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All Journal Al-Muyassar: Journal of Arabic Education 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.
Co-Authors Ahmad Faiz Shaleh Budi Santoso Danial Hilmi Kaharuddin Lateef Onireti Ibraheem Manisha Aulia Muhamad Syahril Muhammad Hasyim Nur Kholis Nurhadi Segaf Baharun Ubay Ubay