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All Journal Journal of Education, Teaching, and Learning Journal of Islamic Religious Studies Indonesian Journal of Education and Science Journal of Scientific Studies and Multidisciplinary Research
Muhamad Hasyim
Institut Agama Islam Hamzanwadi NW Lombok Timur, Indonesia

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The Use of Flashcard Media to Improve Arabic Vocabulary Mastery of Fifth Grade Students at MI Tiwu Lekong Muhamad Hasyim
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.121

Abstract

This study aimed to improve Arabic vocabulary (mufradat) mastery among fifth-grade students at MI Tiwu Lekong through the implementation of flashcard media. The study was motivated by the problem of low vocabulary mastery, retention, and student engagement in Arabic lessons, which stemmed from the dominance of traditional lecture-based instruction and the absence of interactive visual aids. This research employed a Classroom Action Research (CAR) approach based on Lewin’s model, which consists of planning, action, observation, and reflection, conducted over two instructional cycles. The sample comprised 25 students, and data were collected through observation, interviews, performance assessments, and documentation. Findings revealed a progressive improvement in students' vocabulary mastery. In the pre-cycle phase, only 44% of students met the Minimum Mastery Criteria (MMC). After the first cycle, 64% of students showed improved performance, and by the second cycle, the mastery level increased to 88%, with 28% of students achieving an “Excellent” classification. The use of flashcards not only enhanced vocabulary retention but also stimulated student motivation and participation. The results suggest that flashcard media is an effective pedagogical tool for Arabic vocabulary acquisition in elementary settings. It supports both receptive and productive language skills and aligns with young learners’ cognitive styles. This study provides practical insights for Arabic language teachers, especially in rural schools, and recommends further exploration of low-cost, interactive media in language instruction.
Implementation of the Al-Miftah Method in Nahwu Instruction at MTs Darul Muhajirin Putra Muhamad Hasyim
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.143

Abstract

This study is motivated by the limited research on the implementation of the Al-Miftah method in formal madrasah settings, despite its significant impact on improving students’ Arabic grammar proficiency. The study aims to examine how the Al-Miftah modules are applied in classroom instruction, analyze students’ comprehension and motivational responses, and identify learning outcomes resulting from the method’s integration. This research adopts a qualitative case study design, with 25 participants consisting of Arabic language teachers and grade VIII students selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and document analysis, and analyzed through thematic and qualitative content analysis. The findings reveal that the Al-Miftah method enhances students’ understanding of core nahwu principles by providing structured, concise, and visually supported explanations. Students demonstrated improved recognition of grammatical elements such as isim, fi‘il, and harf, accompanied by increased engagement during learning activities. The results also show that the method contributes to measurable improvements in language proficiency across learning cycles, aligning with grammar acquisition theories emphasizing systematic scaffolding and multimodal reinforcement. The study concludes that the Al-Miftah method plays a critical role in strengthening grammar instruction within Islamic secondary education, particularly in contexts where students possess diverse linguistic readiness. The implications encompass theoretical contributions to Arabic grammar pedagogy and practical recommendations for curriculum developers and educators to adopt structured, visually enhanced learning modules. Additionally, this study identifies future research opportunities, including longitudinal analyses and expanded multi-institutional investigations to validate the method’s long-term effectiveness.
The Influence of Motivation on Students’ Achievement in Learning Arabic Muhamad Hasyim; Lidia Syafitri Arum; Muh. Muhayyan Shodiki; Rohatun; Sahroni; L. Muh. Hendriawan Saufiyandi; M. Habib Alawi; Nuri Handayani; Nirmala Ramdani
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.186

Abstract

Motivation has been widely recognized as a critical factor influencing students’ academic achievement, particularly in foreign language learning contexts such as Arabic. However, existing studies often examine motivation in fragmented ways, without providing a comprehensive understanding of its multidimensional nature and its interaction with learning processes. Therefore, this study aims to systematically review and synthesize the influence of motivation on students’ achievement in learning Arabic, with a focus on intrinsic motivation, extrinsic motivation, and self-efficacy. This research employed a qualitative systematic literature review design, analyzing peer-reviewed journal articles and scholarly publications published between 2015 and 2025. Data were collected through a documentation technique and analyzed using qualitative content analysis to identify recurring themes, patterns, and relationships among variables. The findings reveal that motivation has a significant and positive relationship with students’ academic achievement in Arabic learning. Intrinsic motivation and self-efficacy emerged as the most influential dimensions, while extrinsic motivation played a supportive role in enhancing engagement. Furthermore, the study found that motivation interacts dynamically with instructional strategies and educational contexts, shaping students’ learning processes and outcomes. In conclusion, motivation is a central and integrative factor that determines students’ success in learning Arabic. The study highlights the importance of fostering intrinsic motivation and strengthening self-efficacy through innovative and supportive learning environments. These findings contribute to both theoretical understanding and practical improvement of Arabic language education.
The Influence of the Learning Environment on Students’ Motivation in Learning Arabic M. Izul Islam; Muhamad Hasyim; M. Ilham; M. Zainul Mukhlisin Azhari; M. Hadar Fathul Khairi; Muh. Hafizuddin Alfauzani; M. Syamsul Ma’arif
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.187

Abstract

The learning environment has been widely recognized as a critical factor influencing students’ motivation, particularly in the context of Arabic language learning, which involves complex linguistic and sociocultural dimensions. This study aimed to systematically examine how the learning environment has been conceptualized, to identify its key dimensions, and to analyze its influence on students’ motivation in learning Arabic. A qualitative approach using a systematic literature review design was employed. Data were collected from scholarly articles and academic books published between 2015 and 2025, sourced from reputable databases. The selection process followed predefined inclusion criteria, and the data were analyzed using thematic analysis to identify patterns and relationships across studies. The findings revealed that the learning environment is a multidimensional construct consisting of physical, social, psychological, technological, and religious-cultural dimensions. These dimensions were found to interact dynamically in shaping students’ intrinsic and extrinsic motivation. The results also indicated a positive and reciprocal relationship between the learning environment and motivation, where supportive environments enhance student engagement and achievement, while motivated learners contribute to more conducive learning conditions. Furthermore, factors such as teaching strategies, social support, and individual differences were identified as important mediators and moderators in this relationship. In conclusion, this study highlights the importance of designing holistic and supportive learning environments to enhance students’ motivation in Arabic language learning and provides a comprehensive framework for future research and educational practice.
Challenges in Arabic Language Learning at the Madrasah Aliyah Level Muhamad Hasyim; Muhammad Malikurrifqi; Siti atiqatun Mulaikha; Ziadatul Khairi; Nur Ahmad; Sri Wahyuni; Tomi Adrian; Siti Zuliatin; Zikri Saputra
Journal of Scientific Studies and Multidisciplinary Research Vol. 3 No. 1 (2026): March
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jssmr.v3i1.174

Abstract

Students’ understanding of Islamic knowledge and developing their linguistic competence. However, in practice, Arabic language learning still faces various problems that affect the effectiveness of achieving learning objectives. This study aimed to examine the problems of Arabic language. Education at the Madrasah Aliyah level, identify the factors influencing these problems, and describe the efforts made to overcome them. The study employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving Arabic language teachers and Madrasah Aliyah students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicated that the problems of Arabic language education at Madrasah Aliyah encompassed both linguistic and non-linguistic aspects. Linguistic problems included difficulties in vocabulary mastery, understanding grammatical rules (nahwu and sharaf), and speaking skills. Meanwhile, non-linguistic problems involved low student learning motivation, limited learning media, differences in students’ educational backgrounds, and instructional strategies that had not been optimally implemented. Teachers’ efforts to address these problems included providing additional exercises, repeating materials, and applying more varied teaching methods. This study concludes that the problems of Arabic language education at the Madrasah Aliyah level are multidimensional and require comprehensive and contextual learning approaches to improve the quality of Arabic language instruction.
The Implementation of the Singing Method in Enhancing Students’ Memorization of Arabic Vocabulary Rika Ariani; Muhamad Hasyim; Nurpiana; M. Rizal Mufradi; Luqiana Khaironi; Rauhatul Hikmah; Muh. Rofi’i Sholbi; Nanda Kurnia; Lalu Daud Azizurrahman
Journal of Scientific Studies and Multidisciplinary Research Vol. 3 No. 1 (2026): March
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jssmr.v3i1.175

Abstract

This study investigates the implementation of the singing method in enhancing students’ memorization of Arabic vocabulary and examines its level of effectiveness based on findings from previous empirical research. Vocabulary mastery remains a fundamental challenge in Arabic language learning due to limited exposure, monotonous instructional strategies, and low student motivation. Therefore, innovative instructional approaches that integrate cognitive and affective learning dimensions are needed. This research employed a qualitative literature review design by systematically analyzing scholarly publications published between 2016 and 2025 related to music-based language learning, singing methods, and vocabulary acquisition. Data were collected through database searches, screening procedures, and thematic analysis to identify patterns, instructional models, and effectiveness indicators reported in previous studies. The findings indicate that the singing method provides significant pedagogical benefits in vocabulary memorization through the integration of melody, rhythm, and repetition, which function as mnemonic devices that facilitate memory encoding and retention. Structured implementation models consisting of pre-activity preparation, guided singing practice, and reinforcement activities were identified as effective instructional procedures. The literature also demonstrates that singing-based learning improves pronunciation accuracy, student motivation, engagement, and classroom participation while reducing learning anxiety. Empirical evidence consistently shows that students exposed to singing-based instruction achieve better vocabulary recall and longer retention compared to conventional teaching methods. However, effectiveness is influenced by factors such as repetition frequency, teacher competence, learner characteristics, and instructional design quality. In conclusion, the singing method represents an effective and engaging pedagogical strategy for enhancing Arabic vocabulary memorization and supporting meaningful language learning experiences.
The Effectiveness of the Singing Method in Enhancing Students’ Mastery of Arabic Vocabulary: A Systematic Literature Review Jihadah; Muhamad Hasyim; Isna Seftiana Arni; Ahmad Nasrul Suhaedi; Kusuma Yanti; Indawati; Ardani Muhibbin; Alia Wulandari
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.215

Abstract

This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
An Analysis of the Learning Difficulties of Class B Fifth-Semester Students of Arabic Language Education in Studying Arabic at Institut Agama Islam Hamzanwadi NW Lotim Muhamad Hasyim; Muhammad; Muh. Rizwan Al-Azhari; Muhammad Jamiluddin; Muhammad Hafizullah; Lena Riska; Novika Dwi
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jirs.v3i2.191

Abstract

This study aimed to analyze the learning difficulties experienced by Class B fifth-semester students of the Arabic Language Education Study Program at Institut Agama Islam Hamzanwadi NW Lotim in studying Arabic. The research specifically investigated the dominant factors causing students’ learning difficulties, explored students’ experiences during the Arabic learning process, and examined the pedagogical and environmental factors influencing Arabic language acquisition. This study employed a qualitative approach with a descriptive case study design. The participants consisted of fifth-semester students and lecturers of the Arabic Language Education Study Program selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and documentation conducted from March 15 to April 20, 2026. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that students’ Arabic learning difficulties were influenced by interconnected linguistic, psychological, pedagogical, environmental, and institutional factors. Linguistic difficulties became the dominant barriers, particularly in vocabulary mastery, understanding of nahwu and sharaf, reading comprehension, and sentence construction. Psychological factors such as low motivation, language anxiety, and lack of self-confidence also significantly affected students’ participation and communicative competence. In addition, monotonous instructional methods, limited Arabic-speaking environments, insufficient technological integration, and unequal educational backgrounds contributed to students’ learning difficulties. The study concluded that improving Arabic language acquisition in Islamic higher education requires communicative and student-centered instructional approaches, supportive learning environments, institutional support, and effective integration of digital learning technologies.
The Influence of Cultural Context on the Mastery of Arabic Vocabulary Muhamad Hasyim; Siti Halimatussa’diyah; Suci Rizki Lealadani; Zuhapandi; Siti Nurfy; Sukarta; Muhammad Hayyi; Muhammad Alfi Aziz Akbar
Journal of Islamic Religious Studies Vol. 3 No. 2 (2026): May
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jirs.v3i2.192

Abstract

Arabic vocabulary mastery has become an essential aspect of Arabic language learning because vocabulary functions as the foundation for communication, comprehension, and language production. However, vocabulary learning is frequently conducted through memorization-oriented approaches that limit students’ contextual understanding and communicative competence. Therefore, this study aimed to examine the influence of cultural context on the mastery of Arabic vocabulary by analyzing how sociocultural experiences, contextual interaction, and culturally grounded instructional practices contribute to vocabulary comprehension, retention, contextual meaning-making, and communicative competence. This study employed a qualitative approach using a literature review design. The data sources consisted of scholarly books and journal articles published within the last ten years related to Arabic vocabulary learning, sociocultural theory, contextual learning, and Arabic language pedagogy. Data were collected through systematic documentation and literature exploration from relevant academic publications and analyzed using descriptive qualitative content analysis involving data reduction, thematic categorization, interpretation, and synthesis. The findings revealed that cultural context significantly improved students’ understanding and retention of Arabic vocabulary because learners interpreted lexical meaning through authentic communication, social interaction, cultural narratives, visual representation, and contextual learning experiences. The study also found that communicative, constructivist, multimodal, and technology-based instructional approaches strengthened learners’ communicative competence and contextual vocabulary acquisition. Furthermore, culturally contextualized vocabulary instruction was conceptually supported by constructivist, sociocultural, and contextual learning theories emphasizing meaningful interaction and cultural mediation in language learning. This study concludes that integrating cultural context into Arabic vocabulary instruction contributes significantly to meaningful vocabulary mastery, communicative language use, and culturally responsive Arabic language pedagogy.
The Impact of ChatGPT Integration on Arabic Language Learning Among Generation Z Students Nurfaizah; Muhamad Hasyim; Yanti Puspita; Sumiati; Yuli Azizah; Ummatin Najla; Syifaunupus; Samiah; Yanti Uspita
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.214

Abstract

This study addresses the limited evidence on the impact of ChatGPT integration on Arabic language learning among Generation Z students, particularly across linguistic, cognitive, motivational, and ethical dimensions. The study aims to synthesize recent evidence on ChatGPT-supported Arabic language learning and identify emerging patterns, challenges, and research gaps. A systematic literature review was employed using a PRISMA-informed approach to identify, screen, evaluate, and synthesize relevant studies published primarily between 2021 and 2026. The literature was analyzed thematically across linguistic development, motivation and engagement, learner autonomy, self-regulated learning, higher-order thinking, AI literacy, personalization, ethical use, and potential dependency. The findings indicate that ChatGPT can support Arabic reading, writing, speaking, grammar, vocabulary, translation, language practice, personalized feedback, motivation, and self-directed learning. Cognitive benefits were also identified when ChatGPT was integrated through structured guidance and active learner engagement. However, concerns regarding academic integrity, dependency, information accuracy, privacy, and inadequate human validation remain. The review concludes that ChatGPT is most effective as a guided human-AI learning support system rather than a replacement for teachers or learners. The study contributes theoretically by integrating technological, cognitive, and learner-centered perspectives and practically by highlighting the need for AI literacy, responsible prompting, teacher guidance, and human verification. Future research should examine Generation Z learners through longitudinal, experimental, and cross-skill studies in Arabic language education.
Co-Authors Ahmad Fatir Ibnullah5 Ahmad Nasrul Suhaedi Alia Wulandari Ardani Muhibbin Arif Usman Aulia Sa’ida Dwi Istati Apriana Hilman Maulana Ifradin Indawati Isna Seftiana Arni Isro’ Sriwati Jihadah Kusuma Yanti L. Muh. Hendriawan Saufiyandi Lalu Daud Azizurrahman Lena Riska Lidia Syafitri Arum Luqiana Khaironi M. Habib Alawi M. Hadar Fathul Khairi M. Ilham M. Izul Islam M. Rizal Mufradi M. Syamsul Ma’arif M. Zainul Mukhlisin Azhari Muh. Hafizuddin Alfauzani Muh. Muhayyan Shodiki Muh. Rizwan Al-Azhari Muh. Rofi’i Sholbi Muhammad Muhammad Alfi Aziz Akbar Muhammad Hafizullah Muhammad Hayyi Muhammad Jamiluddin Muhammad Malikurrifqi Nanda Kurnia Nirmala Ramdani Novika Dwi Nur Ahmad Nurfaizah Nuri Handayani Nurpiana Rauhatul Hikmah Rika Ariani Rohatun Sahroni Samiah Siti atiqatun Mulaikha Siti Halimatussa’diyah Siti Nurfy Siti Zuliatin Sri Wahyuni Suci Rizki Lealadani Sukarta Sumiati Syifaunupus Tomi Adrian Ummatin Najla Yanti Puspita Yanti Uspita Yuli Azizah Ziadatul Khairi Zikri Saputra Zuhapandi