Garuda - Garba Rujukan Digital

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.

Dialects, Emojis, and Engagement: A Corpus-Based Study of Arabic Linguistic Features in TikTok Comments Menik Mahmudah; Mohammad Ahsanuddin; Muhamad Solehudin; Nur Hanifansyah; Aufa Hanin Salsabil; Aida Zavirah Fayruza
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.8390

This study employed a mixed-methods corpus-based discourse analysis to examine the linguistic features of Arabic used in TikTok comments. The data consisted of 2,160 Arabic comments collected from 36 TikTok videos published between September 2025 and January 2026. After data cleaning, the final corpus contained 28,742 tokens and 6,914-word types. Quantitative corpus procedures were conducted using AntConc 4.3.1 and Sketch Engine to generate frequency lists, normalized frequencies, concordance lines, and lexical clusters. The quantitative results were subsequently integrated with qualitative discourse-pragmatic interpretation informed by Computer-Mediated Communication, pragmatics, and discourse analysis. The findings show that Arabic in TikTok comments is predominantly informal, interactive, and multimodal. The dominant features include dialectal expressions, religious language, orthographic elongation, repetition, emoji usage, Arabic–English code-switching, and engagement-driven language. Emoji and multimodal elements were the most frequent feature (38.7%), followed by dialectal expressions (28.3%) and engagement-driven language (19.5%). These results indicate that communication on TikTok resembles spoken language that is expressive and socially oriented rather than formal written Arabic. Theoretically, this study extends Arabic corpus linguistics by focusing on an underexplored digital platform. Practically, the findings provide useful implications for Arabic digital language pedagogy and the development of NLP systems that can better handle non-standard Arabic varieties. The study also calls for expanding Arabic NLP frameworks to accommodate multimodal and non-standard digital registers. Abstrak: Penelitian ini menggunakan analisis wacana berbasis korpus dengan desain metode campuran untuk mengkaji karakteristik linguistik bahasa Arab dalam komentar TikTok. Data penelitian terdiri atas 2.160 komentar berbahasa Arab yang dikumpulkan dari 36 video TikTok yang dipublikasikan antara September 2025 dan Januari 2026. Setelah proses pembersihan data, korpus akhir berisi 28.742 token dan 6.914 tipe kata. Prosedur kuantitatif berbasis korpus dilakukan menggunakan AntConc 4.3.1 dan Sketch Engine untuk menghasilkan daftar frekuensi, frekuensi ternormalisasi, baris konkordansi, dan klaster leksikal. Hasil kuantitatif tersebut kemudian diintegrasikan dengan interpretasi kualitatif wacana-pragmatik berdasarkan teori Computer-Mediated Communication, pragmatik, dan analisis wacana. Hasil penelitian menunjukkan bahwa bahasa Arab dalam komentar TikTok bersifat informal, interaktif, dan multimodal. Fitur dominan meliputi ekspresi dialektal, ungkapan religius, pemanjangan ortografis, repetisi, penggunaan emoji, alih kode Arab–Inggris, serta bahasa berbasis keterlibatan (engagement). Emoji dan elemen multimodal muncul paling tinggi (38,7%), diikuti ekspresi dialektal (28,3%) dan bahasa berbasis keterlibatan (19,5%). Temuan ini menunjukkan bahwa komunikasi di TikTok lebih menyerupai bahasa lisan yang ekspresif dan berorientasi relasi sosial daripada bahasa tulis formal. Secara teoretis, penelitian ini memperluas kajian linguistik korpus bahasa Arab pada platform digital yang masih kurang dieksplorasi. Secara praktis, hasil penelitian ini bermanfaat bagi pengembangan pedagogi bahasa Arab digital dan sistem NLP bahasa Arab yang adaptif terhadap ragam non-standar. Penelitian ini juga menekankan perlunya pengembangan dan perluasan kerangka kerja NLP bahasa Arab agar mampu mengakomodasi ragam bahasa digital yang bersifat multimodal serta non-standar.

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search