ARABIYATUNA: JURNAL BAHASA ARAB P-ISSN : 2580-5045 E-ISSN : 2580-5053 Prefix DOI : 10.29240/jba Frequency : 2 issues per year (May and November) Accreditation : No. 85/M/KPT/2020 (SINTA 2) Citation Analysis : Sinta Googel Scholar URL : http://journal.iaincurup.ac.id/index.php/arabiyatuna Email : arabiyatuna@iaincurup.ac.id Mailing Address: Scientific Publication Center Research and Comunity Service Agency Institut Agama Islam Negeri Curup Dr. Ak. Gani Street No. 01 Telp. (0732) 21010 Curup Rejang Lebong Bengkulu-Indonesia 39119. Arabiyatuna: Jurnal Bahasa Arab: is a refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of Arabic as a Foreign Language. This journal is dedicated to enhance and disseminate scholarly work in the fields of Arabic Language Teaching and Linguistics (See Focus and Scope). This journal is an academic journal published by Institut Agama Islam Negeri Curup, in partnership with IMLA (Association of Arabic Lecturers). This journal publishes two issues per year, every May and November.
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Developing the Traditional Game Engklek to Teach Arabic Grammar in Madrasah Tsanawiyah
Learning Arabic, particularly grammar, is often considered difficult and uninteresting by students because conventional methods tend to lack engaging learning activities. In line with the contextual learning theory, the use of traditional game-based media can enhance students’ motivation, engagement, and conceptual understanding. One form of local wisdom that has the potential to be adapted for learning is the traditional game Engklek. This study aimed to develop Engklek-based learning media as a tool for teaching Arabic grammar in an Islamic junior high school employing the Dick and Carey development model (analysis, design, development, implementation, and evaluation). The game design was tailored to grammar material, including exercises in taṣrīf lughawī (verb conjugation) and matching ḍamīr (pronouns) with their meanings. Validation by material and media experts indicated that the product was valid and suitable for use. A limited trial involving 21 students yielded an average feasibility score of 80.7%, with enthusiastic and participatory student responses. The findings demonstrate that the Engklek learning media effectively improved students’ understanding of Arabic grammar while contributing to the preservation of local culture. This study highlights the importance of integrating local wisdom into Arabic language learning innovations to create meaningful, contextual, and sustainable learning experiences.
Copyright (c) 2025 Rohanda Rohanda, Wildan Rinanda Komara, Syarah Salsabila, Ruly Syaeful Azhar, Abdul Malik Qimanullah https://creativecommons.org/licenses/by-nc-sa/4.0
Developing Arabic Speaking Skills through Muhadatsah: A Case Study at Al-Marhamah Puteri Islamic Boarding School
The Muhadatsah program represents an Arabic language learning method that emphasizes speaking practice. While numerous studies have explored language learning theories, empirical evidence on the effectiveness of the Muhadatsah program in enhancing speaking proficiency, particularly within the Indonesian context, remains limited. This study aimed to examine the implementation of the Muhadatsah program as a strategy for developing speaking skills among female students (santriwati) at Al-Marhamah Puteri Islamic Boarding School, Sampit, Central Kalimantan. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation, and subsequently analyzed inductively. The findings indicate that the Muhadatsah program was effectively implemented and followed established procedures, contributing to the improvement of students’ speaking skills, although challenges related to vocabulary acquisition persisted. One solution introduced was the compulsory submission of new vocabulary outside program hours. This study contributes to filling the gap in the literature on the practical implementation of the Muhadatsah program within the Islamic boarding school context.
Copyright (c) 2025 M. Anwar, Fatwiah Noor, Elsa Maylinda, Brakat Mohammed Ahmed https://creativecommons.org/licenses/by-nc-sa/4.0
An Inductive-Contextual Arabic Grammar Using Historical Texts: A Case Study in a Modern Islamic Boarding School
Arabic grammar is essential for accessing both classical and modern texts; however, its instruction in Islamic boarding schools (pesantren) has often remained deductive, theoretical, memorization-based, and decontextualized. This gap makes it difficult for students to apply grammatical rules effectively in real comprehension tasks. This study investigates how historical narrative texts can support a more inductive and contextual pedagogy. Conducted at Darul Qiyam Modern Islamic Boarding School, Kerinci, Indonesia, the research employed a qualitative case study design involving in-depth interviews, classroom observations, and document analysis with four Arabic grammar teachers. The findings identified four main strategies: (1) Direct Explanatory Scaffolding, offering initial orientation through brief explanation and modeling; (2) Pattern Repetition, reinforcing guided noticing and output variation using authentic text patterns; (3) Inductive-Contextual Exploration, where learners infered rules through meaning-driven analysis of historical discourse; and (4) Inductive-Collaborative-Constructivist Practice, fostering group dialogue, peer explanation, and reflective scaffolding. These strategies aligned with pedagogical parameters such as guided noticing, form–meaning mapping, structural variation, social mediation, and visual scaffolding. The approaches enhanced grammatical sensitivity, reduced reliance on rote memorization, and promoted learner autonomy. However, negative cases revealed that some students remained dependent on memorized rules or struggled with complex patterns. The study concludes that inductive-contextual strategies supported by historical texts can meaningfully transform grammar instruction in Islamic boarding schools. Recommendations include integrating such texts into curricula, providing teacher training in constructivist pedagogy, and conducting further research on learner differences and digital scaffolding.
Copyright (c) 2025 Ahmad Fikri, Harisah, Nurhadi, Moh. Munir, Muhammad Fadhlan https://creativecommons.org/licenses/by-nc-sa/4.0
The Psychological Factors in Arabic Language Acquisition of Modern Islamic Boarding School Students
This study aimed to describe an Islamic boarding school in Indonesia that taught Arabic with both divine and active competence. Specifically, this study examined: (1) the Arabic language learning process, (2) the Arabic language acquisition process, and (3) the relevance of acquisition theory from a psycholinguistic perspective to the Arabic language learning process. The research was conducted at Madina Islamic Boarding School, located in Karya Tani, Labuhan Meringgai, East Lampung, Indonesia. Various aspects supported the success of this institution in implementing and developing Arabic language learning. Hence, it was intriguing to investigate the language acquisition process of the students at this school. This research was field-based, with data collected through observation, interviews, and documentation methods. The data were analyzed qualitatively. The findings revealed that Arabic language learning took place inside and outside the classroom. Students’ Arabic language acquisition occurred in both settings and was influenced by several aspects, including psychological factors.
Copyright (c) 2025 J Sutarjo https://creativecommons.org/licenses/by-nc-sa/4.0
The Social Rhetoric of the Qur’an: A Thematic Stylistic Approach
This study explores the way the Qur’an conveys social criticism through its distinctive rhetorical style. Employing a thematic stylistic approach, the research analyzed selected verses representing criticism of social inequality (Q.S. Al-Isra’: 26–27), human and environmental exploitation (Q.S. Al-Qasas: 4; Q.S. Ar-Rum: 41), and moral deviation (Q.S. Al-Hujurat: 11; Q.S. An-Nisa’: 58). The method applied was qualitative-descriptive, using critical textual reading focusing on the thematic and stylistic features of the verses. The analysis drew on al-Sakkaki’s theory of al-Ma‘ani to identify the rhetorical forms and their social meanings. The findings indicate that in Q.S. Al-Isra’: 26–27, the Qur’an employs Uslub al-Amr as a form of ethical motivation; Uslub Khatimah Maw‘iẓiyyah to frame prohibition with theological condemnation; Uslub Siyaq wa Sibaq to balance commands and prohibitions; and Uslub Taqdīm wa Ta’khīr to emphasize social priorities in the distribution of rights. In Q.S. Al-Qasas: 4, rhetorical devices include Uslub Ta’kīd, Taqdīm wa Ta’khīr, Iṭnāb, and the use of Fiʿl Muḍāriʿ in Maqām Zamm. In Q.S. Ar-Rum: 41, the text contains Ta’kīd, causality style (‘Illah/Ta‘līl), Maqām Taḍmīn, Fiʿl Muḍāriʿ in contextual emphasis, and further Iṭnāb. In Q.S. Al-Hujurat: 11, the styles include Uslub Nidā’, Taqdīm wa Taʾkhīr, At-Tikrār, and Tahdīd. In Q.S. An-Nisa’: 58, rhetorical devices identified are Ta’kīd, Tarkīb Fiʿlī Muḍāriʿ, Kalimah Syarṭiyyah, numerical reinforcement, and Khatimah Ilahiyyah. This study introduces the concept of “Qur’anic Social Rhetoric,” a stylistic perspective that highlights the interrelation between the Qur’an’s rhetorical structures and their socio-ethical functions. It demonstrates that the Qur’anic style not only embodies aesthetic and linguistic excellence but also serves as a medium of social critique, moral guidance, and transformation, ultimately reflecting the Qur’an’s essential role in shaping public ethics and social justice.
Copyright (c) 2025 Partomuan Harahap, Asrina, Syofyan Hadi, Nurlaila https://creativecommons.org/licenses/by-nc-sa/4.0
Meaning Shift in Arabic Social Media: A Cultural-Semantic Study
The phenomenon of social media has introduced new dynamics in the development of the Arabic language, particularly in relation to shifts in vocabulary meanings influenced by cross-cultural interaction, digital technology, and online communication practices. This study aimed to examine meaning shifts in Arabic as used on social media through a cultural-semantic approach. The research focused on identifying vocabulary items that underwent semantic change, whether through narrowing, broadening, or connotative shifts, and on analyzing the cultural factors underlying these changes. The study employed a qualitative method using a cultural-semantic framework, with data drawn from utterances, posts, and conversations circulating on popular platforms such as Twitter (X), Instagram, and TikTok. The findings indicate that semantic shifts in Arabic social media emerge through complex interactions among linguistic, social, and cultural dimensions. Based on Cruse’s theory of semantics, most meaning changes occur at the level of sense relations, primarily through mechanisms such as broadening, narrowing, and metaphorical extension. For instance, the word متابع (mutābi‘), which lexically means “follower,” has undergone narrowing to specifically denote a “social media follower” in the digital context. From Duranti’s perspective of cultural semantics, these shifts are not merely linguistic phenomena but also reflect processes of identity formation and value negotiation within Arab digital communication culture. Each term that experienced semantic change embodies the dynamics of digital life, reflecting values such as ijtima‘iyyah (social connectedness), shuhrah (popularity), and ta‘bīr dhāti (self-expression).
Copyright (c) 2025 Neldi Harianto, Rengki Afria, Julisah Izar, Denny Defrianti, Salman Hasani https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of a Flipped Classroom Approach Based on the Rahmatan Lil 'Alamin Project in Enhancing Speaking Skills of Senior High School Students
This study aimed to examine the effect of the flipped classroom approach based on the students’ project Rahma for the World in enhancing the speaking skills of eleventh-grade students at Nour Al Uloom Islamic Secondary School. A descriptive quantitative experimental method was employed using a one-group pretest–posttest design. The findings revealed that the flipped classroom approach integrated with the students’ project had a statistically significant impact on improving students’ speaking skills. The mean post-test score (16.43) was higher than the mean pre-test score (12.86). The Mann–Whitney U test indicated a significance value (Asymp. Sig. (2-tailed)) of 0.000, which is less than 0.05. Therefore, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted.
Copyright (c) 2025 Farika Riskiyah, Moh. Kholisin, Abdul Adzim Irsyad https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Multicultural-Based Nahwu Teaching Materials to Strengthen Religious Moderation at Islamic Higher Education Institutions in Indonesia
This study was motivated by the need to develop multicultural-based nahwu teaching materials to address challenges in understanding Arabic grammatical concepts within an inclusive and contextually relevant framework aligned with the values of religious moderation. The research aimed to produce nahwu materials that not only introduce grammatical concepts but also internalize multicultural and moderation values throughout the learning process. This study employed a Research and Development (R&D) approach, adapting the Borg and Gall development model. Data were collected through observation, questionnaires, and tests, involving two expert validators. The development results show that the teaching materials present nahwu content systematically, integrating examples that reflect Indonesia’s cultural diversity. Expert evaluations indicate that the materials are highly suitable for use, with a validity score of 81.11%. Field trial results also demonstrate a significant improvement in student learning outcomes, with pretest and posttest averages of 60.33 and 81.17, respectively, signifying an increase of 20.84 points. Therefore, the multicultural-based nahwu textbook is effective in enhancing students’ understanding of nahwu concepts while fostering religious moderation values in Arabic language learning. This finding is further supported by positive student responses, which achieved a score of 81.11%, categorized as “excellent” in terms of eligibility criteria.
Copyright (c) 2025 Syamfa Agny Anggara, Afif Kholisun Nashoih https://creativecommons.org/licenses/by-nc-sa/4.0
Classic Mataraman Folktales for Improving Qira’ah among Arabic Language and Literature Students: A Local Cultural Approach
In qira’ah instruction, standardized Arabic texts often fail to engage students from culturally rich regions. This study examines how integrating classic Mataraman folktales can enhance qira’ah outcomes while strengthening cultural identity among Arabic Language and Literature students. The research responds to the need for culturally responsive pedagogy that bridges foreign language acquisition with the preservation of local culture in Indonesian Islamic higher education, where Arabic language mastery often feels detached from students’ lived experiences. Using a qualitative case study approach at UIN Sayyid Ali Rahmatullah, Tulungagung, data were collected through participatory observation across 12 sessions, semi-structured interviews with 26 students and three lecturers, and analysis of instructional materials. Triangulation and member-checking techniques ensured data validity. Findings revealed that incorporating Mataraman folktales, specifically the tales of Gunung Budeg, Lembu Peteng, and Putri Gayatri, increased student motivation by 78%, text comprehension by 65%, and cultural identity by 83%. Qira’ah skills improved significantly across literal comprehension (18%), inferential comprehension (23%), critical comprehension (23%), and reading–writing integration (17%), with statistical significance (p < 0.05). Thematic analysis further revealed greater emotional engagement, improved vocabulary retention, and a strengthened sense of learner identity. This study provides empirical support for culturally sustaining pedagogical practices and proposes a practical framework for integrating indigenous cultural resources into foreign language education.
Copyright (c) 2025 Intan Sari Dewi, Muhammad Mahfud Ridwan Ridwan, Muhammad Faishol Al Hamimy, Ahmed Abdul Hadi Abdul Jawwad Filefil https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Non-Linguistic Obstacles in Learning Arabic Speaking Skills at Khairunnas Islamic Senior High School, Surabaya
The learning of maharah kalam (Arabic speaking skills) at Khairunnas Islamic Senior High School, Surabaya, encountered several non-linguistic obstacles that hindered students’ speaking proficiency. This study aimed to identify and analyze these barriers and propose relevant pedagogical solutions. A descriptive qualitative approach was employed, involving one teacher and eight twelfth-grade Science students as participants. Data were collected through observation, interviews, and questionnaires, and analyzed through data reduction, data display, and verification using source triangulation. The findings revealed three categories of non-linguistic barriers: (1) psychological factors, such as low motivation and self-confidence; (2) pedagogical factors, including monotonous teaching methods and limited speaking practice; and (3) socio-academic factors, particularly the lack of a school environment that supports the active use of Arabic. The study concludes that implementing communicative teaching methods and fostering a supportive language environment are essential to improving students’ Arabic speaking skills.
Copyright (c) 2025 Primasti Nur Yusrin Hidayanti, Siti Alfi Aliyah, Nabila Nailil Amalia, Mirwan Akhmad Taufiq, Faris Maturedy, Mohammed Jassim Mohammed Rady https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Visual Media in Improving Students’ Arabic Language Learning According to Edgar Dale's Cone of Experience Model
This study examines the effectiveness of visual media in improving students’ Arabic language learning based on Edgar Dale's Cone of Experience framework. A descriptive qualitative design with a literature review method was employed. Data were collected from scholarly sources related to visual media, Arabic language learning, and Dale's experiential model. The data were analyzed using thematic analysis, consisting of initial coding, code categorization, and theme development. The results indicate that visual media significantly contribute to simplifying abstract concepts, strengthening memory retention, and increasing students’ motivation in learning Arabic. Its effectiveness becomes more evident when connected to Dale’s Cone of Experience, which highlights visual symbols as an essential stage for bridging abstract ideas with concrete experiences. Overall, this study underscores that visual media not only support students’ comprehension but also enhance the achievement of Arabic language learning objectives.
Copyright (c) 2025 Nur'ain Novianty, Cecep Sobar Rochmat, Adam Ja'far Shodik https://creativecommons.org/licenses/by-nc-sa/4.0
Language Ideology in Military Arabic Learning: A Case Study of Language Policy at a Military Educational Institution
This study investigates the language ideology that informs policy and practice in military educational institutions, with a particular focus on Arabic instruction for military personnel. It explores how beliefs about Arabic as a strategic foreign language are embedded within institutional policies and pedagogical approaches. Employing a qualitative case study at the Language Education and Training Center under the Indonesia’s Ministry of Defense, data were gathered through document analysis, interviews, and classroom observations. The findings indicate that Arabic is ideologically positioned as a language of strategic significance for international defense cooperation, aligning with the national motto Trigatra Bangun Bahasa. The Arabic curriculum, guided by the Ministry of Defense Regulation No. 1 of 2024, reflects an instrumental ideology that links language learning with defense objectives and intercultural competence. This study underscores the dynamic interplay between ideology, policy, and pedagogy in shaping linguistic competence in military settings. Hence, it contributes to broader discussions on how institutional language policies articulate forms of strategic nationalism in multilingual contexts.
Copyright (c) 2025 Mia Nurmala, Rinaldi Supriadi, Keysha Shira Zafirah, Farhan Fuadi, Iqlima Najmi Amalia Anandiar https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Web-Based Arabic Competency Test for Indonesian Speakers as a Reference for Measuring Arabic Proficiency Levels of Undergraduate and Graduate Students in Arabic Language Education at Universitas Negeri Jakarta
This study aims to establish Arabic language proficiency standards through a TOAFL-based competency evaluation model that is recognised both nationally and internationally. The research employed a Research and Development (R&D) approach following the Gall and Borg model. Data analysis ensured validity and reliability through prolonged engagement, persistent observation, and triangulation. The prototype developed in this study measures three key aspects of Arabic proficiency: listening comprehension, structure and written expression, and reading comprehension. Each aspect consists of several sections that assess different linguistic skills through 150 multiple-choice questions. The study also produced a question bank containing structured Arabic test materials designed for standardised assessment. Test scores are processed using a tabulation system that converts correct and incorrect responses into numerical values to generate total scores. The outcome of this research is a prototype of a standardised web-based Arabic language competency test model for Indonesian speakers, which can be used as a valid instrument for assessing Arabic language proficiency at the undergraduate and master’s levels.
Copyright (c) 2025 Fatwa Arifa, Muhammad Kamal, Shafruddin Tajuddin, Ihwan Rahman Bahtiar, Siti Masyitoh, Achmad Yani https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Developing Arabic Language Teachers to Improve Pedagogical Competence in Learning
The purpose of this study is to provide insight into how Arabic language teachers design lessons, implement them, and assess student learning. Observation guides, interviews, documentation, and questionnaires were used to collect data, which were then analyzed to determine the instructional designs and strategies employed. The study was conducted at SDIT Mutiara Al-Madani Sungai Penuh. The findings revaled that: 1) The pedagogical competence of Arabic language teachers was generally good but still required enhancement, particularly their understanding of students, including various psychological aspects, learners’ needs and interests, talents, and individual differences; and 2) The management of Arabic language instruction related to pedagogical competence at the school did not fully meet the standards expected of professional teachers. This was evident from several aspects: first, instructional planning: some teachers did not design their own lesson plans; second, instructional implementation: teachers relied on a single method, primarily lecturing, rather than employing a variety of approaches; and third, evaluation of learning: teachers did not develop evaluation instruments or assessment questions adequately.
Copyright (c) 2025 Wahyudi Buska, Yogia Prihartini https://creativecommons.org/licenses/by-nc-sa/4.0
Mapping the Characteristics and Trajectories of Language Scaffolding in Arabic as a Foreign Language: A Systematic Review
Grounded in Vygotsky's sociocultural theory, Language Scaffolding Skills (LSS), which mediate learning within the Zone of Proximal Development (ZPD), are essential for foreign-language acquisition. Although LSS has been extensively investigated in English as a Foreign Language (EFL), little is known about its distinctive features, applications, and effects in Arabic as a Foreign Language (AFL), particularly given Arabic's linguistic complexity and cultural demands. This systematic literature review (SLR) addresses this gap by mapping the historical foundations, contemporary characteristics, and emerging research needs of LSS in AFL. The PRISMA protocol ensured methodological rigor, and NVivo was used for qualitative data analysis. From an initial pool of 1,724 records, a final sample of 21 empirical studies (2015–2025) was identified from international databases. The findings indicate that LSS in AFL is most frequently manifested through Constructive Feedback (CF) and the promotion of Increased Student Autonomy (ISA), primarily within productive skills (writing and speaking). Receptive skills (reading and listening) remain significantly under-explored. This SLR proposes a contextualized typology of LSS in AFL and outlines a critical agenda for future research, emphasizing the need for AI-based scaffolding and the integration of 21st-century competencies.
Copyright (c) 2025 Hasnil Oktavera, Sutaman Sutaman, Nurhadi Nurhadi; Widiya Yul, Hidayati Aini https://creativecommons.org/licenses/by-nc-sa/4.0
Innovations in Affective Assessment in Arabic Language Books for Grade VII Based on Communicative Approach
Arabic language learning in Madrasah Tsanawiyah has implemented a communicative approach that emphasizes real language interaction. However, the Ministry of Religious Affairs' Arabic textbook for seventh grade does not provide assessment instruments that systematically assess the affective domain, so that students' progress in communication cannot be properly measured. This article aims to develop an affective assessment instrument that is integrated with the Ta'aruf material in the seventh grade Arabic textbook. This study uses a modified Borg & Gall Research and Development model, which includes the following stages: needs analysis, instrument design, expert validation, and product revision. The instruments developed are teacher observation sheets and student self-reflection sheets, which are compiled based on Krathwohl's affective taxonomy and a communicative approach. Expert validation was conducted by three validators consisting of two Arabic language education experts and one learning evaluation expert, with a Content Validity Index (CVI) result of 0.87, which is considered valid. This instrument is deemed suitable for use without requiring additional technical training for teachers, and is capable of helping to assess students' courage, self-confidence, cooperation, and respect in the communication process. Thus, this innovation has practical implications for teachers in applying authentic and sustainable affective assessment in the classroom, and can be developed in other chapters or further tested in field learning.
Copyright (c) 2025 Muhammad Ulul Azmy, R Umi Baroroh, Zailani Novian, Sarah Salsabila https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Digital Project-Based Learning and Self-Confidence on Students’ Arabic Learning Achievement
This study examines the correlation between digital project-based learning and self-confidence on Arabic language learning achievement. Employing a 2 × 2 treatment-by-level research design, the implementation of digital project-based learning demonstrated a positive effect on student learning outcomes. This can be seen in the score differences between classes that applied digital project-based learning and those that used project-based learning without digital assistance. The average score of the experimental class was 60.31, while the control class achieved an average score of 35.69. This finding was supported by the results of a two-way ANOVA, which showed a significance value of 0.000 < 0.05, indicating a significant difference in Arabic learning achievement between students taught using digital project-based learning and those taught without digital assistance. Similarly, self-confidence also showed a positive effect on Arabic learning achievement. Students with high self-confidence achieved higher scores than those with low self-confidence, with average scores of 63.85 and 32.15, respectively. This result was further supported by the two-way ANOVA test, which yielded a significance value of 0.000 < 0.05, indicating a significant difference in Arabic learning achievement between students with high and low self-confidence.
Copyright (c) 2025 Nurjanna, M.Yusuf T, Rappe, Haniah https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of the Arabic Language Test Questions at the CELAD Institute from the Perspective of CEFR Standards
This study aims to describe and analyze the Arabic language test items used at the CELAD Institute, which serves as an assessment tool to measure the Arabic proficiency of students in the Faculty of Islamic Studies at Universitas Islam Riau. Specifically, the research identified the characteristics of CELAD’s Arabic language test items and determined their alignment with Common European Framework of Reference for Languages (CEFR) proficiency levels. This study adopted a descriptive-qualitative design with a content-analysis approach. The findings indicate that: (1) CELAD’s Arabic language test items are integrative, communicative, and interactive in nature, and fall within the category of standardized tests that include proficiency and achievement assessments; and (2) the competency standards reflected in the test align with CEFR, corresponding to level B1 for reading skills and level A2 for speaking and writing skills. This research is expected to serve as an evaluative reference for stakeholders in the further development of the CELAD Arabic language test. Additionally, the findings may offer a model for the development of other Arabic language tests that have not yet been standardized using an international reference framework.
Copyright (c) 2025 Alfitri, Tulus Musthofa, Harif Supriady https://creativecommons.org/licenses/by-nc-sa/4.0
Development of HOTS-Based Final Semester Assessment Questions in the Al-‘Ashri Arabic Textbook for 10th-grade Students of Islamic Senior High School
This study aimed to develop and validate a Higher-Order Thinking Skills (HOTS)–based assessment instrument for Arabic language learning using the Al-‘Ashri textbook for 10th-grade students at an Islamic Senior High School. The research employed a Research and Development (R&D) design following the 4D model: Define, Design, Develop, and Disseminate. Several research instruments were utilized, including: (1) a needs analysis questionnaire and interview guidelines to identify issues in existing Arabic learning assessments; (2) validation sheets for material experts and linguists to evaluate content, construct, and language validity; (3) a HOTS-based test instrument consisting of 36 multiple-choice and 4 essay questions developed according to Bloom’s revised taxonomy (C4–C6); and (4) data analysis tools to measure validity, reliability, item difficulty, and discrimination indices processed using SPSS. Each instrument served a distinct purpose: the questionnaire and interviews gathered empirical data on field needs, the validation sheets assessed the feasibility and accuracy of content and language, and the HOTS-based test was empirically tested on 34 students to examine its psychometric properties. The material validation achieved a score of 94% and the language validation 84%, both categorized as “highly feasible.” Empirical testing showed that all items were valid (r-value > r-table = 0.338), with a reliability coefficient of r = 0.88 (high), item difficulty indices ranging from 0.15–0.85 (moderate), and discrimination indices indicating 38.89% good and 61.11% moderate items. These findings confirmed that the developed HOTS-based assessment instrument was valid, reliable, and effective for evaluating higher-order thinking skills in Arabic language learning at the senior high school level.
Copyright (c) 2025 Khusnul Masrifah, Mohammad Ahsanuddin https://creativecommons.org/licenses/by-nc-sa/4.0
Bridging Traditional Language Pedagogy and AI: Lessons from Arabic Language Programs in Indonesia
This article examines the integration of traditional pedagogical approaches in Arabic language teaching with emerging artificial intelligence (AI) technologies within Islamic higher education institutions in Indonesia. The study was conducted at two state Islamic universities using a descriptive qualitative approach, with lecturers serving as the primary participants. The findings revealed that conventional learning methods, such as nahwu-sharf and qirā’ah al-kutub, remained the core instructional foundation. However, an increasing number of lecturers had begun incorporating AI-based tools, including chatbots, speech-recognition applications, and adaptive online learning platforms. Overall, lecturers perceived AI as a supportive complement rather than a substitute, one that could enhance students’ learning experiences. At the same time, concerns persisted regarding the accuracy of AI-generated content and its alignment with Islamic values. This study highlights the need for an integrative instructional model that leverages the strengths of classical methods while harnessing AI’s potential to create contextual, moderate, and responsive learning experiences suited to contemporary educational demands. With adequate policy support and ongoing lecturer capacity building, the synergy between traditional pedagogy and AI is expected to accelerate the transformation of Arabic language education in Islamic higher education settings.
Copyright (c) 2025 Mustar, Raswan, Dina Chabib Uluum, Keysa Tamami, Muhammad Ramdhan Bin Mohamad https://creativecommons.org/licenses/by-nc-sa/4.0
A Mixed-Methods Needs Analysis for Interactive Multimedia-based Arabic Teaching Materials for Grade 8 at State Islamic Junior High School (MTsN) 17 Tanah Datar
This study aims to analyze students' needs for interactive multimedia-based Arabic teaching materials in grade 8 State Islamic Junior High School (MTsN) 17 Tanah Datar, West Sumatra. Arabic language learning uses textbooks that are still textual and monotonous without any accompanying teaching materials that are interesting and interactive. The approach used was a mixed method, data was collected from 36 students and teachers through interviews, classroom observations, and needs analysis questionnaires. The results of the interviews show that learning Arabic still faces obstacles in the form of conventional and less interesting teaching materials, exercises that have not touched listening and speaking skills, and limited access because it is only available in print form without the support of interactive technology. Observation data shows that Arabic learning is still dominated by teachers with lecture methods, students tend to be passive, interaction and language skills practice are minimal, and only rely on textbooks without media or supporting teaching materials. The results of the questionnaire showed that the majority of respondents (84.65%) strongly supported the development of Arabic teaching materials based on interactive multimedia. This study recommends developing interactive multimedia-based Arabic teaching materials that combine text, audio, video, animation, and self-directed exercises, specifically designed based on students’ real needs to support more engaging and interactive learning. As a practical implication, a prototype or unit template is proposed that integrates short texts, audio narration, micro-videos, and self-checking quizzes for the next stage of development.
Copyright (c) 2025 Lathifah Al Husna, Mohammad Samsul Ulum, Abdul Wahab Rosyidi, Mustafiqul Hilmi https://creativecommons.org/licenses/by-nc-sa/4.0