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Tatbiq Thariqah at-Tafkir wa al-Iqtiran wa al-Musyarakah fi Tarqiyah Nataij Maharah al-Kitabah li Thullab as-Shaf as-Tsamin fi Ma'had al-Islami Insan Mulia Punggur Siti Hamidah; Nailul Izzah; Kholida Nur
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 7 No. 1 (2026): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v7i1.2259

This study aims to examine the impact of the Think Pair Share (TPS) method on improving the writing skills (maharoh kitabah) of eighth-grade students at Ponpes Insan Mulia Punggur. The research background highlights challenges faced by students, such as low interest and active participation in learning writing skills. Using a quantitative experimental approach, 28 students were divided into an experimental class (using TPS) and a control class (without TPS). Data collection involved pretests, posttests, observations, and interviews. Results showed a significant improvement in the experimental class compared to the control class. In the experimental group, the average pretest score was 65.3 (57% mastery), increasing to 79.29 (93% mastery) in the posttest. Meanwhile, the control group’s average pretest score was 52.5 (14% mastery), rising to 61.42 (36% mastery) in the posttest. This aligns with previous studies demonstrating TPS's effectiveness in enhancing student learning outcomes

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Optimizing Students’ Arabic Writing Skills through Project-Based Learning Based on Digital Storytelling Kholida Nur; Ahmad Mubaidilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.940

This study aims to examine the implementation of Project-Based Learning (PJBL) integrated with digital storytelling to develop students’ Arabic writing skills (Mahārah Kitābah). The study employed a descriptive qualitative approach and was conducted with third-semester students of the Arabic Language Education Program at Universitas Ma’arif Lampung. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students’ digital storytelling projects. The findings indicate that the integration of digital storytelling into PJBL supported the development of students’ ability to compose Arabic narrative texts in a more structured, communicative, and contextual manner. The project-based activities also increased students’ engagement and motivation to write by providing opportunities to produce authentic texts and publish their work through digital and social media platforms. Furthermore, the learning model facilitated the development of several 21st-century competencies, particularly digital literacy, creativity, collaboration, and communication. These findings suggest that the integration of digital storytelling into PJBL can serve as an innovative learning strategy for developing students’ Mahārah Kitābah in Arabic language education, particularly in response to the demands of digital learning environments

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Optimizing Students’ Arabic Writing Skills through Project-Based Learning Based on Digital Storytelling Kholida Nur; Ahmad Mubaidilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.940

This study aims to examine the implementation of Project-Based Learning (PJBL) integrated with digital storytelling to develop students’ Arabic writing skills (Mahārah Kitābah). The study employed a descriptive qualitative approach and was conducted with third-semester students of the Arabic Language Education Program at Universitas Ma’arif Lampung. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students’ digital storytelling projects. The findings indicate that the integration of digital storytelling into PJBL supported the development of students’ ability to compose Arabic narrative texts in a more structured, communicative, and contextual manner. The project-based activities also increased students’ engagement and motivation to write by providing opportunities to produce authentic texts and publish their work through digital and social media platforms. Furthermore, the learning model facilitated the development of several 21st-century competencies, particularly digital literacy, creativity, collaboration, and communication. These findings suggest that the integration of digital storytelling into PJBL can serve as an innovative learning strategy for developing students’ Mahārah Kitābah in Arabic language education, particularly in response to the demands of digital learning environments

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Optimizing Students’ Arabic Writing Skills through Project-Based Learning Based on Digital Storytelling Kholida Nur; Ahmad Mubaidilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.940

This study aims to examine the implementation of Project-Based Learning (PJBL) integrated with digital storytelling to develop students’ Arabic writing skills (Mahārah Kitābah). The study employed a descriptive qualitative approach and was conducted with third-semester students of the Arabic Language Education Program at Universitas Ma’arif Lampung. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students’ digital storytelling projects. The findings indicate that the integration of digital storytelling into PJBL supported the development of students’ ability to compose Arabic narrative texts in a more structured, communicative, and contextual manner. The project-based activities also increased students’ engagement and motivation to write by providing opportunities to produce authentic texts and publish their work through digital and social media platforms. Furthermore, the learning model facilitated the development of several 21st-century competencies, particularly digital literacy, creativity, collaboration, and communication. These findings suggest that the integration of digital storytelling into PJBL can serve as an innovative learning strategy for developing students’ Mahārah Kitābah in Arabic language education, particularly in response to the demands of digital learning environments

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