Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Abjadia, International Journal of Education Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Firman Alamsyah
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Arts Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
A Conceptual Framework for Developing an Arabic Qawāʾid Curriculum Based on Cognitive Grammar Aufa Rahma; Firman Alamsyah; Nursyahidatul Urwati; Muhajir Muhajir
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.v11i2.42568

Abstract

Arabic qawāʾid learning in formal education remains predominantly influenced by rule-based approaches that emphasize memorization and formal grammatical accuracy rather than meaningful language use. This condition often separates grammatical structures from communicative contexts and learners’ cognitive processes, resulting in difficulties in applying grammatical knowledge in authentic communication. This study addresses the question of how Cognitive Grammar can provide a conceptual foundation for developing a more contextual and meaning-oriented Arabic qawāʾid curriculum. Using a literature study method with a descriptive-analytical approach, this study analyzes relevant works on Cognitive Grammar, Arabic grammar instruction, and curriculum development collected from academic books, journal articles, and related scholarly publications. The analysis focuses on identifying conceptual principles, curriculum components, and sequencing patterns relevant to Cognitive Grammar–based qawāʾid curriculum development. The findings show that a Cognitive Grammar–based curriculum positions grammar as a meaningful symbolic system grounded in cognition and usage-based language experience. The proposed framework integrates learning objectives, instructional materials, learning processes, evaluation, and sequencing within a coherent meaning-based system. In addition, qawāʾid content sequencing is organized based on meaning salience, usage frequency, prototypicality, and conceptual accessibility rather than formal grammatical complexity. The conceptual contribution of this study lies in offering an integrative framework that connects Cognitive Grammar principles with Arabic qawāʾid curriculum design in a systematic and pedagogically oriented manner. This study concludes that Cognitive Grammar provides a meaningful conceptual foundation for developing a more contextual, cognitively aligned, and communicative Arabic qawāʾid curriculum.
The Implementation of the Four Strands Model in Teaching Arabic Fusha to Arabic Education Students Firman Alamsyah; Maksudin Maksudin; Abdul Kahfi Amrulloh
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 5 No. 1 (2026): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v5i1.54664

Abstract

Arabic language learning in higher education still faces challenges, particularly in students’ speaking fluency and vocabulary mastery. Studies on the implementation of the Four Strands model in Arabic fuṣḥā learning remain limited, especially in higher education contexts. This study aims to describe the implementation of the Four Strands model proposed by Paul Nation in the Al-Lughah Al-‘Arabiyyah Al-Fuṣḥā course at STAI Masjid Syuhada Yogyakarta. The study employed a descriptive qualitative approach, with data collected through observation, interviews, questionnaires, and documentation. Data were analyzed using the Miles dan Huberman model. The results indicate that the four components of the Four Strands were integrated into the learning process, with an increase in the average score from 67.6 to 75.1. The uniqueness of this study lies in the comprehensive implementation of the Four Strands model in the context of Arabic fuṣḥā learning. This study contributes to the development of more communicative Arabic language learning in higher education.
Co-Authors Abdul Kahfi Amrulloh Aufa Rahma Maksudin . Muhajir Muhajir Nursyahidatul Urwati