uniform traditional assessment system often hamper Arabic writing skills. This study aims to analyze improvements in student learning outcomes and motivation through the application of “Arab Point Games,” an assessment innovation that integrates gamification with differentiated instruction. The method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model in two cycles. The research subjects involved 33 students of class X-B at MAN 1 Pamekasan in the 2025/2026 academic year. Research data were collected through observation, writing skills tests, and reflective notes, which were validated by experts and tested for reliability through triangulation. Quantitative analysis showed the intervention's success, based on a minimum increase of 10 points in the score, a classical completion rate of 85%, and a learning motivation rate of 80%. The results showed a significant improvement in students' writing skills. The average score increased from 23.94 in the pre-action stage to 28.00 in Cycle I, and reached 44.39 in Cycle II. Cumulatively, there was an average increase of 20.45 points with a percentage increase of 85.4%. In addition to cognitive achievements, the data show an affective transformation in which students began to dare to take on high-level challenges, reduced linguistic anxiety, and increased active participation, exceeding the 80% success indicator. These findings prove that the “Arab Point Games” intervention is effective in accommodating differences in student learning speeds through an adaptive assessment system. This study contributes theoretically by shifting the paradigm from Assessment of Learning to a more inclusive Assessment as Learning. In practice, this model offers educators a solution for creating an Arabic-language learning ecosystem that is responsive to individual diversity. Keywords: Arab Point Games, Differentiated Learning, Gamification, Writing Skills.
Tatbiqu Kitabi Durusi al-Lughati al-‘Arabiyyati al-Juz’i ats-Tsani fi Ta‘limi al-Lughati al-‘Arabiyyati li-Tullabi as-Saffi ats-Tsamini bi-Ma‘hadi Nuri al-Hakim al-‘Ashri Tembung
Arabic language learning in modern Islamic boarding schools plays a vital role in equipping students with the ability to comprehend Arabic texts and to communicate both orally and in writing. However, in practice, Arabic language instruction still faces several challenges, including differences in students’ basic competencies in vocabulary mastery, grammatical knowledge (qawāʿid), and reading comprehension, as well as limitations in instructional media. These conditions require the availability of systematic teaching materials and appropriate instructional methods to ensure effective learning. Therefore, this study aims to describe the implementation of the textbook Durūs al-Lughah al-ʿArabiyyah, Volume II, by Imam Zarkasyi and Imam Syubani in Arabic language instruction for eighth-grade students at the Modern Islamic Boarding School Nurul Hakim Tembung. This textbook was selected due to its systematic structure, which begins with basic vocabulary and grammar and is complemented by exercises that support the development of language skills. This study employs a descriptive qualitative approach through field research and library research. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and verification techniques. The findings indicate that Arabic language learning for eighth-grade students using the textbook Durūs al-Lughah al-ʿArabiyyah was implemented through lecture, question-and-answer, and group-work methods to facilitate students’ understanding of vocabulary, grammar, and the language exercises (tamrīn lughawī) contained in the textbook. Thus, the implementation of this textbook is considered fairly adequate; however, it still requires innovation in instructional methods and learning media to achieve more optimal learning outcomes. Keywords: Arabic Language Learning, Book Durusul Lughah Al-‘Arabiyyah, Implementation
Analysis of Arabic Learning Methods: A Case Study at Madrasah Al-Yusufiyyah Al-Islamiyyah Chariyatham Suksa Foundation School, Thailand
Mastery of the Arabic language is a fundamental competence for students in Islamic educational institutions. However, at Madrasah Al-Yusufiyyah Al-Islamiyyah Chariyatham Suksa Foundation School in Thailand, some students still experience limitations in understanding texts and communicating in Arabic. This condition necessitates the implementation of more appropriate and contextual teaching methods. This study aims to analyse the Arabic language-teaching methods used in the school. Using a qualitative case study design, data were collected through classroom observations, interviews with Arabic language teachers, and the analysis of documents and learning materials. The findings indicate that the school employs an eclectic approach that combines the direct method, communicative approach, and grammar-translation method. This combination is suitable for students whose mother tongue is not Arabic. Its implementation has gradually improved students' abilities in text comprehension and communication. Thus, the eclectic method is effective and relevant for Arabic language instruction in multilingual contexts such as Thailand. Keywords: Al-Yusufiyyah Al-Islamiyyah Madrasah Thailand, Arabic Learning, Eclectic Approach, Learning Method.
Al-Yusufiyyah Al-Islamiyyah Madrasah Thailand
Ta’ṡīru Ta‘allumi al-Lugah al-‘Arabiyyah ‘alā Mustawā Ma‘rifati al-Qirā’ah wa al-Kitābah Ladā Ṭullābi al-Madāris al-Ṡānawiyyah ad-Dīniyyah fī Madīnah Sīrībūn
This study analyses the effect of Arabic language learning on the literacy levels of high school students in Cirebon using a quantitative approach and simple linear regression. The population of this study consisted of students from seven Madrasah Aliyah in Cirebon, with a sample of 69 students. Data were collected through questionnaires on the quality of Arabic language learning and students' literacy tests, which were tested for validity and reliability. The regression analysis results showed a regression coefficient of 0.86, indicating that a 1-unit increase in Arabic language learning is associated with an 86% increase in literacy. The Pearson correlation test showed a powerful relationship with a value of 0.899. The coefficient of determination test (R² = 0.808) indicated that 80.8% of the variation in reading and writing literacy could be explained by Arabic language learning. The results of this study show that quality Arabic language learning can improve students' reading and writing literacy. Keywords: Arabic, Arabic learning, Literacy
Problem-based learning in Mastering Arabic Vocabulary in Modern Islamic Boarding Schools
This study examines the role of the problem-based learning model in mastering mufradāt among 3 KMI at Islamic boarding schools. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with teachers and language instructors, and a review of relevant documents. The results indicate that the implementation of PBL strengthened mastery of mufradāt through several indicators: an accurate understanding of word meanings, increased vocabulary use in oral responses, and a more consistent ability to construct sentences appropriate to the context. Changes in learning behaviour were also evident, such as more active participation, the ability to solve problems independently and in groups, and increased Confidence in speaking Arabic. The problem identification stage and the collaborative inquiry process were the most influential aspects. The context of language familiarisation, such as muhādarah and taʿbīr syafawī, enhanced the natural internalization of new words, forming a strong synergy with PBL. This research offers novelty by demonstrating the readiness of PBL to be integrated into the immersive learning culture of modern Islamic boarding schools, thereby making it an effective model for contextual mufradāt learning. Keywords: Modern Islamic Boarding Schools, Mufradāt, Problem Based Learning, Qualitative Study
Effectiveness of Illustrated Poster–Sticker Media on Elementary School Students’ Vocabulary Memorization
Arabic learning in elementary school plays an important role in building the foundation of language skills, particularly in mastering mufrodat (vocabulary). However, students often experience difficulties in memorizing and recalling vocabulary due to conventional teaching methods and the limited variety of learning media. This study aims to examine the effectiveness of illustrated poster–sticker media in improving students’ ability to memorize Arabic vocabulary. The research employed a quasi-experimental method with a one-group pretest–posttest design involving 15 fourth-grade students of Saudah class at SDIT Imam Syafii Cendikia Pekanbaru. Data were collected through pretest and posttest assessments and analyzed using the Wilcoxon test, yielding a significance value of 0.003. The findings indicate a significant improvement between the pretest mean score (52) and posttest mean score (98), demonstrating that poster–sticker media is effective in enhancing students’ vocabulary memorization. The integration of visual elements and simple activities aligns with multimodal learning principles that strengthen memory retention. The novelty of this study lies in the simultaneous integration of posters and stickers as an innovative approach to vocabulary instruction in elementary-level Arabic learning. Keywords: Dual Coding Theory, Mufrodat, Multimodal Learning Theory, Visual Media.
Evaluation of Arabic Listening Tests Based on The CEFR Framework: Level Classification and Competency Indicators
Listening comprehension is one of the most challenging components of Arabic language learning due to auditory limitations, environmental distractions, and the rapid and non-repeatable nature of spoken language. To support the development of more standardized listening assessments, this study aims to analyze and classify 29 types of Arabic listening test items based on the Common European Framework of Reference for Language(CEFR). Using a descrptive-qualitative approach, data were collected through literature review and document analysis of 29 test types found in al-ikhtibarat al-lughawiyyah. The findings reveal that these test types can be systematically mapped across the six CEFR proficiency levels (A1-C2), each reflecting distinct competency indicators ranging from basic word recognition to the interpretation of implicit meaning in complex spoken discourse. The result also demonstrate that the test variations cover a broad spectrum of listening abilities, offering a representative model for CEFR-aligned listening assessment in Arabic. This study contributes a practical classification framework that can serve as a reference for educators and test developers in designing more objective, transparent, and proficiency-oriented listening evaluations. Practically, this framework enables teachers to select, adapt, and construct listening test items that better align with learners’ proficiency profiles and support more effective instruction and assessment of Arabic listening skills. Keywords: Arabic Listening Skills, CEFR, Competency Indicators, Language Assessment, Test Design
al-Taḥlīl ʿan Taʿlīm Mahārah al-Qirāʾah al-Qāʾim ʿalā Ṭarīqah al-Qawāʿid wa al-Tarjamah wa Ḥifẓ Qawāʿid al-Ṣarf li-Ṭullāb al-Ṣaff al-Ḥādī ʿAshar fī Madrasah Miftāḥ al-Salām al-ʿĀliyah al-Ahliyah Mīdān
Reading skill (mahārah qirā’ah) is one of the essential competencies in Arabic language learning, particularly in Madrasah Aliyah. However, many students still face difficulties in understanding Arabic texts due to limited vocabulary, weak mastery of grammar, and insufficient understanding of ṣarf rules. This study aims to analysis the implementation of mahārah qirā’ah learning through the qawāʿid tarjamah method combined with memorization of ṣarf rules among eleventh-grade students at MAS Miftahussalam Medan, as well as to examine students’ responses and motivation toward its application. This research employed a qualitative descriptive method with Arabic language teachers and eleventh-grade students as research subjects. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Data validation was carried out through triangulation, prolonged engagement, and member checking. The findings are expected to provide theoretical contributions to the development of Arabic teaching strategies, particularly in enhancing mahārah qirā’ah. Practically, this study offers benefits for teachers in selecting effective teaching methods, for students in improving their comprehension of Arabic texts, and for schools in designing more contextual learning strategies. Keywords: Arabic Learning, Mahārah Qirā’ah, Qawāʿid Tarjamah, Ṣarf Rules. ملخص إن مهارة القراءة تعد كفاءة أساسية في تعلم اللغة العربية، وخاصة في المرحلة الثانوية (المدرسة العليا الإسلامية). ومع ذلك، لا يزال كثير من الطلاب يواجهون صعوبات في فهم النصوص العربية بسبب محدودية المفردات وضعف إتقان القواعد النحوية وقلة الفهم لقواعد الصرف. وتهدف هذه الدراسة إلى تحليل تنفيذ تعليم مهارة القراءة من خلال طريقة القواعد والترجمة المقرونة بحفظ قواعد الصرف لدى طلاب الصف الحادي عشر في مدرسة مفتاح السلام الإسلامية بمدينة ميدان، وكذلك لمعرفة استجابة الطلاب ودافعيتهم تجاه تطبيقها. والمنهج المستخدم في هذه الدراسة هو المنهج الوصفي النوعي مع معلمي اللغة العربية وطلاب الصف الحادي عشر بوصفهم عينة البحث. وقد جُمعت البيانات من خلال الملاحظة والمقابلة والوثائق، ثم حُلّلت باستخدام نموذج تقليل البيانات وعرضها واستخلاص النتائج. وتم التحقق من صحة البيانات بالتثليث وزيادة المثابرة وعرض النتائج على المشاركين. ومن المتوقع أن تسهم نتائج هذه الدراسة في إثراء الجانب النظري لتطوير استراتيجيات تعليم اللغة العربية، وخاصة في مجال إتقان مهارة القراءة. أما من الناحية العملية، فإن هذه الدراسة تقدم فائدة للمعلمين في اختيار طريقة تدريس فعّالة، وللطلاب في تحسين فهم النصوص العربية، وللمدرسة في وضع استراتيجية تعليمية أكثر ارتباطا بسياق التعلم. الكلمات المفتاحية: تعليم اللغة العربية، مهارة القراءة، القواعد والترجمة، قواعد الصرف.
Taṭbīq Ṭarīqah at-Targīb wa at-Tarhīb fī Taḥfiz al-Mufradāt al-‘Arabiyyah liṭullābi Ma‘ḥād ‘Ulumul Qur’ān Medan
Vocabulary mastery (mufradat) is the main key in improving the Arabic language skills of students in Islamic boarding schools. However, many students face obstacles in memorizing and using mufradat consistently in daily activities. This study aims to apply the targhib method (praise, rewards, and simple gifts) and tarhib (light, educational punishment) in motivating female students at the Ulumul Qur'an Islamic Boarding School in Medan to become more skilled at mastering and using Arabic mufradat. The study used a descriptive qualitative approach with data collection techniques through interviews, observation, documentation, and vocabulary mastery tests to assess the extent to which students are able to memorize and apply mufradat. The results showed that the balanced application of the targhib and tarhib methods can significantly improve mufradat mastery. Students are more active in memorizing, confident in using mufradat in activities such as giving speeches, reading books, and daily communication. Supporting factors for success include teacher competence, the religious environment of the Islamic boarding school, and students' internal motivation; while obstacles arise from limited study time and the inconsistency of the Islamic boarding school supervisor in the use of Arabic. This study confirms that the consistent implementation of targhib and tarhib is an effective strategy for improving Arabic vocabulary mastery and fostering learning motivation in Islamic boarding schools. Keywords: Arabic, Islamic Boarding School, Tarhib, Targhib, Vocabulary
Teacher's Strategy in Improving Vocabulary Mastery: Integrating Humanistic Approach and Guthrie's Theory at MTsN 7 Kerinci
This study aims to describe in depth the implementation of integrating humanistic approaches and Guthrie's theory to enhance mastery of Arabic vocabulary (mufradāt) and change student learning behaviors at MTsN 7 Kerinci. The research used a qualitative case study approach, with data collected through participatory observation across 12 meetings, in-depth interviews with three teachers and 15 students, and analysis of evaluation documents. Data were analyzed thematically using the Miles and Huberman model, with data condensation, data display, and findings verification. The results showed that the humanistic approach successfully created a favorable learning climate through building teacher-student emotional relationships. At the same time, the application of Guthrie's contextual repetition significantly improved vocabulary retention, from an average of 2-5 mufradāt per day to 10-15 mufradāt per day. The findings also revealed a transformation in student behavior, with students becoming more active and independent, and infrastructure limitations successfully overcome through teacher creativity in using simple media. The research implications indicate that integrating both approaches creates a holistic learning environment that supports the simultaneous development of cognitive and affective aspects. Keyword: Edwin Ray Guthrie, Humanistic Approach, Vocabulary (Mufradāt) Acquisation
Digital Comics as an Innovative Media in Mahārah qirā’ah Learning: A Literature Review
Learning Mahārah qirā’ah (reading skills) in Arabic still faces various obstacles, mainly because the approach used is often monotonous, textual, and less interactive. This has an impact on low motivation and student engagement, especially in the current digital era. This research aims to examine the use of digital comics as an innovative medium for learning Mahārah Qira'ah and to explore their effectiveness, challenges, and opportunities for implementation in Indonesian schools. This study employed a Systematic Literature Review (SLR) approach that involved an initial screening of 90 articles, which were subsequently assessed using predefined inclusion–exclusion criteria and quality appraisal, resulting in 15 final studies deemed relevant for in-depth analysis. The results of the study show that digital comics are effective in presenting Arabic reading texts visually, narratively, and contextually. This media increases student attractiveness, strengthens understanding of sentence structure, and facilitates mastery of tajweed and pronunciation. Various forms of digital comics, such as flipbooks, webtoons, and Canva, have consistently been shown to increase motivation and learning outcomes. However, challenges remain, including limited infrastructure, insufficient teacher training, and a lack of curriculum-aligned content that reflects local context. Therefore, digital comics are feasible as an effective alternative learning medium when designed interactively and contextually. This study recommends teacher training, local content development, and the integration of comics in project-based learning and e-learning. Keywords: Digital Comics, Innovative Media, Maharah Qira'ah
Classroom Assessment as a Diagnostic Tool: Identifying Students' Learning Difficulties in Arabic Language Subjects
Classroom assessment plays a crucial role in identifying and addressing student learning difficulties. This enables teachers to design targeted interventions that improve learning outcomes. Classroom assessments, when aligned with the four Arabic language skills (maharah lughawiyyah), namely listening (istima’), speaking (kalam), reading (qiraah), and writing (kitabah), allow teachers to identify specific barriers in each skill area and plan targeted pedagogical interventions. This study aims to explore the effectiveness of classroom assessment as a diagnostic tool in identifying students' learning barriers in Arabic language subjects at the secondary school level. Using a qualitative approach, the study involved in-depth interviews with teachers to understand how assessments are used in identifying students' Arabic learning difficulties. The results show that classroom assessments can identify patterns of conceptual errors in grammar and sentence structure, as well as barriers to reading comprehension, and psychological factors such as anxiety and lack of motivation. Additionally, reflective and feedback-based assessments enable teachers to be more responsive in adjusting their teaching strategies. This study emphasizes that systematic and observation-based classroom assessment can be an effective diagnostic tool in supporting more adaptive Arabic language learning. The implications of this study offer valuable insights and recommendations for educators to integrate classroom assessment into a more responsive and evidence-based pedagogical approach. Keywords: Classroom Assessment, Diagnostic Tools, Learning Difficulties, Maharah Lughawiyah, Observation, Teaching Strategies
Design and Development of Constructivist-Based Teaching Materials for Khat and Rasm to Improve Arabic Writing and Reading Skills
This research focuses on the development of integrated teaching materials to enhance Arabic reading (mahārah qira'ah) and writing (mahārah kitābah) skills through a constructivist approach that incorporates calligraphic aesthetics (khat) and writing conventions (rasm) as supporting elements within Arabic language instruction. This integration does not position khat or rasm as separate subjects but embeds them pedagogically to strengthen students' understanding of Arabic script. The study is motivated by challenges in Arabic language learning, particularly the fragmentation between theory and practice and the lack of comprehensive teaching materials. The research method employs the Research and Development (R&D) model, utilizing the ADDIE approach, with 72 students and two teachers from MA Al-Huda Gorontalo. Experts in material, language, and media have validated the study. The results demonstrate high validation scores from experts (material expert: 92%, language expert: 88%, media expert: 78%), as well as proven effectiveness in field trials, with positive responses from students (79%) and teachers (88%). A significant improvement was observed in Arabic writing (+81%) and reading (+78%) skills, as measured through pretest–post-test analysis. The study concludes that the teaching materials developed—which integrate khat and rasm within a constructivist framework—effectively enhance Arabic literacy, supported by systematic material organization and flexible classroom application. Recommendations include further development of interactive features and broader trials across different educational levels. These findings contribute significantly to the advancement of innovative and effective Arabic teaching materials. Keywords: Arabic Calligraphy, Arabic Literacy, Constructivist Teaching Materials, Ottoman Rasm.
Idhmaju Taqyiimi al-Ashili Fi Ta‘allumi Lughotil ‘Arabiyyat: al-Mandzuratu Nadzoriyyat Wal-Athari Ghoir al-Ikhtibariyyah
Authentic assessment is an evaluation approach that focuses on students’ ability to perform tasks with real-world relevance. In Arabic language education, authentic assessment is a primary tool to evaluate cognitive, affective, and psychomotor competencies. This study examines the types of authentic assessment, their implementation, and the challenges associated with authentic assessment in Arabic language instruction at the school level. The research used a qualitative library methodology. Data analysis included three stages: reduction, presentation, and conclusion. Results show that authentic assessment includes performance assessment, portfolios, projects, and self-assessment. Using authentic assessment increases students' motivation and enhances their competence in communicating in Arabic. However, barriers remain. Time constraints, lack of teacher preparation, and difficulties in developing assessment rubrics hinder effective assessment. Comprehensive teacher training and strong institutional policies are needed to address these challenges. This research aims to improve Arabic language instruction by supporting contextualized assessment practices. It contributes by giving an in-depth account of non-test evaluation as a form of authentic assessment in Arabic language learning. Keyword: Authentic Assesment, Arabic Learning, Evaluation Model, Non-Test Evaluation, Student Competence.
Fa'āliyah al-Wasīlah al-Qiṣṣah al-Muqaṭṭa’iyyah ‘ala Taḥsīni Mahārah al-Kitābah laday aṭ-Ṭullab bi Madrasah al-Mutawassiṭah al-Islāmiyyah Miftāḥ al-Huda Demak
Students of MTs Miftahul Huda Jleper, Mijen, Demak experience difficulties and consider that learning Arabic is difficult and boring. This is because Arabic language learning at the school is still classified as using conventional media. To overcome this, used strip story media in the form of illustrated pieces of paper as a learning tool. This aims to measure the effectiveness of strip story media to improve students' maharah kitabah. This research uses a quantitative research with a Nonequivalent Control Group method. The samples in class VIII A as an experimental class totaling 31 students and in class VIII B as a control class totaling 31 students. Data collection techniques are carried out by conducting observation, test, and documentation. The data analysis techniques used in this study are descriptive analysis, normality test, homogeneity test, paired sample T-test, and independent sample T-test and N-Gain Test using the help of the SPSS version 22 program. The results of this research indicate that the use of media Strip Story effectively used as a learning media to improve maharah kitabah. This is evidenced by the results of the NGain Score and NGain percent tests in the experimental class. The N-Gain score was recorded at 0.7208, referring to the Meltzer g>0.7 category, which is in the high category. The results of N-Gain percent obtained a mean interval of 72.0777%, thus referring to the standard interpretation of the effectiveness of N-Gain (%) according to Hake is in the category quite effective. Keywords: Effectiveness, Learning Media, Mahārah al-Kitābah, Strip Story Media.
Taqwīm Barnāmij Ta'limi al-Mufradāt bi Ma'had Fadhlul Fadhlan Al-Islamiy Semarang Min Khilali at-Tikror
The high urgency of mastering Arabic, especially mufrodat, in Fadhlul Fadhlan Islamic Boarding School encourages systematic efforts in the learning process. The Tikror method, with an emphasis on intensive repetition, is believed to be a key strategy to strengthen the memorization and application of mufrodat in the daily interactions of the students. This study aims to evaluate the vocabulary learning program through the tikror method at Pondok Pesantren Fadhlul Fadhlan Semarang. Vocabulary learning is a key component in Arabic language instruction, designed to enrich students' vocabulary and improve their understanding of the language. The tikror method, which focuses on word repetition, is expected to help students effectively memorize and comprehend vocabulary. This research employs a qualitative approach, with the subjects being teachers and students at Pondok Pesantren Fadhlul Fadhlan Semarang. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted using Miles and Huberman's model with data collection, data reduction, and conclusions. The findings show that the application of the tikror method is effective in improving students' ability to memorize and understand vocabulary. Repeating words during lessons helps students better retain the vocabulary taught. However, some challenges were found, such as a lack of variation in repetition techniques and limited time for optimal repetition. Despite these challenges, the tikror method has a positive effect on students' motivation to learn Arabic. Therefore, it is recommended that the tikror method be improved and combined with other teaching methods to enhance the effectiveness of vocabulary learning at this pesantren. Keywords: Arabic Learning, Evaluation of Program, Fadhlul Fadhlan Islamic Institute, Repetition Method, Tikror Method, Vocabulary Learning.
Need Analysis of Arabic Learning in MI for the Development of Collaborative Interactive E-Modules FAL (Fun Arabic Learning)
Arabic language learning in Madrasah Ibtidaiyah (MI) still faces various challenges, including the lack of learning media that is interesting and in accordance with the needs of students. This study aims to analyze the needs and problems in Arabic language learning in Madrasah Ibtidaiyah (MI) as a first step in the development of collaborative interactive e-modules FAL (Fun Arabic Learning). The research employs a descriptive qualitative method with a preliminary study approach. Data were gathered through observations, interviews, and questionnaires administered to teachers and students. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and method triangulation. The results showed that students had difficulty in understanding Arabic vocabulary and sentence structure, low motivation to learn due to limited learning media, lack of collaborative activities to improve Arabic language skills. Teachers also experience obstacles in delivering material interactively and collaboratively. Therefore, the development of collaborative interactive e-modules FAL (Fun Arabic Learning) is expected to be an innovative solution To enhance the efficiency and appeal of Arabic language learning in MI. Keywords: Arabic Language Learning, Collaborative, Fun Arabic Learning, Interactive E-Module
Improving Arabic Vocabulary Mastery with a Constructivist Approach through Mind Map
A Arabic language learning, especially in understanding Arabic vocabulary at MTs Abu Bakar Ashshiddiq Lampung Utara is still relatively minimal and is constrained by low student enthusiasm for learning, as well as students' difficulties in understanding Arabic itself, so that innovation is needed in interesting learning methods to help students understand Arabic vocabulary. The purpose of the study was to analyze and evaluate the effectiveness of mind map on improving students' mastery of Arabic vocabulary with a constructivist learning approach. The type of research used is classroom action research with the Kurt Lewin model. The research data sources were obtained from the results of observations and interviews, and written tests. The test serves to assess the level of student understanding in understanding Arabic vocabulary. The respondents of this study involved 27 seventh grade students. The test was used to measure students' ability to understand Arabic vocabulary. The results of the study proved an increase in student learning outcomes in cycle I of 59.26% with an increase in cycle II reaching 85.18%. This study proves that the application of mind map integrated with constructivist approach is effective for learning Arabic vocabulary. This research can be used in other subjects. Keywords: Arabic Vocabulary, Constructivist, Mind Mapping.
Implementation of Imla Method in Mahārah al-Kitābah Learning to Students’IX Class MTsNU Nurul-Huda Mangkang Semarang
The Imla method (IM) is a classical learning method that has the potential to be developed in the context of contemporary Arabic language learning (ALL). This is supported by the need for orthography in ALL and the basis for teaching writing skills (WS). This study aims to explore the implementation of the IM in learning maharah-kitabah Class IX MTs-NU Nurul-Huda Mangkang-Semarang; and analyze the supporting and inhibiting factors. This research uses a qualitative approach of explanatory descriptive method. The research sample was 35 ninth-grade students who were studying theme 4. Data analysis used Spradley's model, including four stages, domain, taxonomy, component, and cultural-theme analysis. The results showed the implementation stages of the IM include: teacher writes sentences, reads, and asks students to follow him. They are asked to pay attention, read, and remember the writing before it is erased, and write it back in the books. Thus, founded aspects of WS, namely spelling-accuracy, grammatical-understanding, ability to form-sentences, vocabulary-mastery, as well as student motivation and activeness. Supporting factors include the use of appropriate media, teachers mastering language skills, and teachers being able to choose appropriate methods. The inhibiting factors include lack of interest, limited time, lack of infrastructure, and unsupportive environment. Keywords: Arabic Learning, ALL, Dictation, Imla Method, Orthography, Writing Ability, Writing Skill, Transferred Dictation,
The quality of a learning outcome exam is heavily influenced by the quality of its items, hence it is vital to assess the test items to enhance its quality. Language learning is a complicated learning process that involves four skills: listening, speaking, writing, and reading. The challenge in this study is determining which tactics are used to assess language examinations and how to use them. The research methodology used is library research, which entails acquiring data from a variety of scientific journals for the study. The study's findings suggest that test items may be analyzed in two ways: qualitatively and quantitatively. In qualitative analysis, four variables are considered: material analysis, question creation analysis, cultural/language analysis, and test accuracy about student ability. In addition, quantitative research looks at the test's internal properties, such as test validity, reliability, difficulty level, test item discrimination power, and distractor function efficacy. Keywords: Analysis Techniques, Language, Test Items.
The Role of Arabic Learning Applications in Teaching and Everyday Use: An Analytical Study
The research addressed an important aspect of modern technology in teaching the Arabic language and facilitating its use for all groups that rely on it. This aspect is represented in the Arabic language applications available on smartphones. This is a new study that lacks previous literature, to the best of the researcher's knowledge. The research aims to: 1) Identify the advantages of Arabic language applications on smartphones; 2) Identify the characteristics of Arabic language applications on smartphones; 3) Clarify the obstacles facing Arabic language applications in contributing to its teaching and facilitating its use; 4) Identify the technical and scientific standards that serve the Arabic language through smartphone applications; 5) Identify the quality aspects of Arabic language applications on smartphones. The research used the content analysis method, which focused on classifying the content of applications into content categories and problem categories. It reached important results, including: Many Arabic language and science applications on smartphones provide many functions, represented by educational functions, advisory functions, and constructive functions. Arabic language and science applications are characterized by organized and diverse content that includes grammar, syntax, explanation of meanings, and facilitation of letter writing and pronunciation. Some Arabic language and science apps suffer from several problems, such as accompanying ads and difficulty dealing with complex ads. Keywords: Apps, Smartphones, Arabic, Education, Standards.
Fa'aliyah al-Wasīlah Plotagon Story fi Ta'līm Mahārah al-Kalām min Manżur al-Manhaj al-Mustaqil
The researcher chose this subject from a change in the curriculum in Indonesia from the 2013 curriculum to the independent curriculum, and of course many differences between them. The researcher found that some of the school's pupils were weak in Arabic speech, because some were afraid to make a mistake when speaking. Some pupils are vulnerable in their tendencies to learn Arabic, as some are lazy in the education process. The aim of this research is to reveal the result of the tests using the Plotagon Story method for pupils' independent curriculum and use, and to reveal the effectiveness of this method in teaching speech skill. This research followed a semi-empirical study based on the quantitative input, its design from the experimental group and control group, and its community of seventh grade pupils in the Soebono Mantofani Islamic School of 120 pupils, and appointed the researcher to 20 pupils as pilot group and 20 pupils as control group. The researcher used data collection methods as direct observation, personal interview, tests, and questionnaires. After analyzing the data, the researcher reached the averages of the tribal and postgraduate tests. Based on the average results of the pilot group on the value of 47.4 and the average results of the control group on the value of 17,05, the average results of the pilot group are greater than the average results of the control group. I came up with the analysis of the data with the test rule "v" as a result of the calculation (t0) is 9, 2 the table is at the level of 5% indication of the value of 1, 677 and the level of 1% indication of the value of 2, 407 that shows that the zero hypothesis (h0) is unacceptable and the alternative hypothesis (ha) is acceptable. This means that the use of Plotagon Story method of teaching speech skill from the perspective of the independent curriculum of the pupils of this school is statistical. Keywords: Education Medium, Independent Curriculum, Plotagon Story, Speech Skills.
Identifying Learning Methods of Arabic Reading Skills in Pesantren in Indonesia
Arabic, as the language of the Quran and Hadith, plays a central role in gaining a deep understanding of Islamic teachings. In the context of Islamic boarding schools (pesantren), the ability to read Kitab Kuning is a fundamental skill for students. This research aims to identify, compare, and conduct an in-depth analysis of various methods of teaching Kitab Kuning reading that have been implemented in various pesantren. Through a qualitative and bibliometric approach, this study examines seven learning methods most commonly found in the relevant literature. A comparative analysis is conducted to reveal the unique characteristics, advantages, and disadvantages of each method, both those rooted in classical traditions and those adopting modern approaches. The results of this study are expected to make a significant contribution to the development of curricula and the practice of Arabic reading instruction in pesantren. By understanding the strengths and challenges of each method, teachers and pesantren administrators can select and adapt the most suitable methods for the characteristics of students and learning objectives. Furthermore, this research is also expected to serve as a reference for further research in the field of Islamic education, especially related to Arabic language learning. Keywords: Kitab Kuning, Learning Method, Pesantren, Reading Skills.
Al-‘Alaqah bayna Isti‘āb al-Mufradāt fī Muṣṭalaḥāt al-‘Arabiyyah wa Kafā’ah al-Khiṭābah al-‘Arabiyyah bi-Jam‘iyyat al-Khuṭabā’ bi-Ma‘had Darussalam Gontor, Ponorogo
This study aims to explore the relationship between vocabulary mastery in Arabic rhetoric terms and the speech proficiency of members of Jamiyyatu-l-Khuthaba' at Pondok Modern Darussalam Gontor. Arabic rhetoric requires strong vocabulary mastery to facilitate the effective delivery of ideas, thereby enhancing speech proficiency. This research employs a descriptive quantitative approach with a correlation method. Data were collected through observation, written tests to measure vocabulary mastery, and oral tests to assess speech proficiency. Data analysis was conducted using the product-moment correlation technique at a 5% significance level. The results showed that the average vocabulary mastery score was 33.7, while the average speech proficiency score was 33.8, both at an adequate level. The correlation coefficient between vocabulary mastery and speech proficiency was found to be very high, at 0.935. This indicates that vocabulary mastery has a significant relationship with speech proficiency. Based on these findings, it is recommended that the management of Jamiyyatu-l-Khuthaba' enhance vocabulary training, provide exemplary speeches, and encourage members to recognize the importance of vocabulary in improving their speech competencies. Keywords: Arabic Rhetoric, Correlation Analysis, Jamiyyatu-l-Khuthaba', Speech Proficiency, Vocabulary Mastery.
Taṭbīq Ṭarīqah al-Tamthīl al-Dawrī fī Ta‘līm Mahārah al-Kalām fī al-Madrasah al-Thānawiyyah al-Islāmiyyah al-Ḥukūmiyyah al-Thāniyah Tūlūngāgūng
This study aims to address the challenges in improving students' speaking skills at State Islamic Senior High School 2 Tulungagung through the implementation of the Role Play method. The focus of this study is: (1) to describe the implementation of the Role Play method in Arabic language teaching, and (2) to identify the challenges and solutions during the implementation process. This research employs a qualitative descriptive approach with the subject of Arabic language learning using the Role Play method. The data sources include teachers, students, and learning documents. Data were collected through semi-structured interviews, participatory observation, and documentation, and were then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results show that the Role Play method is implemented through stages of providing context, role assignment, dialogue practice, and role performance in the classroom. The teacher acts as a facilitator, while the students actively participate in the role-playing activities. This implementation makes the learning process more dynamic and contextual, and proves effective in improving students' speaking abilities. Keywords: Arabic, Role Play Method, Speaking Skills
Ta’ṡīru Istikhdāmi Duolingo `ala Itqāni al-Mufradāti fī Ta`allumi al-Lugah al-`Arabiyyah lī Ṭullabi al-Madrasah aṡ-Ṡanawaiyah Muhammadiyah 2 Jenangan Ponorogo
The current Arabic language instruction predominantly relies on conventional methods based on textbooks, which may not fully engage students in today’s technology-driven educational landscape. Therefore, integrating modern learning tools is essential. This study investigates the implementation of the Duolingo method at MTs Muhammadiyah 2 Jenangan and analyzes its effectiveness in improving students’ proficiency in Arabic vocabulary. This study employs a quantitative approach utilizing a quasi-experimental design with two groups: an experimental group and a control group. The research population comprises 183 students, with the sample drawn from the eighth-grade cohort. Specifically, 30 students from Class VIII A were assigned to the control group, while 31 students from Class VIII B served as the experimental group. The primary instrument for data collection is a test administered as both a pre-test and a post-test. Data were analyzed using SPSS, employing several statistical procedures, including the Normality test, Wilcoxon test, Homogeneity test, and Mann-Whitney test. The results indicate that the use of the Duolingo application significantly enhances students' vocabulary acquisition in Arabic language learning, with p-values of 0.001 for both the Wilcoxon and Mann-Whitney tests, leading to the acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (Ho). Keywords: Application, Arabic, Duolingo, Learning Media, Vocabulary
The Urgency of Digital Technology Transformation in the Arabic Language Education: Media and Learning Strategies
The digital era affects all aspects of human life, including education. Internet users in Indonesia reached 78.19% in 2023 and continue to grow every year. According to the Ministry of Religious Affairs, planning is needed from all sectors for Indonesia's digital aspirations in 2045. Education as a human competency development sector must be able to educate students to compete globally and meet professional needs. As an effort to realize this, of course, the transformation of digital technology in the learning process cannot be avoided. This research aims to find out how urgent digital transformation is in Arabic language learning media and strategies. The researcher used qualitative research methods with library data sources. Researchers conducted an in-depth study of the urgency of digital technology transformation in Arabic language learning media and strategies. The results of the study show that digital technology transformation is needed in the process of learning Arabic, especially in psycholinguistic and sociolinguistic aspects. Digital technology can encourage learning that is effective, efficient, easy, and unlimited in space and time. Keywords: Arabic Language Education, Curriculum, Digital Technology
Fa'āliyah Tatbīq al-Wasīlah al-Filmu al-Kartūnī bī Istikhdām al-Sabbūrah al-Tafā'uliyyah lī Tarqiyyah Mahārah al-Istimā' wa al-Kalām li Ṭullāb al-Fal al-Sāmin fī al-Madrasah al-Mutawasițah al-Islāmiyyah al-Hukūmiyyah 1 Lamongan
Media is one component that can stimulate students' learning process to encourage the teaching and learning process. The role of the media is solely to assist teachers in teaching. This research uses quantitative research with a one-group pretest post-test experimental method, which is used to measure the effectiveness of cartoon film media using an interactive whiteboard to increase mahārah al-istimā' and kalām. The sample in this research was students in class VIII F MTs Negeri 1 Lamongan, totaling 32 students. Data collection techniques are carried out by conducting observations, interviews, tests and documentation. The results of this research indicate that the use of interactive whiteboard-based cartoon film media is quite effective in increasing the mahārah al-istimā' and kalām of class VIII F MTs Negeri 1 Lamongan students, with the mahārah al-istimā' pretest results getting a score of 55.4167 and a kalām pretest score of 52.9844 to a mahārah al-istimā' post-test of 86.1250 and a kalām post-test of 85.0125. Moreover, the results of the N-gain test show a value for mahārah al-istimā' 68.2384 and mahārah kalām 67.3120. This shows that using interactive whiteboard media based on cartoon films is quite effective in improving students' listening and speaking skills in class VIII F MTsN 1 Lamongan. Keywords: Cartoon Film, Interactive Whiteboard, Mahārah al-Istimā' and Kalām