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All Journal An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al-Muyassar: Journal of Arabic Education
Danial Hilmi
Universitas Islam Negeri Maulana Malik Ibrahim
Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
Data-Driven Profiling of Arabic Language Proficiency: Integrating Fuzzy Clustering and Neural Network Analysis Atikah Marwa; Danial Hilmi; Syaiful Mustofa; Ayu Desrani; Apri Wardana Ritonga
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.211-232

Abstract

Introduction: Evaluating multidimensional language competencies in tertiary-level Arabic education poses persistent methodological difficulties, as conventional scoring systems frequently reduce complex proficiency dimensions to single aggregated values that conceal underlying skill structures and diminish the instructional utility of assessment feedback. Research Objectives: The present study constructs an empirically grounded competency profiling framework by combining clustering algorithms with predictive modeling techniques to uncover latent proficiency patterns among Arabic language learners. Methodology: A cross-sectional quantitative design was adopted using data from 128 students in the Arabic Language Education program at Universitas Negeri Jakarta, whose scores across listening, speaking, reading, and writing skills were analyzed through Fuzzy C-Means (FCM) clustering to identify latent proficiency groupings, followed by the use of a feedforward neural network to model predictive relationships between individual skill domains and overall academic performance. Results: Three learner profiles emerged: low, moderate, and high proficiency each showing statistically significant inter-group differences across all skills (p < 0.001), with effect size estimates (η² = 0.20–0.25) confirming moderate to substantial cluster-level variance, while the neural network attained 93.33% accuracy with a minimal mean squared error (MSE = 2e⁻⁰⁶). Unique Contribution: This study offers an empirically validated hybrid framework synthesizing exploratory clustering with predictive analytics to advance language competency assessment methodology. Conclusion: Arabic language proficiency appears to be organized along a clearly delineated continuum that is statistically distinguishable and reliably predictable. Recommendations: Future research should incorporate broader learner-level variables and apply this framework across diverse educational settings to strengthen generalizability and instructional relevance.
Pedagogical Mechanisms Associated with the Manifestation of Transformative Competencies in Arabic Language Learning: A Multiple-Case Study in Malang, Indonesia Muhammad Aminudin; Maluatul Hasanah; Danial Hilmi
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (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: 10.31000/376sc156

Abstract

This study examines how pedagogical mechanisms are associated with the manifestation of Transformative Competencies 2030 in Arabic language learning at Madrasah Aliyah in Malang, Indonesia. Using a qualitative multiple-case study, the research located in MAN 2 Kota Malang and MA Nurul Ulum Kota Malang, representing public and private institutional contexts. Data were collected through classroom observations, semi-structured interviews, document analysis, and a supporting questionnaire involving 83 students, and analyzed through within-case and cross-case analysis. The research indicate that transformative competencies became visible through context-responsive pedagogical mechanisms that created opportunities for meaningful learning, learner agency, and co-agency. Creating New Value was manifested through students’ reinterpretation and application of existing Arabic knowledge; Reconciling Tensions and Dilemmas through perspective-taking, dialogue, negotiation, and constructive responses to differences; and Taking Responsibility through students’ recognition of learning needs and strategic use of teachers, peers, and additional learning resources. Although the two madrasahs followed different contextual pathways, both provided conditions for transformative competency manifestations. The study provides an empirically grounded account of how transformative competencies become observable through ordinary Arabic language learning activities rather than through a separate competency-oriented programme. Theoretically, it connects the OECD framework with learner agency, co-agency, and institutionally situated learning contexts. Practically, it suggests that Arabic teachers can create transformative learning opportunities by organizing contextual, participatory, collaborative, and adaptive learning environments.
Co-Authors Ahmad Faiz Shaleh Apri Wardana Ritonga Atikah Marwa Ayu Desrani M. Abdul Hamid Maluatul Hasanah Muhammad Aminudin Syaiful Mustofa