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All Journal Dzil Majaz Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Khalifaturrosyidah Handayani
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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The Linguistic Dimensions of the Madrasah Arabic Curriculum in Vygotsky’s Constructivist Perspective Khalifaturrosyidah Handayani; Faisal Mahmoud Adam; Zakiyah Arifa
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 1 (2026): January-April
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i1.872

Abstract

The current Arabic language curriculum in Madrasahs has been designed in alignment with the Kurikulum Merdeka, which emphasizes competency-based learning, collaboration, and problem-solving. Vygotsky’s social constructivist theory is believed to address these challenges effectively, as it highlights the importance of social interaction, scaffolding, and context-based learning. This study aims to describe the implementation of the Arabic language curriculum from the perspective of Vygotsky’s constructivist theory at Madrasah Aliyah Husnul Khatimah and its impact on students’ learning motivation. The research employed a qualitative case study approach with data collected through semi-structured interviews, participatory observation, and documentation study. Data analysis followed the Miles, Huberman, and Saldana model, consisting of data condensation, data display, and conclusion drawing, which were verified through source and technique triangulation. The implementation of the Arabic language curriculum from the perspective of Vygotsky’s constructivist theory has brought significant changes to the learning process. Teachers act as facilitators who guide students through collaborative activities such as discussions, language games, and group work. The gradual application of scaffolding enhances students’ independence and confidence in using Arabic. Social interaction among students strengthens intrinsic motivation, as they feel valued and actively engaged in the learning process. Overall, the implementation of the Arabic language curriculum through Vygotsky’s constructivist perspective has proven to have a positive impact on students’ learning motivation and language skills. This approach aligns well with the Kurikulum Merdeka, which emphasizes active, reflective, and student-centered learning.
Semantic Dimensions of Modern Arabic Music: A Case Study of Humood Alkhudher’s Falasteen Biladi Nanda Dzikrillah Pelealu; Amrina Rosyada; Khalifaturrosyidah Handayani; Nur Ila Ifawati
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.456

Abstract

This study investigates the influence of modern Arabic musical literature on Humood AlKhudher’s song Falasteen Biladi through a semantic analysis. The problem addressed in this research lies in understanding how modern Arabic songs, beyond their aesthetic qualities, serve as vehicles for articulating political, cultural, and social meanings. The song was chosen because its lyrics are deeply symbolic and emotionally charged, reflecting solidarity and pride for the Palestinian homeland while simultaneously engaging with broader socio-political contexts. The purpose of this study is to reveal the semantic strategies employed in Falasteen Biladi and to explain how these strategies contribute to shaping collective identity, resistance, and cultural diplomacy. A qualitative approach was employed, drawing data from the music video, song lyrics, social media discussions, and related articles. Data collection involved close listening, lyric transcription, classification of semantic features based on research questions, and enrichment with contextual information about Palestine’s socio-political situation. The analysis relied on semantic theories developed by Lyons (1995) and Leech (1981), with attention to denotative, connotative, affective, and social meanings. The findings show that Falasteen Biladi systematically constructs semantic meaning through the use of metaphor, symbolism, and deliberate diction. Surprisingly, beneath its patriotic and aesthetic tone lies a highly structured linguistic strategy that elevates the song into a form of cultural resistance against political domination. The study contributes to scholarship by demonstrating how modern Arabic music functions not only as artistic expression but also as a powerful medium of cultural diplomacy in global socio-political discourse.
Co-Authors Amrina Rosyada Faisal Mahmoud Adam Nanda Dzikrillah Pelealu Nur Ila Ifawati