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All Journal Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Jurnal Pendidikan dan Pembelajaran
Nur Hanifansyah
Universitas Islam Internasional Darullughah Wadda'wah
Religion Education Languange, Linguistic, Communication & Media

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Exploring Arabic Synonyms for Beginner Learners: A Vocabulary-Based Approach Segaf Baharun; Nur Hanifansyah
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): JANUARI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i1.4316

Abstract

Abstract: This study explores the pedagogical role of synonym-based vocabulary instruction in Arabic language learning for beginner students. Vocabulary is widely recognized as the foundation of second language acquisition, yet the systematic teaching of synonyms has received limited attention in Arabic pedagogy. The aim of this study is to investigate how synonyms can be effectively introduced to novice learners and to assess their impact on lexical competence and communicative readiness. Employing a qualitative descriptive approach, the research was conducted at Pondok Pesantren Darullughah Wadda’wah, Pasuruan, Indonesia, with a focus on 30 newly enrolled students who had minimal prior exposure to Arabic. Data were collected through classroom observations, semi-structured interviews, and focus group discussions with students, as well as teacher interviews and supporting teaching materials. Thematic analysis, based on Miles and Huberman’s framework, identified three key findings: first, semantic grouping of synonyms such as ???–???, ???–???, and ???–???? enhanced students’ comprehension of nuanced meanings; second, synonym learning improved vocabulary recall by associating multiple words with a single concept; and third, students expressed greater confidence and inclusivity in oral communication when exposed to lexical alternatives. The results confirm that synonym-based instruction is not merely an enrichment activity but a fundamental strategy to deepen lexical knowledge and foster communicative competence at the beginner level. This study contributes to bridging the gap between semantic theory, computational approaches to synonymy, and practical pedagogy, offering practical implications for Arabic curriculum design and classroom practice.
ROADMAP TUJUAN PENDIDIKAN ISLAM Muhammad Hanif Alatas; Saefudin; Nur Hanifansyah; Adham Hasif
SPESIFIK: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 4 (2025): SPESIFIK: Jurnal Pendidikan dan Pembelajaran
Publisher : DAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53866/spesifik.v3i4.1056

Abstract

Penelitian ini menawarkan roadmap operasional tujuan pendidikan Islam yang menjembatani kerangka normatif wahyu–profetik dengan arsitektur kurikulum berbasis capaian (OBE). Metodologinya adalah kualitatif kepustakaan melalui analisis dokumen dan sintesis konseptual terhadap sumber klasik–kontemporer (al-Attas, an-Nahlawi, ad-Dakhil, al-Kailani, serta studi mutakhir tentang moderasi, kebangsaan, dan teknologi). Data dikodekan secara tematik (spiritual, moral, sosial, profesional, teknologi) dan dianalisis memakai model Miles & Huberman hingga menghasilkan peta aims → methods → assessment → graduate attributes. Hasilnya: model yang mengikat tujuan utama (tauhid, ‘ubūdiyyah/ta’dīb) dengan tujuan perantara (akhlak, kompetensi sosial, etos kerja, kesehatan jasmani), diturunkan ke strategi instruksional (service-learning, project/work-based learning), indikator asesmen ‘amal ṣāliḥ lintas domain, dan profil lulusan ṣāliḥ–muṣliḥ yang terukur. Kontribusi utama adalah instrumentasi tujuan Qur’ani ke rubrik kinerja akuntabel (CPL–CPMK) tanpa kehilangan poros ta’dīb. Keterbatasan: belum diuji secara longitudinal dan membutuhkan adaptasi konteks. Implikasi praktis: kerangka siap-pakai bagi unit akademik untuk menyelaraskan tujuan, pedagogi, asesmen, dan mutu lulusan.
Stand Up and Speak: Implementing the ‘Qum Takallam’ Method to Foster Arabic Oral Expression Segaf Baharun; Nur Hanifansyah; Nur Aunie Batrisya
Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/insyirah.v9i1.14620

Abstract

The mastery of Arabic mahārah kalām (speaking skills) remains one of the most challenging aspects of foreign language pedagogy, especially in non-Arabic speaking contexts where learners often possess adequate knowledge of vocabulary and grammar but struggle with fluency, confidence, and spontaneous oral performance. This study introduces and evaluates the Qum Takallam method, a pedagogical approach that requires students to “stand up and speak” in Arabic for ten minutes on a chosen or spontaneous topic. Conducted at Darullughah Wadda’wah Boarding School in Pasuruan, Indonesia, the research employed a mixed-methods design involving 30 intermediate-level male students. Data were collected through pre- and post-tests of oral expression, classroom observations, and semi-structured interviews, and analyzed using paired sample t-tests and thematic analysis. The quantitative results demonstrated significant improvements across fluency, vocabulary, and confidence, with large effect sizes, while accuracy improved more modestly. Qualitative findings revealed that the method reduced anxiety, fostered autonomy, and encouraged peer learning, although some students continued to struggle with coherence and persistent grammatical errors. These outcomes align with previous research on communicative and experiential learning yet extend the discussion by situating spontaneous stand-up speaking within Arabic pedagogy. Overall, the Qum Takallam method provides a simple, low-cost, and sustainable strategy for integrating structured oral practice into Arabic curricula. By balancing linguistic creativity with communicative competence, it contributes to developing confident and expressive Arabic speakers, while highlighting the need to complement fluency-focused approaches with explicit grammar instruction.
Co-Authors Adham Hasif Baharun, Segaf Muhammad Hanif Alatas Nur Aunie Batrisya Saefudin