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Embodied Arabic Orthography through Rasm ‘Uthmānī Copybook Practice: A Mixed-Methods Study in Malaysia Yusuf Arisandi; M. Yusuf Harun; Aufa Hanin Salsabil
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.16109

Arabic writing skills (mahārah kitābah) remain a persistent challenge in Islamic educational contexts, where instruction often emphasizes memorization and oral recitation while providing limited structured support for handwriting development. Although learners are frequently exposed to Qur’anic texts, such exposure does not automatically lead to accurate and confident Arabic writing. This study examines the implementation and pedagogical impact of Rasm ‘Uthmānī Qur’anic copybook practice on Arabic writing development among beginner and lower-intermediate learners in Negeri Sembilan, Malaysia. Employing a qualitative-dominant convergent mixed-methods design, the study involved 32 students who participated in a six-week copybook-based writing intervention. Data were collected through classroom observations, semi-structured interviews, analysis of students’ written artifacts, and pre- and post-writing performance assessments. Qualitative data were analyzed thematically through coding, categorization, and interpretive synthesis, while quantitative data were analyzed using descriptive statistics and a paired-samples t-test. The findings indicate that copybook-based practice improved orthographic accuracy, letter formation, baseline alignment, and writing consistency, while also reducing writing anxiety and enhancing learner confidence. The faint-script tracing format served as visual–motor scaffolding, supporting psychomotor learning, gradual automatization, and affective readiness for writing. The study concludes that Rasm ‘Uthmānī Qur’anic copybooks can serve as a culturally authentic pedagogical medium for integrating Qur’anic literacy with Arabic writing instruction and for developing mahārah kitābah in Islamic educational settings.

Procreate-Based Material Design for Arabic Language Education: A Digital Art Approach to Interactive Learning Segaf Baharun; Muhamad Solehudin; Sultan Abdus Syakur; Aufa Hanin Salsabil; Adham Hasif
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10670

This study investigates the pedagogical value of Procreate-based material design for Arabic language education within an Islamic boarding school. Addressing the gap in visually rich, learner-created resources for Arabic, we implemented a four-week mixed-methods intervention with 40 intermediate learners using a station-rotation model (five iPads across five groups). Procreate tasks focused on illustrated vocabulary cards, posters, and short dialogues, grounded in Multimedia Learning and constructivist principles. Quantitative results show significant vocabulary gains from pre-test (M = 62.4, SD = 8.2) to post-test (M = 79.6, SD = 6.9), t (39) = 7.81, p < .001, Cohen’s d = 0.97. Observational indicators of engagement rose 35–47.5% (e.g., peer collaboration = 92.5%, creative initiative = 70% by Week 4). Student surveys indicated high acceptance (overall M = 4.45/5), and external ratings of digital portfolios were strong (overall quality M = 8.4/10), with cultural appropriateness highest (M = 8.9). Qualitative data highlighted increased orthographic awareness, aesthetic-mnemonic effects, and peer-mentored creativity despite device constraints. Findings suggest that Procreate can transform Arabic learning from text-centered delivery to multimodal, culturally grounded creation, enhancing motivation, memory, and participation. Limitations include limited devices and short duration; implications point to scalable integration of digital art for interactive Arabic pedagogy and teacher professional development.

Scaffolding Arabic Syntax Learning: An Examination of Introductory Nahwu Materials for Novice Students Muhamad Solehudin; Aufa Hanin Salsabil; Sultan Abdus Syakur
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 1 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i1.408

This study investigates the pedagogical structure and scaffolding mechanisms within Pengantar Belajar Ilmu Nahwu by Al-Habib Hasan bin Ahmad Baharun, a foundational Arabic syntax textbook widely used in pesantren education in Indonesia. While previous studies on Arabic grammar learning have primarily emphasized external scaffolding through instructional strategies or digital technologies, limited attention has been paid to the internal scaffolding embedded within traditional nahwu textbooks themselves. Grounded in Vygotsky’s Sociocultural Theory and the scaffolding framework of Wood, Bruner, and Ross, this qualitative content analysis examines how the text sequentially supports novice learners in mastering Arabic syntax. The findings identify three interrelated scaffolding stages conceptual, procedural, and integrative through which syntactic awareness is progressively developed using simplified examples, repetitive sentence patterns, and contextualized explanations. A distinctive pedagogical feature of the book is its early emphasis on phonological recognition (ḍammah, fatḥah, and kasrah) prior to introducing abstract grammatical terminology, which functions as a cognitive bridge for beginners. The study concludes that Pengantar Belajar Ilmu Nahwu exemplifies an effective model of internal scaffolding, demonstrating how traditional Arabic grammar materials can align with contemporary educational psychology to support novice syntax learning in pesantren and similar educational contexts.

Procreate-Based Material Design for Arabic Language Education: A Digital Art Approach to Interactive Learning Segaf Baharun; Muhamad Solehudin; Sultan Abdus Syakur; Aufa Hanin Salsabil; Adham Hasif
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10670

This study investigates the pedagogical value of Procreate-based material design for Arabic language education within an Islamic boarding school. Addressing the gap in visually rich, learner-created resources for Arabic, we implemented a four-week mixed-methods intervention with 40 intermediate learners using a station-rotation model (five iPads across five groups). Procreate tasks focused on illustrated vocabulary cards, posters, and short dialogues, grounded in Multimedia Learning and constructivist principles. Quantitative results show significant vocabulary gains from pre-test (M = 62.4, SD = 8.2) to post-test (M = 79.6, SD = 6.9), t (39) = 7.81, p < .001, Cohen’s d = 0.97. Observational indicators of engagement rose 35–47.5% (e.g., peer collaboration = 92.5%, creative initiative = 70% by Week 4). Student surveys indicated high acceptance (overall M = 4.45/5), and external ratings of digital portfolios were strong (overall quality M = 8.4/10), with cultural appropriateness highest (M = 8.9). Qualitative data highlighted increased orthographic awareness, aesthetic-mnemonic effects, and peer-mentored creativity despite device constraints. Findings suggest that Procreate can transform Arabic learning from text-centered delivery to multimodal, culturally grounded creation, enhancing motivation, memory, and participation. Limitations include limited devices and short duration; implications point to scalable integration of digital art for interactive Arabic pedagogy and teacher professional development.

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