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All Journal IZDIHAR Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA Prosiding Konfererensi Nasional Bahasa Arab Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Ihtimam : Jurnal Pendidikan Bahasa Arab Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab ARKHAS: Journal of Arabic Language Teaching Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Indonesian Journal of Arabic Studies
Baroroh , R. Umi
Dosen Jurusan Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah & Keguruan UIN Sunan Kalijaga Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Innovating Reading Competency Assessment Tool Using the PISA Standard in Arabic Textbooks for 8th Graders Iis Dahlia; R. Umi Baroroh; Zaffa Izzatul Islamiah; Bellah Asa O’Neal Elmi; Ahmad Zulkarnain; Luthfi Qolbi Azzahra; Muhammad Mahmud Abdulqadir Ali
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 3 (2024): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i3.33910

Abstract

This research was intended to apply PISA standards to the Arabic textbooks for 8th grade students published by the Ministry of Religious Affairs in 2020. Lliterature research was performed on the primary data sourced from Arabic textbooks and secondary data from relevant books and journal articles. The data then underwent content analysis and descriptive analysis through several steps: data collection, data filtering, and selection and qualitative data interpretation. The results showed that although the assessment instruments in the Arabic textbook for 8th grade in 2020 covered the aspects of PISA, most of the instruments were at lower levels, such as three instruments at level 1b, two instruments at level 2, three instruments at level 3, and one instrument at level 4. Based on the results of the analysis, instrument innovation was carried out with PISA standards at levels 4-6, consisting of five level 4 instruments, five level 5 instruments, and one level 6 instrument. These innovations included analysis and interpretation, critical evaluation and reflection, and high-level analysis and synthesis for better comprehension and function in Arabic reading competence assessment
Learning maharah al-kalam through verb and noun forming using the Qiyas method Chairani Astina; Umi Baroroh; Rifqi Aulia Rahman
Indonesian Journal of Arabic Studies Vol. 4 No. 1 (2022)
Publisher : UIN Siber Syekh Nurjati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ijas.v4i1.9776

Abstract

One of the inhibiting factors for learning Maharah Kalam is the lack of students'mufradat treasury. They are only taught conversational material which will be practiced in a literal way or exactly as exemplified by the previous teacher. These barriers are exacerbated by the lack of teacher innovation in designing learning methods that make them active and innovative in producing, deriving, and comparing words, both Isim and fi'il. Whereas in the terminology of the basics of Arabic language, the Qiyas method is known whose main function is to find the origin of the word and then find other forms (sigat) with different positions, functions, and meanings. In this paper, the author uses a literature review with the type of qualitative research, the approach used is descriptive-analytic. The data analysis technique is content analysis. The results obtained by the authors from literature reviews and descriptive-analytic studies, reflect that the qiyas method makes students more active and innovative in producing derived words (furu') from the origin of the word (ashl) based on wazan ('illah) guidelines. In addition, learning maharah kalam is also more efficient because there will be more time available for intensive hiwar practice, because the teacher assigns exploration of this derivative mufradat outside the classroom. While the focus of learning in class is language activities such as hiwar, munaqasyah and munadharah.
تطوير التقييم الأصيل المتكامل لمهارات التحدث العربية في التعليم الثانوي للصف الثامن وزارة الأوقاف 2019: Development of Integrated Authentic Assessment in Speaking Skills Grade 8 Arabic Textbook Ministry of Religious Affairs 2019 Siska Qurrota A'yun; R. Umi Baroroh; Azizah Nur Fitri Aeni
Journal of Arabic Language Teaching Vol. 5 No. 2 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i2.2335

Abstract

This study aims to analyze and address assessment challenges, particularly in speaking skills, within the 2019 Kemenag Arabic Class VIII textbook published by the Ministry of Religious Affairs of Indonesia (Kemenag RI). Employing a descriptive qualitative method and literature review, data were gathered through descriptive analysis followed by in-depth interpretation. The research proposes an innovative solution by implementing authentic assessment to overcome existing evaluation issues. Specifically, the study focuses on revising and enhancing Arabic language learning questions across six chapters of a high school-level textbook, utilizing an integrative and authentic approach. Revisions targeted various question types related to the kalām (speaking) skill, emphasizing oral proficiency improvement through project-based activities such as presentations, video recordings, and direct dialogues. Each question was contextualized to reflect real-life communication, enabling students to express personal experiences and perspectives actively. The revisions led to a notable shift from passive questioning to active, participatory tasks, thereby fostering integration across multiple language skills. Consequently, this innovation reinforces an integrative learning framework and facilitates the development of more functional and practical Arabic language competencies.
Studi Komparatif Teori Maharah al-Kitabah dalam al-Maharat al-Lughawiyyah dan Maharat al-Kitabah wa Namadzij Ta'limiha karya Ibrahim Ali Rababiah / A Comparative Study of Maharah al-Kitabah Theory in al-Maharat al-Lughawiyyah and Maharat al-Kitabah wa Namadzij Ta'limiha by Ibrahim Ali Rababiah Faizah Kamila; R. Umi Baroroh; Ali Andra Prasetyo Siregar
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 2 (JULI 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i2.489

Abstract

This study aims to conduct a comparative analysis of the theories of maharah al-kitābah (writing skills) presented in two Arabic language teaching books: Al-Mahārāt al-Lughawiyyah by Dr. Ibtisam Mahfuz and Mahārat al-Kitābah wa Namādzij Ta‘līmihā karya Ibrahim Ali Rababiah. Writing is a crucial component in Arabic language learning, requiring cognitive, linguistic, and strategic proficiency. However, variations in theoretical approaches across different textbooks highlight the need for a deeper analysis of how writing skills are conceptualized. This research employs a qualitative approach using content analysis as the primary method, with both books serving as the main data sources. The findings indicate that Al-Mahārāt al-Lughawiyyah emphasizes a conceptual and integrative approach based on cognitive and linguistic theories, while Mahārat al-Kitābah wa Namādzij Ta‘līmihā adopts a modern process-oriented model of writing, presenting various theoretical frameworks such as those by Flower & Hayes, Swales, and McWhorter. The comparison reveals that the two books complement each other—one providing theoretical foundations, the other offering practical strategies. Synthesizing both approaches could serve as a foundation for designing more effective, contextualized, and learner-centered Arabic writing instruction.Penelitian ini bertujuan untuk mengkaji secara komparatif teori maharah al-kitābah dalam dua buku ajar bahasa Arab, yaitu Al-Mahārāt al-Lughawiyyah karya Dr. Ibtisam Mahfuz dan Mahārat al-Kitābah wa Namādzij Ta‘līmihā karya Ibrahim Ali Rababiah. Keterampilan menulis merupakan salah satu aspek penting dalam pembelajaran bahasa Arab yang menuntut penguasaan kognitif, linguistik, dan strategis. Namun, perbedaan pendekatan dan kerangka teoritik dalam berbagai buku ajar menunjukkan perlunya analisis mendalam terhadap bagaimana keterampilan ini dikonsepsikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi (content analysis), dengan sumber data utama berupa dua buku tersebut. Hasil penelitian menunjukkan bahwa Al-Mahārāt al-Lughawiyyah lebih menekankan pendekatan konseptual dan integratif yang berbasis linguistik-kognitif, sedangkan Mahārat al-Kitābah wa Namādzij Ta‘līmihā menyajikan pendekatan proses menulis modern yang dilengkapi dengan berbagai model teori menulis seperti Flower & Hayes, Swales, McWhorter, dan lainnya. Perbandingan ini mengungkap bahwa keduanya saling melengkapi yang satu memberi dasar teoritis, sedangkan yang lain menawarkan strategi praktis. Sintesis dari keduanya dapat menjadi pijakan untuk merancang pengajaran menulis bahasa Arab yang lebih efektif, kontekstual, dan berorientasi pada kebutuhan peserta didik masa kini.
Co-Authors ABD. Rauf Tan Sri Hassan Ahmad Zulkarnain Ali Andra Prasetyo Siregar Astina, Chairani Azizah Nur Fitri Aeni Bellah Asa O’Neal Elmi Etika Riani Tsani Fahmi Syaefudin Faizah Kamila Fauziyah Nur Rahmawati Iis Dahlia Islam Youssry Elhadky Luthfi Qolbi Azzahra Moh Paris Fauzi Sawedi Muhammad Iqbal Trenggono Muhammad Mahmud Abdulqadir Ali Nada Nabilah Syafiqoh Naning Ma’rifatul Faiqoh Rahman, Rifqi Aulia Siska Qurrota A'yun Syukron, Akhmad Aufa Tasha Ayu Az-Zahra Yusril Muhammad Nur Zaffa Izzatul Islamiah