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All Journal Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya
M. Irwan Jayadi
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Religion Education Languange, Linguistic, Communication & Media

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HUBUNGAN BUNYI, MAKNA, DAN KONTEKS DALAM WACANA PUBLIK: KAJIAN FONETIK DAN SEMANTIK PADA UCAPAN SAHRONI Muhammad Fakhri Nurfauzan; M. Irwan Jayadi; Ahmad Dardiri; Wati Susiawati
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 12, No 1 (2026)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v12i1.27052

Abstract

This study analyzes the relationship between sound (intonation, stress, speech tempo), word choice, and contextual framing in shaping public interpretation of Ahmad Sahroni's controversial statement “tolol sedunia” within Indonesian political discourse. The research aims to describe how phonetic features and semantic connotations construct perceived meaning and to formulate more constructive communicative alternatives for sensitive public contexts. A descriptive qualitative approach is used through interpretative linguistic analysis supported by contextual triangulation of speaker identity, sociopolitical situation, and public audience reception. The findings indicate that even when delivered with flat intonation, the prominent stress on a pejorative lexical item reinforces an intentional insulting illocution, amplified by the speaker's authority as a public official amid heightened public distrust toward DPR policies. The study concludes that linguistic form and context interact dynamically to escalate negative social impact, and public communication should prioritize neutral diction and controlled prosody to maintain critical substance while reducing potential communicative conflict.
KURIKULUM BAHASA ARAB MADRASAH IBTIDAIYAH 2019: INTEGRASI NILAI ISLAM DAN PENGUATAN KOMPETENSI 4C M. Irwan Jayadi; Khaerul Umam; Ubaid Ridlo; Maswani Maswani
Jurnal Al-Hibru Vol. 3 No. 1 (2026): Al-Hibru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya (September-Februari)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/hbr.v3i1.571

Abstract

This study aims to analyze the integration of Islamic values and the enhancement of 21st-century competencies (4C: critical thinking, creativity, communication, collaboration) within the 2019 Madrasah Ibtidaiyah Arabic Language Curriculum. Employing a qualitative-descriptive approach through library research, this study examines official Ministry of Religious Affairs documents, Islamic educational theories, and relevant studies on Arabic pedagogy. The findings reveal that the 2019 curriculum embodies an integrative and transformative Islamic education paradigm, where Arabic learning focuses not only on linguistic proficiency but also on Islamic character formation and critical, collaborative thinking. The Communicative Language Teaching (CLT) approach and the use of digital technology strengthen communicative and creative dimensions in Arabic learning. However, challenges persist regarding teacher competence and limited contextual teaching materials. Therefore, strengthening teachers’ pedagogical capacity and developing Islamic value-based learning innovations are essential to achieve Arabic language education aligned with digital era demands and Islamic educational objectives.
KONSEP EVALUASI PEMBELAJARAN BAHASA ARAB Fadhilah Nurzahira; M. Irwan Jayadi; Ubaid Ridlo
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 11, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i3.26379

Abstract

An essential component of the educational system, learning evaluation measures the success of the teaching and learning process as well as the attainment of learning objectives. Evaluation plays a strategic role in Arabic language learning because it covers the four primary language skills-istima‘ (listening), kalam (speaking), qira‘ah (reading), and kitabah (writing)-in addition to evaluating mastery of cognitive components like mufradat (vocabulary) and qawa‘id (grammar). In addition to explaining the goals, purposes, and forms of evaluation pertinent to Arabic language instruction, this article attempts to theoretically investigate the ideas of evaluation, assessment, and measurement in the context of learning the language.The study's findings demonstrate the need for a thorough assessment of Arabic language acquisition that takes into account the cognitive, emotional, and psychomotor domains and makes use of a variety of tools in order to characterize students' overall communicative proficiency.
PENGARUH KOSAKATA DAN STRUKTUR BAHASA ARAB TERHADAP CARA BERPIKIR DAN BUDAYA BELAJAR PERSPEKTIF SAPIR-WHORF M. Irwan Jayadi; Uyun Thayyibah; Ahmad Royani; Achmad Fudhaili
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 11, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v11i2.25890

Abstract

The relationship between language, mind and culture is inherent and mutually influential. One of the familier theories regarding the relationship between the three is the Sapir -Whorf theory. The purpose of this writing is to find out the influence of Arabic vocabulary and structure on the way of thinking and learning culture of Maskanul Huffadz Lil Lughoh students based on the Sapir-Whorf perspective. This type of research is descriptive qualitative with data collection techniques, using observation, interviews and documentation. The results of the analysis of the data found that mastery of Arabic vocabulary and structure on the way of thinking and learning culture of Maskanul al-Huffadz Li al-Lughoh students affects the way of thinking about time and sequence of events. This is evident from the results of the analysis of the answers of the students who feel that after learning Arabic they are more able to think logically and systematically when they want to plan activities. They are more accustomed to distinguishing clearly between actions that have been completed, are in progress, or will be carried out. The students also become more analytical and detailed in processing information because they have to understand complex grammar and rich vocabulary.
Co-Authors Achmad Fudhaili Ahmad Dardiri Ahmad Royani Fadhilah Nurzahira Khaerul Umam Maswani Maswani, Maswani Muhammad Fakhri Nurfauzan Ubaid Ridlo Uyun Thayyibah Wati Susiawati