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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Al-Muyassar: Journal of Arabic Education Al-Wazan Studies in English Language and Education
M. Abdul Hamid
Universitas Islam Negeri Maulana Malik Ibrahim
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Fostering Critical Thinking in Arabic Language Learning: An Integrated Deep Learning–Love-Based Curriculum Approach Manisha Aulia; M. Abdul Hamid; Nurhadi; Nur Kholis; Budi Santoso; Muhammad Hasyim
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/3wcq6p63

Abstract

This study aims to analyze the implementation of the Deep Learning Approach integrated with the Love-Based Curriculum in Arabic language learning and its contribution to developing students’ critical thinking skills at MTsN Kota Batu. This study employed a descriptive qualitative approach to understand the learning process, classroom interactions, teachers’ experiences and students’ responses to the implementation of this integrative approach. Data were collected through observation, semi-structured interviews, documentation and students’ reflections. The data were then analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display and conclusion drawing. The findings indicate that the integration of the Deep Learning Approach in Arabic language learning through the theme عِيَادَةُ الْمَرْضَىٰ was able to create meaningful, mindful and joyful learning through discussion, dialogue, reading, role play, presentation and reflection activities. The Love-Based Curriculum was also concretely integrated through the values of Hubbullah, Hubburrasul, Hubbunnafs, Hubbunnaas, Hubbul Bi’ah and Hubbul Wathan, which were reflected in the habituation of prayer, the strengthening of manners, empathy, cooperation, environmental awareness and love for the homeland. The integration of these two approaches contributed to the development of students’ critical thinking skills through interpretation, analysis, evaluation, inference, explanation and self-regulation activities. This study concludes that Arabic language learning can be developed as an integrative space for language mastery, the internalization of Islamic values and the strengthening of critical thinking skills. The novelty of this study lies in its emphasis that the Deep Learning Approach and the Love-Based Curriculum not only improve the classroom learning atmosphere but also form a humanistic, reflective, contextual and relevant pedagogical approach that responds to the needs of Islamic education in the twenty-first century.
The Serial Mediation of Self-Efficacy and Learning Motivation on the Relationship Between Social Support and Arabic Language Proficiency Ahmad Faiz Shaleh; M. Abdul Hamid; Danial Hilmi
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/gn8qd124

Abstract

This study investigates the sequential psychological mechanisms underlying the relationship between social support and Arabic language proficiency. The aims of this study are: To examine the effect of social support on Arabic language proficiency through the sequential mediation of self-efficacy and learning motivation among students at State Islamic Universities in East Java. This research adopted a quantitative approach using a survey method. The research sample consisted of 200 respondents from Arabic Language Education Department students across four State Islamic Universities in East Java. The data were gathered through questionnaires and language proficiency tests. The data analysis technique utilized was Structural Equation Modeling-Partial Least Squares (SEM-PLS). The findings of this study indicate The serial mediation role was confirmed by the indirect effect of social support on Arabic language proficiency through the serial mediation of self-efficacy and learning motivation. The study demonstrates that students who received social support experienced an increase in their regarding self-efficacy. This self-efficacy, in turn, drove them to persist in their Arabic language studies, ultimately leading to their excellence in Arabic language proficiency. The Success in Arabic language education depends on an integrated system that begins socially, evolves cognitively, and culminates linguistically.
The debate between the Baṣrah and Kūfah Schools in Naḥw: A critical discourse analysis of political interests M. Abdul Hamid; Segaf Baharun; Lateef Onireti Ibraheem; Kaharuddin; Muhamad Syahril; Ubay Ubay
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1099

Abstract

The language contains an ideology that is connected to power and domination. This is because language is used depending on a particular ideological point of view and the actions of those holding power. Likewise, the differences in the schools’ (understandings) of Naḥw Baṣrah and Kūfah are also influenced by their users’ ideology and power dominance. Therefore, this study discusses the ideological dimensions and political interests in the debate between the schools of Naḥw Baṣrah and Kūfah. This study uses the critical discourse analysis (CDA) method on the corpus of literature and dialogues of central figures, such as Sībawayh and al-Kisāʾī, to discuss discursive practices that describe power construction and delegitimization strategies between schools. The results of this study indicate that the methodological differences between the normative Baṣrah and the flexible Kūfah are manifestations of ideological disputes and political interests that affect their legitimacy, not only linguistic. The delegitimization strategy is a symbolic domination tool to protect each group’s intellectual authority. Therefore, the implications of this research emphasize the urgency of estimating the ideological and political background in the study of Naḥw science, especially in interpreting the polemics of the Baṣrah and Kūfah schools, so that the linguistic approach can be more comprehensive and critical of the socio-historical context.
Strategi Guru Bahasa Arab dalam Mengimplementasikan Pembelajaran Interaktif berbasis Media Digital di MAN Kota Batu Fatma Dewi Adjiji; M. Abdul Hamid; Nur Qomari; Indah Rahmayanti
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 1 (2026): Edu-Religia: Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v9i1.12507

Abstract

The transformation of Arabic language learning in the digital era requires teachers to optimally utilize digital media innovatively to enhance student engagement and comprehension. This study aims to explore teachers’ strategies in implementing interactive digital media-based learning, identify the challenges encountered, and examine the solutions applied at MAN Kota Batu. A descriptive qualitative approach was employed, with data collected through classroom observations, in-depth teacher interviews, and document analysis. The findings indicate that teachers employ various interactive media applications—including digital quizzes, interactive visual media, and online learning platforms—to promote active student participation. The main challenges include limited infrastructure, unstable internet connectivity, and teachers’ technical skills. The school addresses these issues by providing technology training, improving digital facilities, and optimizing available learning devices. This study confirms that interactive digital media-based learning can significantly enhance students’ motivation and understanding, provided that teachers’ strategies are implemented effectively and technical obstacles are addressed. The findings contribute to the development of digital technology-based teaching strategies for Arabic language learning in secondary schools and can serve as a reference for innovative instructional practices in the digital era.
Taṭwīr Mawādd Mahārat al-Qirā'ah al-Qā'imah ʿalā al-Tarbiyah al-Akhlāqiyyah bi al-Dhakā' al-Iṣṭināʿī Wiwik Prasetiyo Ningsih; M. Abdul Hamid; Abdul Wahab Rosyidi; Qur’ani Parang Wilwadikta
Al-Wazan: Journal of Arabic Education Vol. 4 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-wazan.v4i2.887

Abstract

Teaching reading skills requires teachers to develop innovative instructional materials that respond to learners’ academic and moral needs. At the Institute of Dar al-Lughah wa al-Qur’an, students experienced difficulties in reading Arabic texts accurately, demonstrated limited vocabulary mastery, and relied on conventional learning materials that lacked attractive and interactive features. Moreover, several ethical problems, including bullying and mockery among students, highlighted the need to integrate character education into reading instruction. Therefore, this study aimed to develop artificial intelligence-assisted reading materials based on moral education, identify the characteristics of the developed product, and evaluate its effectiveness in improving students’ reading skills and moral awareness. The study employed a mixed-methods research and development approach using the Borg and Gall ten-stage model. Data were collected through observations, interviews, tests, questionnaires, and documentation. Qualitative data were analyzed using classificatory analysis, while quantitative data were examined using the t-test. The developed product consists of moral-based reading texts, AI-supported multimedia content, vocabulary songs employing musical mnemonic techniques, interactive reading exercises, and Google Sites integration for easy access. The materials emphasize moral values such as honesty, discipline, responsibility, respect, and social care through contextual stories, multimedia learning, simplified language, child-friendly digital design, and interactive assessments with immediate feedback. The findings demonstrate that the product significantly improved students’ reading achievement, with t₀ = 20.98 exceeding the critical values at both the 0.01 and 0.05 significance levels. Furthermore, interviews revealed that 76% of students reported increased motivation to practice positive behaviors after engaging with the materials. This study contributes a novel AI-assisted moral education framework that simultaneously enhances Arabic reading proficiency and character development in primary Islamic education.
Co-Authors Abdul Wahab Rosyidi Ahmad Faiz Shaleh Budi Santoso Danial Hilmi Fatma Dewi Adjiji Indah Rahmayanti Kaharuddin Lateef Onireti Ibraheem Manisha Aulia Muhamad Syahril Muhammad Hasyim Nur Kholis Nur Qomari Nurhadi Qur’ani Parang Wilwadikta Segaf Baharun Ubay Ubay Wiwik Prasetiyo Ningsih