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All Journal Jurnal Pendidikan Agama Islam Indonesia (JPAII) Al-Qalam: Jurnal Pendidikan Bahasa Arab
Budi Satriadi
Sekolah Tinggi Agama Islam Ar-Risalah Musi Rawas
Religion Education Social Sciences

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Investigating Students’ Perspectives on the Role of Arabic as AaFoundation for Understanding Islamic Religious Education in the Digital Era Muhammad Fariq Heemal Attruk; Budi Satriadi
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2786

Abstract

Purpose of the study: This study aims to explore students’ perspectives on the importance of Arabic as a foundation for understanding Islamic Religious Education in the digital era, focusing on how Arabic supports students’ comprehension of Islamic texts, learning experiences, and engagement with Islamic Religious Education content. Methodology: This study employed a qualitative case study approach. Data were collected through written open-ended interviews administered via Google Forms to 17 students from three study programs at an Islamic higher education institution. The data were analyzed using thematic analysis following Braun and Clarke’s framework. Main Findings: The findings indicate that students perceive Arabic as a fundamental foundation for understanding Islamic Religious Education, particularly in comprehending Qur’anic verses, religious terminology, and course materials. Arabic is viewed as a functional tool rather than the ultimate learning goal. Digital technology is utilized to support Arabic learning, especially for vocabulary and terminology, although it does not replace lecturers’ guidance. Students also face linguistic challenges, such as difficulties in nahwu (syntax), sarf (morphology), and limited vocabulary, as well as non-linguistic challenges related to motivation and the learning environment. Novelty/Originality of this study: While previous studies have predominantly examined the urgency of Arabic mastery, its curricular effectiveness, or the technical integration of digital media in Arabic and Islamic Religious Education learning, limited attention has been given to how students themselves interpret and negotiate Arabic as an epistemic foundation within digitally mediated learning environments. This study advances the literature by synthesizing students’ perspectives across four interrelated dimensions epistemic positioning, interpretive mediation, digitally mediated engagement, and multidimensional challenges thereby offering a more complex and experiential account of Arabic learning in Islamic higher education.
Efektivitas Storytelling dan Role-Play dalam Pembelajaran Bahasa Arab di MI/SD Indonesia Muhammad Fariq Heemal Attruk; Budi Satriadi
Al-Qalam: Jurnal Pendidikan Bahasa Arab Vol 1 No 2 (2026): Mei 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/al-qalam.v1i2.138

Abstract

Learning Arabic in Indonesian Islamic elementary schools is often teacher‑centred, with low student motivation and little active language use. Storytelling and role‑play are seen as promising, but solid evidence is still scattered. This article reviews and critically evaluates existing studies on both methods. A narrative literature review was done by searching Scopus and Google Scholar for 2016-2026. After applying clear inclusion criteria, seven empirical studies on MI/SD students in Indonesia were selected and analysed thematically. The results show storytelling helps vocabulary, listening, and speaking confidence. Role‑play boosts active participation, social interaction, and speaking skills. One study combined both with good results. However, most studies used classroom action research without control groups, small samples, unvalidated tools, short periods, and focused only on Islamic schools in Java. No longitudinal or direct comparison studies exist. Overall, storytelling and role‑play show clear promise, but current evidence remains preliminary. Stronger research designs are needed. Practical tips for teachers are also provided.
Co-Authors Muhammad Fariq Heemal Attruk Muhammad Fariq Heemal Attruk