PROSIDING KONIPBSA: Konferensi Nasional Inovasi Pembelajaran Bahasa dan Sastra Arab
KONIPBSA: Konferensi Nasional Inovasi Pembelajaran Bahasa dan Sastra Arab merupakan kegiatan yang dilaksanakan secara rutin sekali dalam satu tahun diantara bulan November-Desember sebagai wadah mahasiswa program Doktor dan Magister Pendidikan bahasa Arab untuk menuangkan hasil perkuliahan terkait inovasi pendidikan bahasa Arab yang telah dilakukan juga untuk para guru dan pemerhati di bidang pendidikan bahasa dan sastra Arab yang telah melakukan inovasi dalam pembelajaran bahasa dan sastra Arab. Selain itu, sebagai wadah saling berbagi pengalaman dalam inovasi pembelajaran bahasa dan sastra Arab dan dapat dijadikan media pengabdian dosen dan mahasiswa PBA (Pendidikan Bahasa Arab) di bidang pendidikan bahasa Arab secara nasional.
Peer Tutoring Strategy for Improving Learning Achievement in the Qirā’ah Course: A Study of Arabic Language Education (PBA) Students at UIN Sunan Kudus and UIN Sultan Thaha Saifuddin Jambi
Reading (qirā’ah) courses in Arabic teacher education often face limited student engagement, uneven participation, and insufficient formative feedback during text processing. This study investigates whether a structured peer tutoring strategy can improve qirā’ah achievement among Arabic Language Education students at two Indonesian Islamic universities (UIN Sunan Kudus and UIN Sulthan Thaha Saifuddin Jambi). Using a pre-experimental one-group pretest–posttest design, students participated in guided peer tutoring sessions in which trained peers supported classmates through staged reading activities (previewing, vocabulary support, questioning, and summarising) followed by brief reflection. Achievement data were collected through parallel reading comprehension tests administered before and after the intervention and analysed using paired-difference procedures with a nonparametric robustness check. The findings indicate that peer tutoring leads to a statistically meaningful improvement in qirā’ah performance across both sites, with generally consistent gains across student groups, although contextual classroom dynamics may shape the magnitude of benefits for specific subgroups.
peer tutoring; qirā’ah; reading comprehension; Arabic learning
Copyright (c) 2026 Habib Maulana Maslahul Adi, Zakiyatunnisa Al Mubarokah https://creativecommons.org/licenses/by-nc/4.0/
A Contrastive Analysis of Arabic and Indonesian Proverbs: Uncovering the Meanings of ‘سَبَقَ السَّيْفُ الْعَذْلَ’ and 'Nasi Sudah Menjadi Bubur'
Language and culture are two systems that are closely associated with humans. Language is a system that serves as a tool for preserving culture. Meanwhile, culture is a system that regulates human interaction. In every cultural system, proverbs are an integral part of that culture. A proverb is a literal expression passed down from generation to generation, requiring complex thought to understand. Therefore, this study aimed to analyze the similarities and differences between the Arabic proverb “سَبَقَ السَّيْفُ الْعَذْلَ<span lang="EN-US" style="font-size: 11.0pt; line-height: 107%; font-family: 'Book Antiqua',serif; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: 'Book Antiqua'; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">” and the Indonesian proverb “nasi sudah menjadi bubur”, which originate from two different cultures. These two proverbs were examined from two perspectives: cultural and cognitive. The method used in this study was a literature review, which is a form of qualitative research. Furthermore, the approaches used were cognitive semantic analysis and ethnolinguistic study. The findings of this study indicated that, from a cognitive-semantic perspective, both proverbs have the same meaning and moral values, and share a common framework of thought across different cultural metaphors. Furthermore, from an ethnolinguistic viewpoint, the Arabic proverb Arab سَبَقَ السَّيْفُ الْعَذْلَ shows traces of pre-Islamic Arab culture, which was fond of and skilled at warfare. Meanwhile, the Indonesian proverb “nasi sudah menjadi bubur” underscores the importance of rice in Indonesian culture and daily life. The difference in metaphors used in the two proverbs reflects how each culture frames moral concepts through experiences closest to its people. In Arabic, metaphorical expressions, in the form of proverbs, are conveyed through symbols of power and honor, whereas in Indonesia, they are expressed through familiar everyday symbols.
language; proverb; ethnolinguistics; cognitive semantics
Copyright (c) 2026 Hanif Musyari Muslim, Nur Cholis Agus Santoso https://creativecommons.org/licenses/by-nc/4.0/
Developing Arabic Language Proficiency through the Socio-Cultural Approach in Vygotsky’s Perspective (An Applied Methodology Study at Madrasah Mu’alimin Mu’alimat Bahrul ‘Ulum Jombang)
This research aims to examine how the sociocultural approach can be applied in light of Vygotsky’s theory to develop Arabic language proficiency at Bahrul Ulum Teacher Training School. Using a qualitative descriptive method, the study explores the implementation of a curriculum that emphasizes social interaction, the use of language in real-life contexts, and the teacher’s role as a mediator in learning through what is known as scaffolding. The findings show that key principles of Vygotsky’s theory, such as the Zone of Proximal Development (ZPD) and scaffolding, are effective in enhancing students’ Arabic language skills, particularly through collaborative activities, group discussions, and contextual teaching. Moreover, an educational environment enriched with cultural and religious values contributes to strengthening the internalization of the language. The study recommends integrating the sociocultural approach more systematically into the design of Arabic language instruction in order to improve the relevance and effectiveness of the curriculum in building students’ linguistic and communicative competence.
proficiency; Arabic language; sociocultural approach; MMA
Copyright (c) 2026 Nurul Hidayah, Umar Faruq, Nurul Hanani https://creativecommons.org/licenses/by-nc/4.0/
Student-Centered Arabic Teaching Materials in Internasional Undergraduate Programs: Empirical Evidence from UIN Sunan Kalijaga Yogyakarta
Student-centered learning (SCL) has been widely validated in foreign language education, yet empirical evidence from Arabic as a Foreign Language (AFL), particularly in Islamic higher education contexts, remains limited. This study investigates how student-centered principles are embedded in Arabic teaching materials and examines their pedagogical impact in an international higher education program. Employing a mixed-methods classroom-based design, data were collected from 15 international students through pre- and post-tests, structured questionnaires, classroom observations, and semi-structured interviews with a purposive sub-sample of six students. Quantitative findings reveal statistically significant improvements in Arabic learning outcomes, alongside high levels of student engagement, autonomy, and collaboration. Qualitative evidence demonstrates that teaching materials functioned as mediational artifacts, structuring peer interaction and promoting active language use in multilingual classrooms. By foregrounding teaching materials as the primary vehicle of student-centered pedagogy, this study extends SCL research and repositions Islamic higher education as a globally relevant site of pedagogical innovation. The findings contribute to Arabic language education by offering empirically grounded insights into material design for international programs and by advancing a material-centered understanding of student-centered learning in applied linguistics.
student-centered learning; Arabic as a foreign language; teaching materials; international programs.
Copyright (c) 2026 Muh. Sabilar Rosyad https://creativecommons.org/licenses/by-nc/4.0/
على طريق السعي إلى تفعيل الجو الدراسي في تعليم اللغة العربية للأطفال بواسطة بلوكيت: دراسة سردية للاستجابة من قبل المدرسة
Keaktifan siswa dalam aktifitas pembelajaran merupakan salah satu indikator keberhasilan pelaksanaan pembelajaran. Untuk mencapai tujuan tersebut, terkadang guru memerlukan sebuah stimulus agar siswa dapat berpartisipasi aktif dalam pembelajaran. Terutma jika mata pelajaran yang diajarkan adalah materi yang cukup rumit seperti pelajaran bahasa Arab. Pada penelitian ini guru memanfaatkan platform Blooket dalam aktifitas pembelajaran kosakata bahasa Arab untuk siswa sekolah dasar. Penelitian ini bertujuan untuk mendeskripsikan respon guru terhadap pemanfaatan Blooket dalam evaluasi pembelajaran bahasa Arab bagi peserta didik di SD Muhammadiyah 01 Tanggul. Penelitian ini menggunakan pendekatan kualitatif dengan model narrative inquiry. Pemilihan model tersebut dimaksudkan untuk memperoleh informasi mengenai respons guru setelah menggunakan platform Blooket dalam evaluasi pembelajaran kosa kata bahasa Arab bagi anak-anak.Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Data yang terkumpul kemudian dianalisis dengan menggunakan model analisis Miles dan Huberman, yang meliputi penyajian data, reduksi data, serta penarikan kesimpulan.Penelitian ini menghasilkan dua kesimpulan. Pertama, guru merasakan kemudahan dalam menyiapkan materi evaluasi melalui platform Blooket. Kemudahan tersebut terkait dengan kemampuan guru menyajikan aktivitas evaluasi yang menyenangkan dalam waktu yang relatif singkat. Kedua, guru mengamati antusiasme peserta didik selama pelaksanaan evaluasi, karena masing-masing peserta didik berupaya untuk menjawab dengan benar. Kondisi ini sesekali menimbulkan sedikit kegaduhan selama aktifitas berlangsung. Oleh sebab itu, guru perlu memberikan peringatan agar tidak mengganggu peserta didik lainnya.
Bahasa Arab untuk Anak; Blooket; Media Pembelajaran; Pembelajaran Kosakata
Copyright (c) 2026 Faris Maturedy, Muhammadi Nidom AC, Wihdatul Hasanah https://creativecommons.org/licenses/by-nc/4.0/
Social Critique in al-‘Ālam al-Ḍayyīq by Najib Kailani: A Greimassian Structural Analysis and Van Dijk’s Critical Discourse Approach
This research is motivated by the strong social critique found in Najib al-Kailani’s short story al-‘Ālam aḍ-Ḍayyīq, which portrays the tension between the individual and the socio-political structures that confine him. The metaphor of the “narrow world” functions as a symbol of both psychological and structural entrapment experienced by the main character. This research aims to examine how social criticism is constructed through narrative structure and power discourse within the story. The method employed is qualitative research with a library-based approach, using the short story as the primary data source and literature on A.J. Greimas’s structuralism, Teun A. van Dijk’s Critical Discourse Analysis, and studies on al-Kailani’s works as supporting data. The analysis was conducted descriptively and analytically. The findings show that the actantial schema of the story forms a conflict pattern between the protagonist as the Subject under pressure and the socio-political forces as structural Opponents, emphasizing the dominance of the opposition between the pursuit of dignity and the coercive pressures of power. Meanwhile, Van Dijk’s discourse analysis reveals that the metaphor of the “narrow world” is an ideological construction representing state repression, class injustice, and individual alienation within an unequal social structure.
Najib al-Kailani, al-‘Ālam aḍ-Ḍayyīq, Greimasian structuralism, Van Dijk’s critical discourse analysis, social criticism, modern Arabic literature
Copyright (c) 2026 Heni Alliana, Syarif Bahaudin Mudore https://creativecommons.org/licenses/by-nc/4.0/
The Symbolism of the Greening of Resistance in Samih al-Qasim's Poetry: An Ecocritical Reading
Symbolism plays a crucial role in creating depth in poetic imagery. Samih al-Qasim, the symbolic architect of contemporary Arabic literature, masterfully utilizes elements of nature to channel the suffering and hopes of the Palestinian people. This study investigates the symbolism of nature elements in Samih al-Qasim's poem entitled خطاب في سوق البطالة (A Speech in the Unemployment Market) through an ecocritical lens. The analysis reveals Samih al-Qasim's novel orientation in composing nature symbols: they function not merely as rhetorical ornamentation, but as a medium of resistance that merges the poet's persona with natural elements such as the earth, sun, and fire. The findings indicate that the nature symbolism in the poem is a manifestation of the Greening of Resistance, fundamentally rejecting the anthropocentric worldview. This rejection is realized through the fusion of the poet's self into nature, creating a biotic community where the fate of humans and the environment are integrated. Consequently, resistance in Samih al-Qasim's poetry is not only a human political effort but a collective endeavor of the entire ecosystem, asserting that the preservation of the non-human environment is equivalent to the struggle for liberation.
Samih al-Qasim; Nature Symbolism; Ecocriticism; Greening of Resistance; Palestine
Copyright (c) 2026 Muhammad Danial Fahmi, Nahrowi Arsyad https://creativecommons.org/licenses/by-nc/4.0/
Patterns of Verb Weakness (Al-Af‘al al-Mu‘tallah) and Their Morphological Changes in the First Part of Al-Qira’ah al-Rashidah
This study aims to investigate the patterns of weak verbs (al-af‘āl al-mu‘tallah) and their morphological changes in the first volume of Al-Qirā’ah al-Rāshidah by Abul Hasan Ali al-Nadwi. The research focuses on identifying the frequency and types of weak verbs, analyzing the morphological processes of i‘lāl (phonological modification), and exploring suitable pedagogical approaches for teaching these verbs to non-native Arabic learners. Using a qualitative descriptive approach, the study analyzed verbs extracted from fifteen lessons of the book. The results show 479 occurrences of weak verbs: 36 mithāl, 288 ajwaf, 151 nāqiṣ, and 4 lafīf verbs. The morphological changes observed include deletion, substitution, vowel shifting, and semivowel assimilation. The findings highlight the richness of Arabic morphology and suggest an eclectic teaching method that integrates lecture, deductive, and cooperative (panorama) learning techniques.
Weak Verbs, I‘Lāl, Morphology, Al-Qirā’ah Al-Rāshidah, Arabic Pedagogy
Copyright (c) 2026 Heriansah, Hamdal, Muhammad Ichsan Zaini https://creativecommons.org/licenses/by-nc/4.0/
Mapping Instructional Challenges in Rural Arabic Language Classrooms through a Multidimensional Diagnostic
This study explores the instructional challenges faced by rural Arabic language classrooms through a multidimensional diagnostic framework that captures students’ moral–spiritual, ethical–cultural, socio-emotional, and cognitive capacities. Using detailed item-level data from elementary learners, the analysis provides a clearer picture of how students respond to classroom demands and where learning obstacles are most concentrated. The findings show noticeable variation in students’ performance across domains, revealing several recurring issues that shape their learning experiences. Many students struggle with cognitive processes such as maintaining attention, understanding material, and completing tasks, while socio-emotional factors like low confidence and limited peer interaction also contribute to learning difficulties, particularly in younger grades. Ethical and cultural indicators further show uneven patterns, suggesting that students do not always internalize classroom expectations or cultural expressions embedded in Arabic lessons. These challenges appear closely linked to the realities of rural schooling, including limited instructional resources and reduced exposure to authentic language environments. By presenting a nuanced, data-driven description of these difficulties, the study emphasizes the need for targeted support strategies that not only strengthen Arabic language instruction but also nurture students’ holistic character development.
Arabic Language Learning; Instructional Challenges; Multidimensional Diagnostic Framework; Rural Classroom
Copyright (c) 2026 Nisa Ul Afiyah, Siti Sulaikho, Dinda Fadhiilla Novarinda https://creativecommons.org/licenses/by-nc/4.0/
Integration of Arabic Language Learning and Kitab Kuning: Strategies and Methods in Improving the Quality of Pesantren in Indonesia
This research is motivated by the challenges faced by Pesantrens (pesantren) in maintaining the relevance and quality of Arabic language learning as the key to understanding the Kitab Kuning (Classical Islamic Texts), which is the intellectual heritage of pesantren in Indonesia. The research aims to identify the models of integrating Arabic language learning and the Kitab Kuning, evaluate the strategies and methods used, and explore its impact on improving the quality of pesantren education. The study employs a qualitative approach with a phenomenological method, involving participatory observation and document analysis in several pesantren with different characteristics. Data were analyzed through phenomenological analysis techniques with source triangulation for validity. The results indicate three main integration models: traditional, modern, and integrative, which combine technological innovations and communicative approaches tailored to the pesantren context. Successful learning strategies combine the sorogan, bandongan, and mubasyaroh methods with digital media and contextual approaches that enhance motivation, holistic mastery of Arabic, and comprehension of the Kitab Kuning. This integration also contributes to shaping religious character, student learning independence, and strengthening the position of pesantren as adaptive educational institutions that maintain traditional values while preparing competent graduates ready to face modern challenges. These findings provide important contributions to the development of curriculum, teaching methods, and policies for Arabic language education in pesantren.
Arabic Language; Kitab Kuning; Learning Integration; Pesantren
Copyright (c) 2026 Mohammad Makinuddin, Friendis Syani Amrulloh, Muhammad A'inul Haq, Muhammad Alawy https://creativecommons.org/licenses/by-nc/4.0/
Revisiting Classical Arabic Pedagogies in Indonesia: Bandongan, Sorogan, and Halaqah
This study explores the methods of teaching Arabic in the early Islamic schools of Indonesia, focusing on pesantren and proto-madrasah traditions. Historically, these institutions have employed three core methods—bandongan, sorogan, and halaqah—which together shaped Arabic literacy, intellectual formation, and moral character. Using a qualitative historical-literature approach, the research examines manuscripts, classical texts, and scholarly studies to analyze how these methods operated, evolved, and were integrated into structured madrasah curricula. The findings reveal that bandongan provided breadth of exposure through collective text reading, sorogan offered depth of mastery through individualized correction, and halaqah cultivated dialogic reasoning through collaborative discussion. Each method demonstrated specific pedagogical strengths while complementing one another to form a holistic instructional system. Moreover, their integration into early madrasah illustrates a hybridization of traditional pedagogy with modern schooling, ensuring continuity rather than rupture. In contemporary times, these methods have been adapted to digital platforms—online bandongan, app-based sorogan, and hybrid halaqah—extending their relevance in the era of e-learning. Comparative analysis further shows strong alignment between these traditional practices and modern pedagogical frameworks such as scaffolding, cooperative learning, and Bloom’s taxonomy. The study concludes that pesantren pedagogy constitutes a living system of Arabic instruction that negotiates between heritage and innovation, offering valuable insights for contemporary Islamic education and global discussions on language pedagogy.
Arabic teaching methods; pesantren; bandongan; sorogan; halaqah; Islamic education; Indonesia
Copyright (c) 2026 Dadan Mardani, Asep Majdi Tamam, Motea Naji Dabwan Hezam, Izzuddin, Isop Syafei https://creativecommons.org/licenses/by-nc/4.0/
Arabic Language Learning Innovation: Utilizing QR Code-Based Digital Textbooks for Enhanced Comprehension
The use of textbooks as learning media in Arabic language subjects so far has not been fully said to be good because it is still conventional so that it causes students' understanding of Arabic to be less than optimal, this is because the learning media used is not digital-based. This study aims to develop and evaluate the effectiveness of textbook media equipped with QR Code in improving Arabic comprehension. The method used in this research is Research and Development (R&D) by applying the Borg & Gall model. The data instruments used were observation, questionnaires and tests. The results of this study are: 1) developing QR Code textbook media products to improve students' understanding of Arabic at the State High School level through 6 stages, namely potential problems, product design, product trial I, product revision I, product trial II, revision and finalization, 2) based on the validity test of 2 experts, material experts reached an average of 80% with a valid category that could be used but needed revision, while media experts reached an average of 90.7% with a very valid category used without revision 3) The results of the effectiveness of the textbook developed from the assessment of the response results of female students reached 91.82% with a very feasible category so that the product could be used in learning.
Learning Media; Digital Textbook; QR Code; Arabic Language
Copyright (c) 2026 M. Dzikrul Hakim Al Ghozali, Aufia Aisa, Amrini Shofiyani https://creativecommons.org/licenses/by-nc/4.0/
Institutional Variations in Arabic Teachers’ Metalinguistic Skills across Schools in Indonesia
This study aims to examine institutional variations in the metalinguistic competence of Arabic language teachers by placing institutions as the main analytical variable. This study uses a comparative quantitative approach involving 19 Arabic language teachers at the Madrasah Aliyah level from four institutions with different institutional characteristics, namely MA Bahrul 'Ulum, MA Al-Bairuny, MA Mamba'ul Ma'arif, and MAN 4 Jombang. Primary data were obtained through a metalinguistic competence questionnaire covering three main domains, namely istima’, qira’ah, and tarakib, while secondary data were collected through a documentation study of the institutions' profiles, visions, and missions. Data analysis was performed using descriptive statistics and the Kruskal–Wallis comparative test. The results showed that there were no statistically significant differences in the metalinguistic competence of Arabic teachers between the four institutions (H = 1.238; p = 0.744), even though each school had a different vision, tradition, and pedagogical orientation. These findings challenge the common assumption that institutional variations automatically result in differences in teachers' professional competencies. Conceptually, this study shows that in a standardized education system, the influence of institutions on teachers' metalinguistic competencies is limited. Further research using a mixed methods approach and a more diverse educational context is recommended.
Metalinguistic Competence, Arabic Teachers, Institutional Variation, Madrasah
Copyright (c) 2026 Erna Dwi Widiya Ningrum, Siti Sulaikho, Nisa Ul Afiyah, Dinda Fadhiilla Novarinda https://creativecommons.org/licenses/by-nc/4.0/
The Implementation of The Rotating Trio Exchange Type Cooperative Learning Model in Learning Nahwu
Learning Nahwu as a foundation for understanding Arabic often faces challenges in student active involvement and comprehensive conceptual understanding. The Rotating Trio Exchange (RTE) cooperative learning model offers an innovative approach that emphasizes collaboration and group rotation to improve student interaction and understanding. This study aims to analyze the implementation of the Rotating Trio Exchange cooperative learning model in learning Nahwu, identifying its impact on conceptual understanding, learning activities, and student learning outcomes. This study used a qualitative-descriptive approach with a classroom action research design. The subjects were 30 students of second-semester of STAI KH. Muhammad Ali Shodiq. The data were collected through observation, conceptual understanding tests, interviews, and learning documentation. The result showed that tha implementation of the RTE model showed significant improvements in three main aspects: student learning activities increased by 78% with active participation in group discussions, conceptual understanding of Nahwu increased by 82% based on the results of evaluation tests, and students' collaboration and communication skills developed progressively through group rotation. The Rotating Trio Exchange type of cooperative learning model is effectively applied in learning Nahwu by providing a dynamic collaborative space, increasing understanding of Arabic grammatical concepts, and developing students' social skills.
Copyright (c) 2026 Choiruddin, Imro’atus Solikah https://creativecommons.org/licenses/by-nc/4.0/
Efektivitas Metode Eklektik terhadap Keterampilan Menulis Bahasa Arab Siswa Sekolah Menengah
Pembelajaran bahasa Arab di tingkat sekolah menengah kerap terkendala rendahnya keterlibatan siswa serta dominasi metode pembelajaran yang kurang bervariasi sehingga proses belajar terasa monoton; kondisi ini mendorong perlunya strategi yang lebih menarik dan efektif. Penelitian ini bertujuan menilai efektivitas metode eklektik dalam meningkatkan keterampilan menulis bahasa Arab (kitabah) siswa kelas VIII. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen melalui tes tertulis sebelum dan setelah perlakuan (pretest–posttest). Kelas eksperimen memperoleh pembelajaran dengan metode eklektik, sedangkan kelas kontrol menggunakan metode ceramah. Data dianalisis melalui uji prasyarat (normalitas) dan pengujian perbedaan menggunakan paired sample t-test serta independent sample t-test. Hasil analisis menunjukkan nilai rata-rata kelas eksperimen meningkat dari 43,5 menjadi 73,4, dan nilai signifikansi 0,000 (<0,05) menandakan perbedaan hasil yang bermakna dibanding kelas kontrol. Temuan ini menunjukkan metode eklektik efektif untuk memperkuat kemampuan kitabah siswa di jenjang sekolah menengah.
Metode Eklektik; Pembelajaran Bahasa Arab; Keterampilan Menulis; Kitabah
Copyright (c) 2026 Chairun Nisa Male, Heriansah, Akhmad Khoiri https://creativecommons.org/licenses/by-nc/4.0/
Developing the Rhetorical Lesson through Artificial Intelligence in Teaching Taʿrīḍ Based on Discovery Learning Theory
This study aims to develop the teaching of the rhetorical device of taʿrīḍ (indirect expression) by moving beyond prevailing rote-based instructional methods and by constructing an educational approach grounded in discovery learning that activates the learner’s role in analyzing texts and inferring meaning based on context and situation. It also examines the potential of employing artificial intelligence, represented by ChatGPT, as a supportive tool for interactive learning. The study adopts a descriptive-analytical method to examine the theoretical and pedagogical frameworks of taʿrīḍ and discovery learning and to analyze the reality of its teaching, while also using an inductive method to trace rhetorical models of taʿrīḍ, and an applied approach to design a proposed instructional model without conducting an experimental field application. The study finds a gap between the suggestive, implicit nature of taʿrīḍ and the declarative methods commonly used in teaching it, and concludes that discovery learning provides an appropriate framework for teaching this rhetorical art by enhancing analysis, inference, and the learner’s autonomous construction of concepts. It also demonstrates the possibility of employing ChatGPT to generate exploratory questions and broaden analytical perspectives without undermining the teacher’s role. The study recommends reconsidering methods of teaching Arabic rhetoric, integrating active learning approaches and modern digital technologies, and preparing teachers to use artificial intelligence in a pedagogically sound manner. It further calls for future applied studies to measure the effectiveness of the proposed model and to extend it to other rhetorical arts.
Rhetoric, Indirect Expression, Discovery Learning, Artificial Intelligence, Education
Copyright (c) 2026 Sugeng Hariyadi, Talqis Nurdianto, Aqdi Rofiq Asnawi, Aminah Nurfida https://creativecommons.org/licenses/by-nc/4.0/
البلاغة والأسلوبيّات في رسالةِ "أيّها الولد" للغزالي:صلتها بعلم اللغوياتِ التطبيقية والتواصل الأخلاقي في العصر الحديث
Studies on Ayyuhal Walad by Abu Ḥamid al-Ghazali have predominantly focused on theological and Sufi ethical dimensions, while its linguistic aspects, particularly rhetoric and stylistics, remain underexplored. Yet the persuasive power of this treatise is deeply rooted in al-Ghazali’s rhetorical strategies and stylistic choices when offering moral instruction to his student. Addressing this gap, the present study aims to analyze the rhetorical and stylistic devices in Ayyuhal Walad and to examine their relevance to applied linguistics and moral communication in the modern era. This research adopts a qualitative library-based method using classical Arabic rhetorical analysis, modern stylistics, and discourse analysis. Data were gathered through close reading of the primary text supported by secondary sources on balaghah, language pedagogy, and persuasion theory. The findings indicate that al-Ghazalyemploys devices such as repetition, parallelism, antithesis, metaphor, and direct address to strengthen the ethos, pathos, and logos of his moral message. The study concludes that the linguistic architecture of the treatise not only enhances its spiritual persuasiveness but also provides a significant model for effective moral communication, text-based language teaching, and rhetorical studies within applied linguistics.
Rhetoric; Stylistics; al-Ghazalyi; Morality
Copyright (c) 2026 Romdani, Nuruddin, Andy Hadiyanto https://creativecommons.org/licenses/by-nc/4.0/
تطبيق مدخل التعلم العميق على تعليم قواعد اللغة العربية في المدرسة الثانوية الإسلامية جوريسان بونوروغو
كانت دراسة قواعد اللغة العربية عنصرا أساسيا في دعم فهم اللغة العربية والدراسات الإسلامية، ولا سيما في المرحلة الثانوية بالمدارس ذات الخلفية المعهدية. ويستلزم تطبيق المنهج القائم على مدخل التعلم العميق اعتماد طرائق تعليمية لا تقتصر على الحفظ، بل تركز على الفهم العميق وتطبيق القواعد في سياقاتها المختلفة. وبالنظر إلى خصوصية المدرسة الثانوية الإسلامية جوريسان بونوروغو التي تقوم على تقاليد دراسة الكتب التراثية وتعدد المتطلبات الأكاديمية، تبرز الحاجة إلى استراتيجية تعليمية في مادة قواعد اللغة العربية قادرة على تنمية الفهم المفاهيمي ومهارات التفكير العليا لدى المتعلمين. يهدف البحث إلى وصف تطبيق تعليم قواعد اللغة العربية في مدرسة المدرسة الثانوية الإسلامية جوريسان بونوروغو بالاعتماد على إطار التعلم المتعق مثل ملف الخريج ومبادئ التعلم (الواعي وذو المعنى والمبهج) والخبرة التعلمية وإطار تصميم التعلم. وتعد قواعد اللغة العربية أساسا مهما لفهم مختلف العلوم الإسلامية، مما يستدعي وجود ابتكار في التعليم القائم على التعلم العميق لتمكين الطلاب من امتلاك قدرات نقدية وتحليلية والاستعداد للمنافسة في المراحل التعليمية الأعلى. وما زال تعليم قواعد اللغة العربية يهيمن عليه الأسلوب التقليدي القائم على الحفظ، وهو أقل فاعلية في بناء الفهم العميق ومشاركة الطلاب الفعالة. أما منهجية البحث فهي نوعية بالمنهج الوصفي، وأدوات جمع البيانات المستخدمة هي الملاحظة والمقابلة والاستبيان والوثائق. ونتائج البجث هي: (1) يساهم تطبيق منهجية التعلم العميق في تدريس قواعد اللغة العربية في تلك المدرسة في تعزيز ملامح الخريجين ليكونوا ناقدين ومتواصلين ومتعاونين وذوي شخصية دينية، و(2) تم تطبيق مبادئ الوعي والانخراط والمعنى والسرور بشكل جيد وإن كانت درجة الاستمرارية ما زالت بحاجة إلى تعزيز، و(3) الخبرة التعليمية قد تشكلت من خلال عمليات الفهم والتطبيق والتأمل إلا أن جانب التأمل ما زال محدودا، و(4) إطار تصميم التعليم يسير عبر حل المشكلات وخلق بيئة تعلم نشطة ودمج المناهج غير أن الاستفادة من التكنولوجيا الرقمية والشراكات الخارجية ما زالت محدودة.
التعلم العميق؛ الواعي؛ ذو المعنى؛ المبهج
Copyright (c) 2026 عبد الوهاب، دفي رفيقا ساري، سلمى لاكسميتا بنديك، لطفيا نصر اللطيفي https://creativecommons.org/licenses/by-nc/4.0/
دمج قيم الشخصية في تعلم اللغة العربية في معهد جمعية الإتحاد الإسلامي 67 بندا تاسيكمالايا
This study aims to describe the implementation of character values in Arabic language learning at the Islamic Unity Islamic Boarding School 67 Benda Tasikmalaya. This research is a qualitative descriptive research. The data collection method was carried out with documentation and interviews. Data sources are drawn from relevant articles and valid informants. The data analysis technique uses descriptive analysis. The results of this study show that efforts to integrate character values in Arabic language learning at the Islamic Union Islamic Boarding School 67 Benda Tasikmlaya have been successfully carried out with various methods, namely: integration through Arabic learning materials and examples. In intracurricular learning, integration is carried out through lecture methods, discussions, and project-based learning models. In extracurricular activities, the character values instilled are religious, disciplined, fond reading, curiosity, and responsibility carried out through habituation methods. This research contributes positively to efforts to implement and develop the integration of character values in Arabic language learning in Islamic boarding schools.
Character Education, Islamic Unity Islamic Boarding School 67 Objects, Arabic Language Learning
Copyright (c) 2026 Rizki Abdurahman, Agung Gumilar https://creativecommons.org/licenses/by-nc/4.0/
Efektifitas metode El-Syarief pada pembelajaran bahasa arab di MI Azharyyah Palembang
Tujuan penelitian ini adalah untuk (1) mengetahui pembelajaran Bahasa Arab sebelum menggunakan metode El-Syarief di Madrasah Ibtidaiyah Azhariyah Palembang, (2) mengetahui pembelajaran Bahasa Arab setelah menggunakan metode El-Syarief di Madrasah Ibtidaiyah Azhariyah Palembang, dan (3) mengetahui keefektifan pembelajaran Bahasa Arab menggunakan metode El-Syarief di Madrasah Ibtidaiyah Azhariyah Palembang. Penelitian ini menggunakan metode campuran (kualitatif dan kuantitatif). Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi, dan tes. Berdasarkan hasil uji Pre-Test dan Post-Test, terlihat bahwa hasil Post-Test setelah menggunakan metode El-Syarief adalah sebesar 70,14, sedangkan kelas sebelum menggunakan metode El-Syarief memiliki nilai rata-rata sebesar 32,67. Kesimpulannya, dari hasil data yang ditemukan, nilai rata-rata yang dimiliki siswa setelah menggunakan metode El-Syarief yaitu sebesar 70,14, menunjukkan bahwa metode ini efektif. Pembelajaran Bahasa Arab mengalami peningkatan setelah diterapkannya metode El-Syarief. Kata kunci: Bahasa Arab , Efektifitas, Metode El-Syarief
Copyright (c) 2024 M. Khairil Ammar, Nyayu Soraya, Jamanuddin https://creativecommons.org/licenses/by-nc/4.0/
Persepsi Mahasiswi Semester Satu terhadap Implementasi Kurikulum Pembelajaran Maharah Istima' di STAI Ali bin Abi Thalib Surabaya
This research aims to determine first-semester female students’ perceptions of the Maharah Istima’ learning curriculum at STAI Ali Bin Abi Thalib Surabaya. Maharah Istima’ or listening skills are an essential component in learning Arabic which is designed to improve student’s ability to understand the language orally. This research uses qualitative research with a phenomenological method through a descriptive approach to explore the female student’s experiences and subjective views regarding the Maharah Istima’ learning curriculum. In this research, researchers used mixed data sources, namely primary data sources and secondary data sources. Data sources were obtained and collected using in-depth interviews with first-semester students, direct observation, and also documentation methods by collecting data from various existing literature sources. The data obtained was analyzed using thematic analysis techniques to identify dominant perceptions. The results of the research show that female students have various views and impressions regarding the implementation of the Maharah Istima’ learning curriculum, starting from the level of satisfaction and understanding, the challenges they have faced, and the effectiveness of the teaching methods used by lecturers. Factors such as the learning media used, initial Arabic language skills, and teaching methods play an essential role in shaping female students’ perceptions. The findings from this research indicate that the implementation of the Maharah Istima’ learning curriculum still requires adjustments both to the needs of several new female students who are still in the early stages of learning Arabic, as well as the needs of several female students who have previously studied Arabic. It is hoped that this research will become a reference source that can be used and become a reference for developing a more adaptive Maharah Istima’ learning curriculum and assisting teachers in designing methods that advocate female students’ learning processes effectively and efficiently
Copyright (c) 2024 Dina Yunita Sari, Khairun Nida’, Nur Cholis Agus Santoso https://creativecommons.org/licenses/by-nc/4.0/
Optimalisasi Berbagai Media untuk Implementasi Pembelajaran Bahasa Arab Berdiferensiasi
The Merdeka Curriculum mandates that learning in schools takes into account students' learning tendencies and the local wisdom of each region in Indonesia. Arabic is the most important element that contributes greatly to national development in Indonesia. The use of e-learning makes it easier to implement differentiated learning. This research uses qualitative research with a phenomenological method which reveals the phenomenon of using e-learning in implementing differentiated Arabic language learning. The findings reveal that to implement differentiated learning, it is important for educators to understand and master various elements of digital platforms in the form of e-learning and non-digital in order to be able to create learning media that produce visual, audio and audio-visual media and also how to implement them with learning methods that facilitate students with kinesthetic tendencies.
Copyright (c) 2024 Gina Rahmani, Pavita Keyla Hayfa, Dinda Kamilah, Akila Zika Al Amani https://creativecommons.org/licenses/by-nc/4.0/
المدخل الاتصالي في تعيلم اللغة العربية في برنامج نظام الساعات المعتمدة لمدة عامين في المدرسة الثانوية النموذجية زين الحسن قنقون
Arabic language learning in Indonesia remains centred on traditional methods that prioritize in language structure (grammar-based) rather than real communication ability. The implementation of the communicative approach in this study aims to enhance oral communication skills. This study is an in-depth investigation into the implementation of the communicative approach in a two-year course credits program at Model Zainul Hasan Genggong Senior High School. This research distinguishes itself by revealing the constraints and opportunities of implementing this approach within an intensive timeframe, which has not been explicitly discussed in previous research. This study also evaluates the difference of student achievement in a competitive learning environment with a heavy academic workload. Data was obtained through in-depth interviews, direct observation, and document analysis. Research findings indicates that the communicative approach is capable of driving improvement in students' Arabic speaking abilities, but time constraints and imbalances in educational facilities pose a major obstacle to the overall learning process. This study provides recommendations for improving the communicative approach in two-year course credits program through adaptive pedagogical innovations that are more suitable for dynamic educational situations.
Copyright (c) 2024 Shobirin, Mohammad Samsul Ulum, Dewi Chamidah https://creativecommons.org/licenses/by-nc/4.0/
Pembelajaran Bahasa Arab Pada Kegiatan Exskul di Ma’had Ta’limul Qur’an Talang Kelapa Palembang
This study aims to improve the Arabic speaking skills of students at Ma’had Ta’limul Qur’an Talang Kelapa Palembang through extracurricular activities. Arabic speaking skills are very important in the context of Islamic education, especially to support communication in religious and social activities. However, many students face challenges in speaking Arabic, especially those who do not come from Arabic-speaking environments. Obstacles that often arise include a lack of understanding of vocabulary, expressions, and sentence structures, both in everyday conversation and in religious contexts. In an effort to overcome this problem, this study developed a systematic and contextual learning method. The method used is descriptive analytical, which includes three main stages: planning, implementation, and evaluation of Maharah Kalam learning. This study involves direct observation of the learning process and analysis of the results achieved by students after participating in extracurricular activities. The results of the study indicate that the application of structured learning methods can significantly improve students' Arabic speaking skills. Students become more confident and able to communicate more fluently after participating in this program. In addition, extracurricular activities also provide opportunities for students to practice speaking in a more relaxed and interactive atmosphere, thus increasing their motivation to learn. Thus, this study is expected to provide a positive contribution to the development of Arabic language education at Ma'had Ta'limul Qur'an Talang Kelapa Palembang. These findings can also be a reference for other educational institutions that want to improve their students' Arabic speaking skills through an innovative and effective approach.
Copyright (c) 2024 Nyayu Soraya, Enok Rohayati, Muhammad Yusuf https://creativecommons.org/licenses/by-nc/4.0/
Implementasi Aplikasi Jogja Madrasah Digital (JMD) Sebagai Media Pembelajaran Bahasa Arab di Madrasah Aliyah Negeri 2 Kulon Progo
Penelitian ini bertujuan untuk mendeskripsikan aplikasi Jogja Madrasah Digital (JMD), menganalisis penerapan JMD sebagai media pembelajaran Bahasa Arab di MAN 2 Kulon Progo dan menganalisis faktor penghambat, pendukung, keunggulan dan kekurangan aplikasi JMD. Jenis penelitian ini berupa penelitian kualitatif dengan metode penelitian yang digunakan adalah deskriptif dan eksplanasi. Subyek penelitian adalah siswa kelas X dan informan ialah guru mata pelajaran bahasa Arab. Teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Data yang diperoleh kemudian dianalisis melalui pengumpulan data, reduksi data dan penarikan kesimpulan. Setelah data dianalisis, maka dilakukan teknik keabsahan data dengan triangulasi, pengamatan secara detail dan perpanjangan waktu penelitian. Hasil penelitian ini menyatakan bahwa; 1) Aplikasi JMD merupakan bentuk inovasi yang dilakukan oleh madrasah dalam mewujudkan madrasah digital dan dapat menyesesuaikan dengan kebutuhan zaman saat ini. 2) Proses pembelajaran bahasa Arab di MAN 2 Kulon Progo telah menggunakan aplikasi JMD dengan berbagai tahapan, yaitu: kegiatan pendahuluan, inti dan penutup. 3) Aplikasi JMD ini memiliki faktor penghambat dan pendukung dalam penggunaannya sehingga memiliki keunggulan dan kekurangan pada penerapannya. Dengan penggunaan JMD pada pelajaran bahasa Arab di MAN 2 Kulon Progo sebagai media pembelajaran bahasa Arab serta memberikan rekomendasi bagi madrasah aliyah lain di Daerah Istimewa Yogyakarta
Copyright (c) 2024 Ikhwan Nur Rois https://creativecommons.org/licenses/by-nc/4.0/
Kurikulum Bahasa Arab Berbasis Ikigai untuk Pembelajaran yang Lebih Bermakna
Permasalahan umum yang sering dihadapi dalam pembelajaran bahasa Arab di sekolah/madrasah dari dulu hingga saat ini adalah rendahnya motivasi belajar siswa akibat adanya asumsi bahwa bahasa Arab itu sulit untuk dipelajari—bahasa Arab adalah bahasa akhirat dan tidak membumi—sehingga mengakibatkan rendahnya capaian hasil belajar terhadap mata pelajaran tersebut. Adanya transformasi perubahan kurikulum bahasa Arab di sekolah/madrasah dari kurikulum 1984 hingga Kurikulum Merdeka Belajar dewasa ini masih belum signifikan mendongkrak motivasi belajar siswa. Penelitian ini bertujuan untuk mengeksplorasi dan memberikan tawaran baru dalam kurikulum bahasa Arab dengan pendekatan Ikigai untuk membangun pembelajaran yang lebih bermakna dan relevan serta memotivasi siswa. Pendekatan kualitatif dengan metode literatur review digunakan untuk mengeksplorasi dokumen-dokumen tentang kurikulum bahasa Arab di sekolah/madrasah serta literatur yang membahas konsep Ikigai yang nantinya menjadi pendekatan dalam penyusunan kurikulum bahasa Arab di sekolah/madrasah. Hasil penelitian menunjukkan bahwa konsep Ikigai, yang berarti "alasan untuk hidup" dalam budaya Jepang, berfokus pada keseimbangan antara empat elemen, yaitu passion, profession, mission, dan vocation. Dalam kurikulum bahasa Arab berbasis Ikigai, elemen passion (apa yang disukai) disusun untuk mengarahkan siswa menumbuhkan minat dalam belajar bahasa Arab. Pada elemen vocation (apa yang dikuasai), kurikulum disusun untuk mengukur dan menilai perkembangan keterampilan bahasa Arab yang dikuasai oleh siswa. Pada elemen mission (apa yang dunia butuhkan), kurikulum disusun dengan melihat bagaimana bahasa Arab relevan dengan kehidupan modern dan dunia global. Dan pada elemen profession (apa yang bisa dilakukan untuk mendapat bayaran), kurikulum dirancang untuk menghubungkan bahasa Arab dengan prospek karier sehingga menjadi sesuatu yang menghasilkan. Dengan tawaran inovasi kurikulum bahasa Arab berbasis Ikigai ini, diharapkan pembelajaran bahasa Arab menjadi lebih bermakna dan relevan serta memotivasi siswa.
Copyright (c) 2024 Musnif Istiqomah https://creativecommons.org/licenses/by-nc/4.0/
Analisis Penggunaan Aplikasi Quipper dalam Evaluasi Pembelajaran Bahasa Arab di MAN 1 Cilacap
An appropriate learning evaluation is needed to measure achievement in Arabic language learning. This study aims to examine the use of the Quipper application as an evaluation tool in Arabic language learning used by both teachers and students, as well as to identify the benefits and challenges faced in its implementation at Madrasah Aliyah Negeri (MAN) 1 Cilacap. The primary data in this study were obtained from Arabic language teachers, students, the vice principal of curriculum affairs, and ambassadors, while secondary data were collected from documents, records, and related documentation. This research uses a qualitative approach with data collection methods including observation, interviews, and documentation. Data analysis was carried out through data reduction, presentation, and drawing or verifying conclusions. The results show that the Quipper application has a positive impact on the evaluation of Arabic language learning for teachers, students, and the institution. However, collaboration between teachers and students is needed to address various challenges in order to improve the quality of learning.
Copyright (c) 2024 Nurul Aini, Itsnaini Muslimati Alwi, Eko Makhmud Hidayat Masruri https://creativecommons.org/licenses/by-nc/4.0/
Penerapan Pendekatan Psikologi Positif dalam Pembelajaran Bahasa Arab: Sebuah Kajian Kepustakaan
This paper aims to analyze the application of positive psychology approaches in Arabic language learning through a library research method. Positive psychology, which emphasizes enhancing positive individual aspects such as motivation, happiness, and meaningfulness, is considered relevant for improving the effectiveness of Arabic learning, especially for non-native speakers. The methodology involves critical analysis of recent literature, including books, journal articles, and research reports discussing the implementation of positive psychology in language education. The primary tools used in this study are document review and content analysis. The findings reveal that incorporating elements of positive psychology, such as providing constructive feedback, using intrinsic reward strategies, and creating a supportive learning environment, enhances learning motivation, engagement, and outcomes in Arabic language acquisition. Moreover, this approach effectively addresses psychological barriers such as anxiety and low self-confidence commonly experienced by foreign language learners. The study concludes that positive psychology holds significant potential for integration into Arabic language curriculum design and teaching methods. It also provides practical recommendations for educators and curriculum developers to optimize Arabic language learning using positive psychology-based approaches.
Copyright (c) 2024 Miftachul Taubah, Rina Dian Rahmawati https://creativecommons.org/licenses/by-nc/4.0/
Inovasi Desain Bahan Ajar Bahasa Arab Berbasis Maharah Istima’ untuk Program Khusus Pelatihan Bahasa Arab di Pusat Bahasa STIABI Riyadlul 'Ulum Tasikmalaya
This study aims to develop an Arabic language teaching material design based on listening skills (istima’) for a language training program at the Language Center of STIABI Riyadlul ‘Ulum Tasikmalaya. The background of this research is the lack of integrated teaching materials to effectively enhance listening skills among new students. The method employed is Research and Development (R&D) using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. Data were collected through interviews, observations, questionnaires, and document analysis, then validated by experts and tested on new students. The findings indicate that the developed teaching materials effectively improve listening skills, are deemed valid, and are suitable for instructional use. This research is expected to serve as a reference for developing other skill-based teaching materials in various Arabic language training programs.
Copyright (c) 2024 Amelia Febriana Putri, Yulianti Hasani, Nurohman https://creativecommons.org/licenses/by-nc/4.0/
Membangun Kompetensi Menulis melalui Kolaborasi: Studi Implementasi Pembelajaran Kooperatif pada mata kuliah Insya’ Tahriri
Improving students' writing competence is one of the main goals in learning Insya' Tahiri courses. This article examines the implementation of cooperative learning models, especially jigsaw and gallery walk strategies, in building the writing skills of 3rd semester students of the Arabic Language Education Study Program. This study uses a qualitative descriptive approach, with data obtained through classroom observation, lecturer interviews, and analysis of student writings. The results of the study show that the application of the jigsaw strategy facilitates active collaboration of students in understanding the theme of the writing. Each member of the group is given responsibility for a certain part, which is then assembled into a complete written work. Meanwhile, the gallery walk provides an interactive evaluation space, where students present their writing visually, receive feedback from peers, and make revisions for improvement. This cooperative learning not only improves students' writing skills, but also develops critical thinking, cooperation, and self-evaluation skills. These findings confirm the relevance of jigsaws and gallery walks in supporting innovative and collaboration-based Arabic learning. This study recommends the application of a cooperative learning model to improve the quality of Arabic language learning.
Copyright (c) 2024 Rima Ajeng Rahmawati, Muhammad Zaky Sya’bani, Amanawati Latifah https://creativecommons.org/licenses/by-nc/4.0/