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All Journal Abjadia, International Journal of Education
Linura Tuada
Universitas Islam Negeri Sunan Ampel Surabaya
Education Languange, Linguistic, Communication & Media Other

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Exploring Teaching Practices in Arabic Language Education: A Qualitative Case Study at an Indonesian Islamic Boarding School Muzakki Abdurrahman; Linura Tuada; Nurul Ilma; Sovia Fahraini; Hisbullah Huda
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.41947

Abstract

Learning Arabic language is essential in Islamic and formal education, especially in institutions that aim to equip learners with linguistic ability and good character. Bilingual schools involve various factors in the teaching and learning process such as institutional policy, learners' background, and teaching approach. This study aims to examine the practice of Arabic language teaching and learning in SMP Bilingual Terpadu Krian Sidoarjo using a qualitative method. Classroom observations were conducted in 12 meetings over two months, followed by semi-structured interviews with one Arabic language teacher and five selected eighth grade students, as well as document analysis. The results indicate that Arabic language teaching practices apply a mixed instructional strategy combining direct explanation and interactive activities, which support both conceptual understanding and active student involvement. Student participation tends to be dynamic, influenced by lesson design, language proficiency, and self-confidence. The use of bilingual instruction helps students understand the material more easily; however, it may reduce exposure to the target language. Challenges include varying levels of student ability and inconsistent participation, while supporting factors include flexible teaching strategies, diverse techniques, and a positive classroom atmosphere. This study provides insights into Arabic language teaching practices in bilingual schools and highlights important considerations for improving effective teaching and learning processes.
Gamification of Cognitive Diagnostic Assessment: Transforming Arabic Language Learning Motivation in the Era of the Independent Curriculum Linura Tuada; M. Baihaqi; Hisbullah Huda; Umi Hanifah; Zheefa Billqisth Al-Hafi
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.37865

Abstract

Low motivation to learn Arabic at the madrasa level often stems from conventional and stressful initial assessment processes for students. This study aims to analyze the effectiveness of implementing cognitively diagnostic assessments based on the gamification media Quizalize in transforming the Arabic learning motivation of tenth-grade students at MAN Sidoarjo. Amid the implementation of the Merdeka Curriculum, this study emerges as an effort to digitalize initial assessments to create more inclusive and enjoyable differentiated learning. The research method used was quantitative with a pre-experimental design: One-Group Pretest-Posttest. The research subjects consisted of 37 students of class X-9 selected through purposive sampling. Data collection instruments included cognitive diagnostic tests via the Quizalize platform and a validated learning motivation questionnaire. Data analysis techniques employed the Shapiro-Wilk normality test and the Paired Sample T-Test hypothesis test using SPSS software. The research results indicate a significant increase in students' learning motivation. This is evidenced by the rise in the average motivation score from 38.27 in the pre-test phase to 42.35 in the post-test phase. The Paired Sample T-Test statistical analysis yielded a significance value (2-tailed) of 0.028, which is less than the significance level of 0.05 (p < 0.05), thus supporting the acceptance of the working hypothesis (H1). Further analysis shows that the gamification elements in Quizalize, particularly the Team vs Team and Leaderboard features, play a crucial role in reducing language anxiety and fostering students' emotional engagement. This study concludes that the integration of gamification into cognitive diagnostic assessments not only assists teachers in accurately mapping students' initial cognitive abilities but is also effective in enhancing students' enthusiasm for learning in the context of the Independent Curriculum era. The practical implications of this research encourage educators to utilize interactive media during the assessment phase to support the effectiveness of student-centered foreign language teaching.
Co-Authors Huda, Hisbullah M Baihaqi Muzakki Abdurrahman Nurul Ilma Sovia Fahraini Umi Hanifah Zheefa Billqisth Al-Hafi