Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Hayula: Indonesian Journal of Multidisciplinary Islamic Studies Ijaz Arabi Journal of Arabic Learning
Nada Ibrahim Alribdi
Princess Nourah Bint Abdulrahman University, Saudi Arabia
Religion Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Active Learning Strategies In Arabic Language Teaching Between Theory And Practice In Public Education Institutions In The United Arab Emirates : A Descriptive Study Yuslina Mohamed; Ahmad Abdurrahman Al Kasem; Nada Ibrahim Alribdi
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.33542

Abstract

Public education institutions in the United Arab Emirates are characterized by their continuous commitment to improving the quality of education and advancing the educational process in alignment with the demands of the modern era. In this context, the importance of conducting an analytical and descriptive study on the application of active learning in these institutions becomes evident. The aim is to understand the effectiveness of these strategies in achieving educational goals, developing students' skills, and engaging them in the learning process. This study aims to explore and analyze the implementation of active learning strategies in teaching Arabic language in public schools in the United Arab Emirates (UAE). This qualitative study employed a descriptive–analytical approach to examine the implementation of active learning in educational institutions, with the aim of evaluating its effectiveness in achieving instructional objectives, enhancing students’ skills, and fostering meaningful engagement in the learning process. The study further explored the application of active learning within public educational institutions in the United Arab Emirates by analyzing the educational context and prevailing instructional practices. The findings indicate a sustained effort to promote a culture of active learning, systematic evaluation of active learning strategies by the Ministry of Education, and ongoing encouragement for teachers to adopt these strategies in their classrooms.
A Multidisciplinary Approach to Integrating Islamic Values and Local Culture into STEM Pedagogy in Arabic Language Learning Sovia Fahraini; Muzakki Abdurrahman; Nada Ibrahim Alribdi; Muhammad Thohir; Moh Sholeh Afyuddin
Hayula: Jurnal Indonesia Studi Islam Multi-disiplin Vol 10 No 1 (2026): Hayula: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/hayula.010.01.06

Abstract

Arabic language learning has been dominated by traditional methods that emphasize memorization and analysis of classical texts, thus not supporting the development of 21st-century skills. This study aims to formulate an Arabic language learning model based on a multidisciplinary approach that integrates STEM, Islamic values, and local culture to create applicable, contextual, and meaningful learning experiences. The research method is a library research with a critical-analytical approach to the latest national and international literature, particularly those discussing STEM pedagogy, language learning, Islamic values-based education, and the local cultural context. The results of the study indicate that STEM integration allows Arabic to be used as a medium for exploration, discussion, and project production, while Islamic values ​​such as amanah (trust), adab, ta'āwun (respect), and ṣidq (compassion) serve as ethical guidelines in every activity. Local culture serves as a living and relevant context, strengthening motivation and meaning in learning. The proposed operational model emphasizes identification of real problems, linguistic exploration, cross-disciplinary integration, work production, and reflection and evaluation, in accordance with Vygotsky's principles of social constructivism. The contribution of this research is to present a holistic pedagogical framework that combines cognitive, affective, spiritual, and contextual aspects, so that Arabic language learning not only builds language competence, but also Islamic character, cultural awareness, and 21st-century skills that are relevant to global challenges.
Co-Authors Ahmad Abdurrahman Al Kasem Moh Sholeh Afyuddin Muhammad Thohir Muzakki Abdurrahman Sovia Fahraini Yuslina Mohamed