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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.

ROADMAP TUJUAN PENDIDIKAN ISLAM Muhammad Hanif Alatas; Saefudin; Nur Hanifansyah; Adham Hasif
SPESIFIK: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 4 (2025): SPESIFIK: Jurnal Pendidikan dan Pembelajaran
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/spesifik.v3i4.1056

Penelitian ini menawarkan roadmap operasional tujuan pendidikan Islam yang menjembatani kerangka normatif wahyu–profetik dengan arsitektur kurikulum berbasis capaian (OBE). Metodologinya adalah kualitatif kepustakaan melalui analisis dokumen dan sintesis konseptual terhadap sumber klasik–kontemporer (al-Attas, an-Nahlawi, ad-Dakhil, al-Kailani, serta studi mutakhir tentang moderasi, kebangsaan, dan teknologi). Data dikodekan secara tematik (spiritual, moral, sosial, profesional, teknologi) dan dianalisis memakai model Miles & Huberman hingga menghasilkan peta aims → methods → assessment → graduate attributes. Hasilnya: model yang mengikat tujuan utama (tauhid, ‘ubūdiyyah/ta’dīb) dengan tujuan perantara (akhlak, kompetensi sosial, etos kerja, kesehatan jasmani), diturunkan ke strategi instruksional (service-learning, project/work-based learning), indikator asesmen ‘amal ṣāliḥ lintas domain, dan profil lulusan ṣāliḥ–muṣliḥ yang terukur. Kontribusi utama adalah instrumentasi tujuan Qur’ani ke rubrik kinerja akuntabel (CPL–CPMK) tanpa kehilangan poros ta’dīb. Keterbatasan: belum diuji secara longitudinal dan membutuhkan adaptasi konteks. Implikasi praktis: kerangka siap-pakai bagi unit akademik untuk menyelaraskan tujuan, pedagogi, asesmen, dan mutu lulusan.

Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency Segaf Baharun; Moh. Tohiri Habib; Nurul Azira; Adham Hasif
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.v4i1.413

Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.

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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