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. 10/C/C3/DT.05.00/2025 (SINTA 2) Citation Analysis : Sinta Google 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.
Authors who publish with Arabiyatuna: Jurnal Bahasa Arab agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Development of Sparkol VideoScribe Audiovisual Learning Media with Problem-Based Learning Model for Arabic Vocabulary Mastery
Mastering Arabic vocabulary is crucial for supporting students' language proficiency, especially in Islamic boarding schools where Arabic serves both religious and daily communication purposes. However, vocabulary acquisition remains challenging due to conventional methods that rely on rote memorization and lack engaging media. While previous studies have explored audiovisual-based PBL separately, few have integrated both specifically for Arabic vocabulary in pesantren contexts. This study aims to develop an effective audiovisual-based PBL to enhance vocabulary mastery. Employing Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate), this research included needs analysis, media design, expert validation, and effectiveness testing through pre-test and post-test. Data analysis involved normality tests, homogeneity tests, and paired sample t-tests to measure effectiveness. Results show that the developed media is valid and feasible according to experts and significantly improves students’ vocabulary mastery, with a mean difference = -28.729, t = -17.170, and Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference between pre-test and post-test scores. This research demonstrates that the application of audiovisual media in conjunction with PBL can produce more meaningful learning, improve retention, and enhance students' critical thinking skills. These findings provide practical contributions in the form of new strategic options for Arabic language teachers and reinforce the urgency of implementing audiovisual-based PBL in modern education.
Copyright (c) 2026 Diana Islami, abdul Hafidz bin zaid, Muhammad Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis and Evaluation of 21st-Century Skills Integration in a Chapter of Grade IX Arabic Textbook for AFL
This study examines the integration of 21st-century skills in the Grade IX Arabic as a Foreign Language (AFL) textbook published by the Directorate of KSKK Madrasah, Directorate General of Islamic Education, Ministry of Religious Affairs of Indonesia. A qualitative descriptive design with an evaluative orientation was employed, focusing on Chapter 1, which covers texts, grammar, and learning tasks. The analysis was guided by the Partnership for 21st Century Learning (P21) framework, encompassing creativity and innovation, critical thinking and problem-solving, communication, and collaboration. Data were interpreted using a Likert scale. The findings indicate that creativity and innovation, as well as critical thinking and problem-solving, fall within the “sufficient” category (65–74), while communication and collaboration are classified as “outstanding” (85–100). These results reveal the textbook’s strength in promoting interaction and teamwork, while also highlighting gaps in fostering higher-order thinking and creativity. The implications underscore the need for a more balanced development of the four skill domains, suggesting that future textbooks should include more varied and challenging activities to promote creative exploration and critical engagement.
Copyright (c) 2026 Uswah Mujahidah Rasuna Said, Asep Sopian, Aji Rizqi Ramadhan, Arina Dienana, Alfan Haidar https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of AI Based Microlearning Platforms through Vlog Content to Improve Arabic Listening Skills
The rapid expansion of digital technology and Artificial Intelligence (AI) has significantly transformed learning practices in higher education, particularly in the development of foreign language listening skills. This quasi-experimental study examined the effectiveness of an AI-based microlearning platform integrating authentic Vlog content in improving Arabic listening comprehension. Sixty undergraduate students participated in a four-week, one-group pretest–posttest design. Data were collected through listening comprehension tests and classroom observations. The results revealed a statistically significant improvement in students' listening skills, with a large instructional effect, indicating a meaningful pedagogical impact. Although proportional learning gains were relatively low, this outcome reflected high initial proficiency levels rather than limited intervention effectiveness. Observation results confirmed high fidelity throughout the intervention. Overall, the findings support the integrating of microlearning, multimodal video input, and AI-driven adaptivity as a practical approach to enhancing Arabic listening skills in higher education.
Copyright (c) 2026 Ganjar Yusup Sofian, Sutaman, R. Taufiqurrochman, Ahmad Fadhel Syakir Hidayat, Nukman Nukman https://creativecommons.org/licenses/by-nc-sa/4.0
What Shapes CEFR Implementation in Arabic Language Education? A Systematic Review of Enablers and Constraints
This study aims to examine the factors that support and hinder the implementation of the Common European Framework of Reference (CEFR) in Arabic language education. Although the adoption of CEFR has expanded significantly, its implementation remains uneven due to variations in institutional readiness, curriculum alignment, and teacher competence. While numerous studies have discussed CEFR-based materials, assessment, or pedagogy, existing research remains fragmented, and no comprehensive synthesis has mapped the enabling and constraining factors influencing CEFR implementation in Arabic language education. This study addresses this gap by systematically reviewing research published between 2018 and 2025 to identify (1) the key conditions that support CEFR adoption and (2) the major obstacles that hinder its effectiveness in Arabic language learning. Employing a Systematic Literature Review (SLR) approach following PRISMA procedures, the study analyzed selected articles through NVivo-assisted thematic coding to generate an integrated conceptual pattern of enablers and constraints. The findings indicate that successful CEFR implementation is supported by curriculum alignment with CEFR descriptors, teacher readiness, availability of CEFR-based materials, technological integration, and high learner motivation. Conversely, curriculum misalignment, limited teacher proficiency, insufficient materials, weak institutional support, and sociocultural barriers significantly restrict implementation outcomes. These findings provide an evidence-based foundation for the development of CEFR-informed policies, curricula, and pedagogical practices in Indonesia and the broader Southeast Asian context.
Copyright (c) 2026 Nadia Arrifqi, Amanda Putri, Nabila Izzatul Ufairah, Wardah Nailah El-Izzah Atulolon, Slamet Daroini https://creativecommons.org/licenses/by-nc-sa/4.0
The Use of ChatGPT in Madrasah: A Study of Arabic Teachers in Kerinci Regency and Sungai Penuh City
The use of artificial intelligence in education has grown massively, including the use of ChatGPT among teachers and students. This phenomenon presents a dilemma in educational practice, both in terms of the effectiveness of learning and the ethical implications within an academic context. This study aims to analyse the motives behind the use of ChatGPT by Arabic language teachers and its implications for the learning process. This study employs a qualitative approach with a field study design. Data were collected through interviews with Arabic language teachers and document analysis, and were subsequently analysed using data reduction, data presentation, and conclusion-drawing techniques. The research findings indicate that teachers use Arabic language learning as a supporting tool in elaborating on learning materials. Consequently, the prominent motivations for using ChatGPT tend to centre on efficiency, creativity, and collaboration. Whilst the use of ChatGPT has implications for enhancing Arabic language learning, its use also raises concerns regarding the preservation of critical thinking. This is because ChatGPT can provide data that does not align with the facts. Consequently, if teachers are not careful, they may impart false information to students. Therefore, the use of ChatGPT in the Arabic language learning process must be grounded in clear ethical principles to prevent the degradation of learning, specifically by raising teachers’ awareness to use ChatGPT more wisely. This study makes a theoretical contribution by expanding the study of the use of AI technology in Arabic language learning, particularly from the teachers’ perspective, as well as a practical contribution regarding the importance of strengthening digital literacy and the ethics of AI use in the learning process to prevent a decline in the quality of learning.
Copyright (c) 2026 Eva Ardinal, Syukrawati Syukrawati, Nurul Alamin https://creativecommons.org/licenses/by-nc-sa/4.0
From Grammar-Centered to Communicative Materials: Rethinking Arabic Language Teaching Resources in Higher Education
This study examines how Arabic teaching materials mediate the relationship between grammatical knowledge and communicative competence in higher education. It addresses three questions: (1) to what extent materials remain grammar-centered, (2) how communicative and hybrid orientations are represented, and (3) how grammar can support effective communication. The study is urgent due to the persistent mismatch between communicative policy frameworks (e.g., CEFR) and the continued dominance of form-focused materials, which constrains learners’ communicative ability. Using a systematic state-of-the-art review of Scopus-indexed studies (2020–2026), this research applies thematic-critical synthesis. Data validity is ensured through transparent selection criteria, triangulation of empirical and conceptual sources, and iterative coding. Findings show that grammar-centered materials still dominate, while communicative innovations remain largely additive. Crucially, effective Arabic communication requires not the elimination of grammar, but its integration as a functional resource within meaning-focused and task-based learning. Misalignment occurs when grammar is treated as an end rather than a means. This study contributes by reconceptualizing the grammar–communication relationship and by proposing a context-sensitive framework for the development of communicative Arabic materials in higher education.
Copyright (c) 2026 Rosyad Muh. Sabilar, Rosyadi Faiq Ilham, Huda Nurul, Paramita Nurhapsari Pradnya ; Guangli Mi https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Kalam Flipbook Media for Arabic Speaking Skills of Students Grade X Madrasah Aliyah in Semarang City
This study aims to develop an interactive learning media in the form of a digital flipbook using the Heyzine Flipbook platform, designed in Canva, and to validate the product through evaluations by material experts, media experts, and stakeholders. Students’ Arabic-speaking skills are often hindered by factors such as speaking anxiety, teachers limited instructional effectiveness, and insufficient use of learning media. These challenges can be addressed by providing interactive learning media that boost student motivation, enhance understanding, and support active learning, such as flipbook-based media. The Heyzine Flipbook platform offers features such as video, audio, text, images, and quizzes, that can improve student engagement and practice. This research employed a Research and Development (R&D) approach following the ADDIE model, focusing on four stages: analysis, design, development, and evaluation. The participants were tenth-grade students from three Madrasah Aliyah in Semarang. The data were collected through interviews, questionnaires, and expert validation instruments. The expert validation results showed that the Kalam Flipbook media scored 88, placing it in the “highly feasible” category. The findings reveal that the Kalam Flipbook interactive multimedia provides an engaging learning experience and has the potential to serve as an innovative teaching tool for Arabic language learning according to expert assessment. The research limitation of this study is the absence of field testing of the developed media with students.
Copyright (c) 2026 Ruby Syahira, Zukhaira https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of a Qiyasiyah Based Instructional Model on Nahwu Mastery: A Quasi Experimental Study among Madrasah Diniyyah Al Amiriyyah Students
Reliance on traditional rote learning methods hinders students' analytical reasoning skills in mastering Nahwu. Therefore, a systematic integration of the analogical approach (qiyas) and modern pedagogy is required to bridge the instructional gap that has, until now, been addressed in isolation. This study aims to test the effectiveness of the Qiyasiyah - Based Instructional Model, which combines analogical reasoning with active learning principles, This study aims to test the effectiveness of the Qiyasiyah Based Instructional Model in improving Nahwu mastery. Using a quasi-experimental design (pretest-post-test control group), the study involved 58 female students from Madrasah Diniyyah Al Amiriyyah who were divided into an experimental group (receiving Qiyasiyah Based Instructional Model) and a control group (conventional method). The data were analyzed using independent sample t-tests and effect size calculations (Cohen's d). The results showed a statistically significant improvement (p < 0.001) in the experimental group with a large effect size (d = 1.58), and more even achievement than in the control group. These findings indicate that the Qiyasiyah Based Instructional Model is effective in improving students' understanding of Nahwu rules within the context of Madrasah Diniyyah Al Amiriyyah. The study concludes that the Qiyasiyah Based Instructional Model provides a structured, evidence - based pedagogical framework for improving Nahwu learning in the context of Madrasah Diniyyah Al Amiriyyah. The implications support the adoption of this model in the curriculum and teacher training, with recommendations for further research that expands the sample size and context of application.
Copyright (c) 2026 Elmas Maisya Al Bareza, M. Alaika Nashrulloh, Abdul Basith, Nik Muhammad Rozi Bin Nik Yusoff https://creativecommons.org/licenses/by-nc-sa/4.0
Examining Accreditation Readiness of PTKIN Master’s Programs in Arabic Language Education
Program accreditation is a primary standard for assessing the quality and credibility of higher education. The Master’s Program in Arabic Language Education (MPBA) at PTKIN demonstrates its commitment to academic excellence through rigorous accreditation preparations, encompassing curricula, human resources, infrastructure, and research performance. However, a significant research gap exists, as limited comparative research explores how internal and external factors influence accreditation outcomes across similar programs; most existing studies remain descriptive and context-specific rather than generalizable. This study analyzes the readiness of the MPBA Program at PTKIN for national accreditation by LAMDIK. The evaluation was conducted based on accreditation standards ranging from vision and governance to program outcomes and impact. Using a qualitative-descriptive method—incorporating interviews, document analysis, and observation—this study finds that the MPBA has met most standards, particularly in its globally oriented curriculum, international partnerships, and human resource development. Nevertheless, challenges persist in strengthening governance, increasing international publications, and enhancing learning facilities. These results offer strategic recommendations for program managers to improve accreditation readiness through synergy, data-driven planning, and continuous innovation, while serving as a benchmark for other programs navigating accreditation in the era of educational globalization.
Copyright (c) 2026 Shifany Maulida Hijjah, Zainal Muttaqin, Raswan Raswan, Savinatul Jannah, Keysa Tamami https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching Maharah Al-Kalam Through Digital Media in Higher Education
Speaking skill (maharah al-kalam) is a crucial aspect of Arabic language learning; however, university students still face various challenges, such as the lack of a language-rich environment and teaching methods that are not contextual. This study aims to systematically examine the effectiveness of digital media in teaching maharah al-kalam to university students by integrating the Input Hypothesis and the Technology Acceptance Model (TAM) as the analytical framework. The method employed is a Systematic Literature Review (SLR) following the PRISMA procedure. A total of 197 records were initially identified from Google Scholar, ERIC, and ResearchGate. After screening and eligibility assessment based on predetermined inclusion criteria, 26 scholarly articles published between 2020 and 2025 were included in the final review. The findings indicate that, from the perspective of the Input Hypothesis, digital media platforms such as YouTube, TikTok, Vlogs, Plotagon, and WhatsApp provide comprehensible input that supports students’ speaking development. From the perspective of the Technology Acceptance Model (TAM), these media are effective because they are perceived as useful and easy to use, which encourages active participation and increases students’ self-confidence. These findings show that digital media function not only as sources of language input but also as accessible and acceptable learning tools for teaching maharah al-kalam in higher education. Nevertheless, challenges such as limited internet access, technical difficulties, and psychological barriers continue to hinder its implementation. This study recommends the strategic integration of digital media into the Arabic language learning curriculum and the development of hybrid learning models that are more responsive to students' needs in the digital era.
Copyright (c) 2026 Aniqah Laili Abidah, Agung Setiyawan, M. Naufal Al Qurthuby Fuady S, Neisya Azaria Adinda Putri https://creativecommons.org/licenses/by-nc-sa/4.0
Readiness of Arabic Language Teachers to Integrate Large Language Models (LLMs) in their Teaching Practices: Challenges and Opportunities
This study examines Arabic language teachers’ readiness to integrate Large Language Models (LLMs) into instructional practices, identifies key challenges, and explores strategic opportunities for pedagogical use. A qualitative library research design was applied using descriptive-analytical and comparative methods based on peer-reviewed literature (2019–2025) on artificial intelligence, language education, and teacher readiness. Findings indicate that teacher readiness remains at an early, uneven stage, shaped by a socio-technical configuration comprising digital literacy, pedagogical competence, psychological disposition, and institutional support. From a TPACK perspective, technological knowledge is less developed than pedagogical and content knowledge, limiting effective integration of AI in Arabic language learning. Psychological barriers such as technological anxiety and low self-efficacy, along with unequal infrastructure and policy support, further constrain adoption. However, gradual exposure to AI tools fosters experiential learning and incremental development of readiness. Despite challenges, LLMs offer opportunities for improved learning effectiveness, personalized instruction, the development of higher-order thinking, and the integration of Islamic educational values. The study conceptualizes teacher readiness as a socio-technical and developmental construct. It highlights the need for AI literacy development, curriculum redesign, and institutional policy support to ensure ethical and sustainable integration of LLMs in Arabic language education.
Copyright (c) 2026 Harmanto Raharjo, Naih Nurjanah, Ghufran Akbar, Mulyadi Mulyadi, Uus Ruswandi, Mohamad Erihadiana, Aulia Rahmi https://creativecommons.org/licenses/by-nc-sa/4.0
Technological Transformations in Arabic Language Learning: A Comprehensive Review of Emerging Tools and Techniques
Digital technology has transformed how Arabic is taught and learned worldwide. The scholarly conversation around this shift, however, has grown along parallel but rarely intersecting tracks. Computational researchers concentrate on algorithms, pedagogues refine teaching methods, and sociologists examine cultural contexts, often without engaging one another's findings. This study responds to that problem. It aims to map how technological tools, pedagogical principles, and socio-cultural settings together shape contemporary Arabic language learning, with particular attention to pre-digital traditions such as those maintained in Indonesian Pesantren. The inquiry is urgent because a widening gap exists between the rapid advancement of Arabic learning technologies and the uneven readiness of institutions to adopt them in pedagogically sound and culturally appropriate ways. Two research questions guide the study. (1) What publication trends, geographical distributions, and methodological patterns characterise research on technology-enhanced Arabic language learning from 2020 to 2025? (2) What thematic clusters define this research landscape, and how are they connected? A systematic literature review was conducted under the PRISMA protocol. Scopus served as the primary database, with Google Scholar and Web of Science used for cross-validation. Fifty articles met the inclusion criteria. Two analytical procedures were applied in parallel. A qualitative thematic analysis was organised through the Watase Uake System, a coding framework that maps recurrent concepts into interconnected thematic nodes. A bibliometric analysis then tracked publication trends, journal-tier distribution, and keyword frequency. Results show a paradigm shift from instructor-led teaching toward digitally mediated Arabic learning ecosystems, with research concentrated in the Gulf region and a steadily growing presence from Southeast Asia. Two theoretical anchors dominate the field: Deep Learning for assistive technologies such as Arabic Sign Language recognition, and Self-Determination Theory for questions of learner motivation. Persistent challenges also surface, particularly the digital divide and cultural resistance. Pre-digital pedagogies such as the Muhadatsah method practised in Pesantren continue to shape how technology is received in non-Western contexts.
Copyright (c) 2026 Azmi Islami, Busthomi Ibrohim, Habib Muharrom Sudarmawan, Agung Muttaqien, Faiz Mursyid Lidinillah https://creativecommons.org/licenses/by-nc-sa/4.0
Integration of Maqāṣid al-Sharī‘ah Values in the Book Al-Arabiyyah Bayna Yadayk: A Step Toward Recontextualizing Arabic Language Education in the Digital Era
In the era of rapid digital transformation, Arabic language education plays a crucial role not only in developing linguistic competence but also in fostering learners’ moral and spiritual character. However, many contemporary teaching materials tend to emphasize technical language skills while giving limited attention to the integration of Islamic values, creating a gap between educational ideals and classroom practices. Despite the growing discourse on value-based education, empirical studies on the integration of Maqasid al-Shariah into Arabic-language textbooks, particularly in digital learning contexts, remain limited. This study aims to analyze the integration of Maqasid al-Shariah values in the Al-Arabiyyah Bayna Yadayk textbook as a contemporary model for teaching Arabic in the digital age. The researchers employed a qualitative, descriptive-analytical method to analyze the book’s content in light of the five higher objectives of Islamic law: the preservation of religion, life, intellect, progeny, and property. This approach used both printed and digital sources, employing triangulation to enhance academic credibility. The findings reveal that the textbook strikes a balance between linguistic and educational dimensions, incorporating Maqasid-based values into its texts and learning activities, thereby linking language learning with moral refinement and intellectual development. It also employs digital media through its official online platform to facilitate access to knowledge and promote autonomous learning. However, the study identifies challenges in the use of modern technology, including limited interactive features and the need to pay for access to self-assessment tools. The significance of these findings lies in presenting a new vision for Arabic language education that harmonizes authenticity with modernity, positioning Maqasid al-Shariah as a framework for developing an integrated digital curriculum that combines linguistic proficiency with moral education, thus contributing to the advancement of Islamic language pedagogy in line with the demands of the digital era without losing its identity.
Copyright (c) 2026 Muhimmatul Mukaromah, Muhammad Anwar Bin Ahmad https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Local-Culture-Based Arabic Conversation Book to Support Junior High School Students’ Mahārah Kalām
Mahārah Kalām learning at the junior secondary school level still faces fundamental challenges, particularly students’ low confidence, limited fluency, and difficulty in expressing simple ideas orally in Arabic. These problems are closely related to the dominance of reading, translation, and vocabulary memorisation in classroom practices, as well as the limited availability of Arabic conversation books that provide communicative, contextual, and locally relevant speaking activities. This study aims to develop a local-culture-based Arabic conversation book to support meaningful Mahārah Kalām learning for junior high school students. The study employed a research and development approach using the ADDIE model, combined with a convergent parallel mixed methods design. The data were collected through needs analysis, classroom observation, teacher interviews, student responses, expert validation, and a limited trial involving 13 students, one Arabic teacher, one material expert, and one instructional design expert. The needs analysis revealed the necessity of contextual dialogues, familiar local themes, guided speaking practice, role-play activities, and culturally relevant visual materials. The developed book integrates Situbondo local culture into vocabulary, dialogue models, speaking tasks, and role-play scenarios. Expert validation indicated that the product was feasible in terms of content and design, while the limited trial showed positive student and teacher responses regarding acceptability, clarity, and practicality. This study suggest that a locally culture-based Arabic conversation book can serve as an alternative communicative teaching material to improve Mahārah Kalām learning in Indonesian junior secondary schools.
Copyright (c) 2026 Bambang Irawan, Renti, Arini, Fathul, Muhamad Turki https://creativecommons.org/licenses/by-nc-sa/4.0
Scrabble Board Game as a Learning Tool for Improving Arabic Vocabulary Based on Experiential Learning
This study aims to develop a Scrabble Board Game based on Experiential Learning principles to improve Arabic vocabulary mastery among beginner-level students. The research employed a quantitative Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through expert validation questionnaires, vocabulary pre-test and post-test instruments, classroom observations, and interviews. Media validity was examined through content and construct validation by three experts: an Arabic language expert, a learning media expert, and a teaching practitioner using a Likert-scale assessment, while instrument reliability was ensured through expert judgment. The implementation involved 20 second-grade students at Madrasah Ibtidaiyyah over three learning sessions. Quantitative data were analyzed using descriptive statistics, N-Gain analysis, and a paired-sample t-test, supported by descriptive qualitative analysis. The results showed a significant improvement in students’ Arabic vocabulary mastery, with the average score increasing from 54.3 to 82.1 and an N-Gain score of 0.61, indicating moderate to high effectiveness. At the same time, the paired-sample t-test confirmed statistical significance (p < 0.001). This study concludes that integrating a Scrabble Board Game with Experiential Learning effectively enhances Arabic vocabulary acquisition and student engagement.
Copyright (c) 2026 Agus Yasin, Khansa Nabila, Alif Cahya Setiyadi https://creativecommons.org/licenses/by-nc-sa/4.0
Embodied Arabic Orthography through Rasm ‘Uthmānī Copybook Practice: A Mixed-Methods Study in Malaysia
Arabic writing skills (mahārah kitābah) remain a persistent challenge in Islamic educational contexts, where instruction often emphasizes memorization and oral recitation while providing limited structured support for handwriting development. Although learners are frequently exposed to Qur’anic texts, such exposure does not automatically lead to accurate and confident Arabic writing. This study examines the implementation and pedagogical impact of Rasm ‘Uthmānī Qur’anic copybook practice on Arabic writing development among beginner and lower-intermediate learners in Negeri Sembilan, Malaysia. Employing a qualitative-dominant convergent mixed-methods design, the study involved 32 students who participated in a six-week copybook-based writing intervention. Data were collected through classroom observations, semi-structured interviews, analysis of students’ written artifacts, and pre- and post-writing performance assessments. Qualitative data were analyzed thematically through coding, categorization, and interpretive synthesis, while quantitative data were analyzed using descriptive statistics and a paired-samples t-test. The findings indicate that copybook-based practice improved orthographic accuracy, letter formation, baseline alignment, and writing consistency, while also reducing writing anxiety and enhancing learner confidence. The faint-script tracing format served as visual–motor scaffolding, supporting psychomotor learning, gradual automatization, and affective readiness for writing. The study concludes that Rasm ‘Uthmānī Qur’anic copybooks can serve as a culturally authentic pedagogical medium for integrating Qur’anic literacy with Arabic writing instruction and for developing mahārah kitābah in Islamic educational settings.
Copyright (c) 2026 Yusuf Arisandi, M. Yusuf Harun, Aufa Hanin Salsabil https://creativecommons.org/licenses/by-nc-sa/4.0
Arabic Conversation Problems Among Students at Prince of Songkla University: Influencing Factors and Demographic Differences
This study investigates the challenges faced by non-native Arabic-speaking students in developing Arabic conversational skills at Prince Songkla University, Pattani Campus, Thailand. The study aims to identify students’ perspectives on Arabic conversation problems and the factors influencing these difficulties, as well as to examine statistically significant differences based on demographic and educational variables. The study employed a descriptive-analytical approach using a questionnaire distributed to a randomly selected sample of 274 students. The findings revealed that student-related factors constituted the dominant challenges, particularly students’ low motivation to speak Arabic and lack of confidence in oral communication. Environmental factors included limited family encouragement and the absence of Arabic use within the family environment, while university-related factors involved the frequent use of local languages by lecturers and peers instead of Arabic. The study also found statistically significant differences based on academic year and participation in Arabic language activities, whereas no significant differences were found based on gender, faculty, or mother tongue. Students who actively participated in Arabic language activities demonstrated more positive responses toward Arabic conversation learning. The findings indicate that improving Arabic conversational competence requires supportive communicative environments, increased opportunities for authentic Arabic interaction, communicative teaching practices, and active participation in Arabic language programs and activities both inside and outside the classroom.
Copyright (c) 2026 Asma Binti Abdul Rahman, Noza Aflisia, Prasert Ban Buri, Rusdee Taher, Maryam Abdul Rahman, Omar Din; Mohammad Roshimi Bin Abdullah, Ahmad Abdul Rahman https://creativecommons.org/licenses/by-nc-sa/4.0
Design and Validation of a JotForm-Based Arabic Language Assessment Model to Enhance Higher-Order Thinking Skills in Islamic Senior High Schools
Students' critical thinking skills in Arabic language learning at Madrasah Aliyah are still relatively low, as evidenced by researchers' observations, which show that students are still at the stage of understanding and applying the material they are learning. This is due to the assessment method still being the old method, namely paper-based evaluation. This research aimed to develop a JotForm-based evaluation tool and test its validity. This research uses the Research and Development method with the ADDIE research model: 1) Analysis, 2) Design, 3) Develop, 4) Implement, and 5) Evaluation, and the researcher only focuses on the ADD stage, namely 1) Analysis, 2) Design, and 3) Develop. In the analysis stage, the researcher went through three steps: needs analysis, curriculum analysis, and materials analysis. In the design stage, the researcher developed the evaluation tool product. The development stage then refined the design into an Arabic-language learning evaluation tool using the JotForm application. This Jotform tool was designed to improve and develop students' critical thinking skills. Based on the calculation, the material validation results obtained a score of 75%, which falls within the range of 62.5%≥ - 81.5%, and can be classified as “valid and appropriate” for use and tested without review. At the same time, the media verifier results scored 87%, which falls within the range of ≥ 81.5% - 100% and is classified as very valid and can be used with the reviews provided. The language verifier scored 81%, which falls within the range of ≥ 62.5% - 81.5% and is classified as valid. Thus, Jotform is highly valid and well-suited as an evaluation tool that supports students' critical thinking skills.
Copyright (c) 2026 Lailatul Qomariyah, Anawiyah Anawiyah https://creativecommons.org/licenses/by-nc-sa/4.0
Model of Internalization of Religious Moderation Values through Muthala’ah Learning Arabic Language Education Study Program, UIN Datokarama Palu
This study investigates the internalization of values of religious moderation through the Muthala’ah course in the Arabic Language Education Study Program at UIN Datokarama Palu. Specifically, it explores the patterns and strategies employed, the core values emphasized, and the obstacles and possible solutions in the internalization process. Adopting a qualitative design, data were collected through observation, interviews, and documentation, and were analyzed thematically. The findings indicate that internalization is implemented through a structured process comprising instructional planning (syllabus and lesson plan development), the integration of moderation-themed texts into classroom activities, and a combined grammatical and semantic analysis of the texts. The values primarily internalized include al-tawassuth (moderation), al-i’tidal (fairness), al-tasamuh (tolerance), and national commitment (muwathanah). However, the process faces several challenges, such as lecturers’ continued reliance on purely textual approaches, difficulties in packaging moderation-oriented materials, and limited specialized learning resources. The study concludes that the Muthala’ah course has strong potential as a pedagogical medium for fostering moderate and tolerant students, provided that lecturers deliberately integrate value-oriented content with linguistic analysis in their instructional design.
Copyright (c) 2026 Ubadah Ubadah, Agustan Agustan, Muhammad Gazali https://creativecommons.org/licenses/by-nc-sa/4.0
Innovation in Learning Balaghah: Optimization of Technology Media AZ Screen Recorder and YouTube in Enhancing Students' Appreciation of Adaby
Balaghah science is a crucial branch of Arabic language studies that emphasizes linguistic beauty and effectiveness. However, traditional teaching methods often struggle to foster students' deep aesthetic appreciation (tadzawuq adaby). This study aims to optimize and evaluate the integration of AZ Screen Recorder and YouTube as technological learning media to enhance students' proficiency in Tadzawuq A daby. Method: Employing an explanatory sequential mixed-methods design, this research involved 90 students from the Arabic Language Education program at UIN Sayyid Ali Rahmatullah Tulungagung, divided equally into an experimental class (utilizing technology) and a control class (conventional method). Data were gathered through observations, interviews, and pretest-post-test assessments, and then analyzed using statistical parametric tests (Paired and Independent Sample T-Tests) alongside qualitative analysis. Results: The Independent samples T-Test revealed a statistically significant difference in post-test learning outcomes between the two groups (p = 0.012), with the experimental class achieving a substantially higher mean score (94.7) than the control class (85.1). Qualitative insights confirmed that the recorded materials provided learning flexibility and stimulated active, critical classroom discussions, though challenges such as unstable internet access persisted. Conclusion: Integrating AZ Screen Recorder and YouTube transcends mere theoretical mastery; it shifts the pedagogical paradigm by creating an interactive, independent, and dynamic learning environment that successfully elevates students' appreciation of literary aesthetics
Copyright (c) 2026 Muhammad Afthon Ulin Nuha, Ahmad Fikri Amrullah, Nurul Musyafaah, Murdiono https://creativecommons.org/licenses/by-nc-sa/4.0