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All Journal Kitaba : Journal of Interdisciplinary Arabic Learning Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Muhammad Munazzalurrohmi
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Wordwall as a Digital Medium to Boost Motivation in Learning Arabic Morphology at Islamic Boarding Schools Muhammad Munazzalurrohmi; R Taufiqurrochman; Nur Hasaniyah; Maziyyatul Muslimah
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i2.414

Abstract

This study investigates the problem of low learning motivation among female students in studying tashrif lughawī (Arabic morphology), a foundational yet often challenging subject in Arabic language education. The research aims to examine the effectiveness of the Wordwall digital platform as an interactive tool to enhance learning motivation at the Cyber Syarif Hidayatullah Islamic Boarding School in Kediri, Indonesia. Employing a quantitative descriptive method, the study involved 22 female students who participated in eight instructional sessions integrating Wordwall-based quizzes and games. Data were collected using a structured questionnaire based on a four-point Likert scale, focusing on indicators of intrinsic and extrinsic motivation. The analysis applied the Total Respondent Achievement (TCR) technique to determine the level of motivation improvement. The findings revealed that the use of Wordwall significantly boosted students’ learning motivation, with an overall achievement rate of 77.35%, classified as “very good.” Both intrinsic aspects (such as increased interest, engagement, and self-confidence) and extrinsic factors (including peer competition and recognition) showed substantial improvement. These results indicate that Wordwall provides an engaging and competitive learning environment that supports the mastery of Arabic morphology. The study contributes to Arabic language pedagogy by demonstrating the potential of gamified digital platforms to address motivational challenges. It recommends broader integration of interactive educational technology in Arabic instruction, especially in pesantren contexts, to create learner-centered and technology-enriched classrooms.
Analysis of the Arabic Curriculum Development Model at the Madrasah Ibtidaiyah Level: A Case Study of MI Plus Al Munjiyat Muhammad Munazzalurrohmi
Kitaba Vol 4, No 2 (2026): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v4i2.42948

Abstract

MI Plus Al Munjiyat is one of the madrassas in the city of Kediri that develops an Arabic language curriculum. MI Plus Al Munjiyat develops an Arabic curriculum with the aim that MI Plus Al Munjiyat students can apply Arabic in their daily lives. The purpose of this study is to find out the model of Arabic curriculum development at the Madrasah Ibtidaiyah level, which in this study took a case study at MI Plus Al Munjiyat. This research is a case study type with a qualitative approach. Data collection was carried out by interviews and observations, data validation using source triangulation and analysis using the Miles, Hubermann, and Saldana models whose steps were data condensation, data display, and conclusion drawn. The results of this study are that in general MI Plus Al Munjiyat uses an Arabic curriculum development model based on aspects of the language curriculum and the curriculum in general. In the aspect of the language curriculum, the approach used is a functional approach, namely with the language paradigm as a means of communication. The development of the curriculum in general is carried out by combining the Top Down and Grass Roots approaches, where the curriculum formulation process is initially from top to bottom, namely from the head of the foundation to the teacher. And in the middle of its implementation, an evaluation is carried out from the bottom up, namely from the teacher, then submitted to the head of the madrasah which is then forwarded to the head of the foundation.
Co-Authors Maziyyatul Muslimah Nur Hasaniyah R Taufiqurrochman