Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Anugrah Ilahi
Arabic Language Education, Sultan Syarif kasim State Islamic University, Riau
Languange, Linguistic, Communication & Media

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Problems and Managerial Strategies in Arabic Language Learning: Senior High School Level Muhammad Auli Rahman; Hakmi Wahyudi; Anugrah Ilahi; Izzatul Mellati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8883

Abstract

Arabic language learning in Madrasah Aliyah (MA) has a strategic position, both as a medium for understanding Islamic texts and as a means of developing students' communication skills. However, the implementation of Arabic language learning in MA still faces complex problems, ranging from curriculum aspects, teaching methods, availability of resources, to student motivation. This article aims to analyse the problems of Arabic language learning at the Madrasah Aliyah level and offer managerial solutions that can be applied by teachers, schools, and policymakers. This study uses a qualitative approach through field research. The results show that the main problems include low student interest in learning, limited teacher competence, the use of traditional methods, and limited learning media. The solutions offered include the application of innovative classroom management, the use of digital technology, continuous training for teachers, and the integration of real-life context-based learning. In conclusion, improving the quality of Arabic language learning in MA requires a comprehensive, collaborative, and student-oriented managerial approach. This article recommends integrative, collaborative, and student-centered learning management. With strong policy support, Arabic language learning can be more effective, enjoyable, and relevant in the era of globalization.
Mapping Arabic Language Learning Methods: A Study of Madrasah Aliyah Pekanbaru Anugrah Ilahi; Hakmi Wahyudi; Muhammad Fitriyadi; Izzatul Mellati; Nafisah Rahmah Nasution; Auli Rahman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8876

Abstract

This study addresses the limited research on the implementation of Arabic language teaching methods in Madrasah Aliyah within the local context of Pekanbaru, Indonesia a gap rarely explored despite its significance for Islamic education quality improvement. The research aims to map and analyze the variety of Arabic language teaching methods practiced in these institutions and identify the challenges teachers face in applying them. Using a descriptive qualitative design, data were collected from two schools (Al-Munawwarah and Al-Ikhwan Madrasah Aliyah) involving six Arabic language teachers selected through purposive sampling based on teaching experience and subject relevance. Data were obtained through classroom observations and in-depth interviews and analyzed using Miles and Huberman’s interactive model. Findings reveal the application of an eclectic approach integrating the mubasyarah (direct), sam‘iyah syafawiyah (audio-oral), qira’ah (reading), and qawā‘id wa tarjamah (grammar-translation) methods within communicative and contextual learning frameworks. Digital media and gamification enhanced student engagement, though time constraints, differing abilities, and limited facilities remained significant barriers. Theoretically, this study contributes to the refinement of the eclectic pedagogy model for Arabic language instruction by contextualizing it within Indonesian madrasah settings. Practically, it provides strategic insights for policymakers and educators to develop adaptive, digital-integrated, and culturally responsive teaching frameworks that can enhance learning outcomes and motivation in Arabic education. In conclusion, strengthening teacher capacity and extending practice-based activities are crucial for sustainable improvement in Arabic learning at Madrasah Aliyah, contributing to the broader goal of advancing Islamic education quality in the digital era.
Arabic Language Training Program Management: Objectives and Benefits at Madrasah Tsanawiyah Kampar izzatul mellati; Hakmi Wahyudi; Muthia Khairani; Anugrah Ilahi; Muhammad Auli Rahman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8961

Abstract

This study examines the management of Arabic language training programs at Madrasah Tsanawiyah in Kampar Regency, with particular attention to program objectives and perceived benefits. The study aims to analyze how training objectives are formulated and how the programs contribute to students and institutions. A descriptive qualitative approach was employed, involving eight participants: two principals, two curriculum vice principals, two Arabic language teachers, and two students from MTsN 4 Kampar and MTs Muhammadiyah Pulau Rambai. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model. The findings indicate that the training programs aim to improve students’ Arabic communication skills, vocabulary mastery, Qur’anic comprehension, and religious character development. At MTsN 4 Kampar, approximately 80% of program objectives were achieved, while MTs Muhammadiyah Pulau Rambai faced constraints related to limited learning facilities and instructional media, which affected program effectiveness. Despite these challenges, the programs provided notable benefits, including increased student confidence, motivation, and speaking proficiency, as well as improvements in institutional learning quality. This study contributes by identifying gaps in objective-setting practices, particularly the absence of systematic needs analysis and measurable indicators, which are essential for effective Arabic language training program management             
Co-Authors Auli Rahman Hakmi Wahyudi Hakmi Wahyudi Izzatul Mellati Muhammad Auli Rahman Muhammad Fitriyadi Muthia Khairani Nafisah Rahmah Nasution