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All Journal Journal of Arabic Literature, Teaching and Learning Journal of Theory and Research Memorization Quran
Muhammad Saminu
Al-Azhar University, Egypt

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Teacher Strategies in Arabic Language Learning to Improve Student Motivation Muhammad Saminu; Nabil Rosyadi; Silvia Ramadani; Azhar Jaafar
Journal of Arabic Literature, Teaching and Learning Vol. 1 No. 3 (2025): November
Publisher : Journal of Arabic Literature, Teaching and Learning

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This study aims to analyze Arabic teaching strategies that can increase student motivation at the Islamic Junior High School level. The research method used is qualitative research with a case study approach, through classroom observation, interviews with teachers and students, and documentation of learning activities. The results of the study indicate that student learning motivation increases when teachers present interesting material, use varied learning methods, and utilize appropriate learning media. These strategies not only make the learning atmosphere more enjoyable, but also encourage students to actively engage in the Arabic language learning process. The implications of this study emphasize the importance of teacher innovation in designing materials, choosing methods that suit student characteristics, and optimizing the use of learning media to improve the quality of Arabic language learning in Islamic secondary schools.
Inclusive Approaches to Quranic Memorization: A Case Study of Tahfiz Methods for Learners with Disabilities Muhammad Saminu; Zaifullah Athari; Sukree Langputeh
Journal of Theory and Research Memorization Quran Vol. 1 No. 2 (2025): October
Publisher : International Islamic Studies Development and Research Center (IISDRC)

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Tahfiz Alquran is a fundamental tradition in Islamic education; however, for learners with disabilities, the memorization process requires adaptive and inclusive approaches. This study aims to analyze Quranic memorization methods applied to students with visual, hearing, and multiple disabilities, evaluate their effectiveness, and formulate implications for the development of inclusive tahfiz curricula. A qualitative case study method was employed, with data collected through teacher interviews, field observations in inclusive tahfiz institutions, literature review, documentation of Braille Quran and sign-language Quran manuscripts, and analysis of audio, visual, and tartil based learning practices. The findings reveal: i) audio-tartil methods, combining Braille Quran and murattal recitation, are effective for visually impaired learners; ii) visual-sign methods, such as Abata and sign-language Quran, assist hearing-impaired learners in recognizing letters and verses; iii) intensive repetition, family support, and the use of digital technologies (Braille Quran applications, sign-language videos) accelerate memorization; iv) spiritual motivation and inclusive environments are decisive factors for success. The novelty of this study lies in combining traditional tahfiz methods with digital tools and inclusive approaches. Its implications strengthen disability-friendly curricula, improve teacher skills, and support global inclusive education within the SDGs framework.
Co-Authors Azhar Jaafar Nabil Rosyadi Silvia Ramadani Sukree Langputeh Zaifullah Athari