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p-Index From 2021 - 2026
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All Journal Kitaba : Journal of Interdisciplinary Arabic Learning International Journal of Educational Narratives
Zulfan Syakhansyah
Universitas Al-Qolam Malang
Education Languange, Linguistic, Communication & Media Other

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Pedagogical Effectiveness of Arabic as a Foreign Language: A Comparative Perceptual Study of Teachers and Students in Islamic Senior High Schools Abdurrahman Abdurrahman; Zulfan Syakhansyah
Kitaba Vol 4, No 1 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i1.41658

Abstract

This research is motivated by the persistently low communicative proficiency in Arabic among students in formal Islamic senior high schools (madrasahs), which stems from a fundamental perceptual disconnect between educators and learners. The primary objective of this study is to evaluate pedagogical effectiveness through a comparative analysis of teacher and student perspectives on instructional strategies, digital resources, and psycholinguistic barriers. Employing a mixed-methods approach with an explanatory sequential design, data were collected via Likert-scale questionnaires administered to 4 teachers and 15 students at MA Raudlatul Ulum Putra, followed by in-depth interviews, classroom observations, and documentation of instructional tools. The results reveal a statistically significant Methodological Perceptual Gap (p 0.05) across all measured indicators. Teachers perceive traditional grammar-based methods as highly effective, while students report high levels of language anxiety (M = 4.60), cognitive burnout from grammatical overload (M = 4.40, t = 6.25), and a strong desire for more communicative, engaging instruction. Furthermore, although digital facilities are physically available (p 0.05), their utilization remains minimal, creating a provision-utilization gap (p 0.05). The findings demonstrate that teachers and students operate within fundamentally different perceptual frameworks: teachers prioritize curricular completion and grammatical accuracy, while students value practical communication, active engagement, and psychological safety. This study makes three significant contributions: (1) it empirically documents the existence and magnitude of perceptual gaps in madrasah Arabic instruction; (2) it extends the affective filter hypothesis to the Islamic schooling context; and (3) it provides a strategic framework for curriculum revitalization. The findings underscore the urgent need for a paradigm shift from theoretical-scholastic orientations toward communicative-affective approaches, with implications for teacher training, digital integration, and language environment design.
Narrating Arabic Reading in the Digital Age: A Narrative Inquiry into Generation Alpha Learning in Indonesian Pesantren Abdurrahman Abdurrahman; Zulfan Syakhansyah; Naser Ali Abdulghani
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3474

Abstract

Background: Traditional linear Arabic language instruction in Indonesian Islamic boarding schools (pesantren) faces a cognitive mismatch with Generation Alpha. Although technology has been adopted, current literature has not yet explored how students’ subjective experiences bridge classical texts with their digital cognitive habits. Objective: This study aims to explore the learning experience narratives of teachers and students in implementing a pedagogical framework that bridges classical Arabic texts with the visual-digital logic of the contemporary generation. Methods: This research employs a qualitative case study design with a narrative approach. Data were collected through participant observation and in-depth interviews with four students and two teachers. The thematic analysis method by Miles, Huberman, and Saldaña was utilized to deconstruct the flow of subjects’ experiences and reflections. Results: The study reveals that Generation Alpha possesses a dominant intuitive-visual literacy inclination in processing information. Participant narratives indicate that the “creative-hybrid bridge” strategy, which integrates digital aesthetics into classical texts, successfully transformed the learning experience from passive rote memorization into active, game-based discovery. The findings highlight an enrichment in reading comprehension quality and the growth of learner autonomy rooted in the synchronization of materials with the students’ visual logic. Conclusion: The proposed pedagogical interface model provides a theoretical contribution to digital language pedagogy within traditional environments. This model proves that integrating digital cognitive architecture into classical materials can sustain linguistic traditions without losing substantive depth for future generations.
Co-Authors Abdurrahman Abdurrahman Naser Ali Abdulghani