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All Journal Abjadia, International Journal of Education SENTRI: Jurnal Riset Ilmiah
Fatur Fahrezi
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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A Psycho-Sociolinguistic-Based Project-Based Learning Model for Arabic Language Learning: A Case Study at MTs Al-Ma’arif Rakit Banjarnegara Fatur Fahrezi; Irfan Musonif; Helmi Salma Labibah; Muhamad Ibnu Athoillah; Abdul Munip
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39835

Abstract

The low level of students’ communicative competence remains a major challenge in Arabic language learning across various educational levels in Indonesia. Learning practices that primarily emphasize memorization of grammar and vocabulary have not sufficiently addressed learners’ psychological and social dimensions. This study aims to develop and empirically validate a psycho-sociolinguistic-based Project-Based Learning (PjBL) model for Arabic language learning. Employing a descriptive–analytical design, the study involved both conceptual analysis and empirical validation. The empirical phase utilized a quasi-experimental one-group pretest–posttest design conducted at MTs Al-Ma’arif Rakit Banjarnegara, involving 32 eighth-grade students. Research instruments included a communicative competence test, a psycho-sociolinguistic questionnaire, and classroom observation sheets. The findings reveal significant improvements in students’ communicative competence, particularly in sociolinguistic and strategic aspects, along with increased learning motivation, self-confidence, and quality of social interaction. The integration of psycho-sociolinguistic principles into the stages of PjBL effectively fosters contextual, meaningful, and humanistic Arabic language learning. Therefore, the psycho-sociolinguistic-based PjBL model is empirically proven to be effective in real classroom contexts and holds strong potential for broader implementation in madrasah-based Arabic language education. The developed model contributes theoretically by integrating affective and sociolinguistic perspectives into project-based pedagogy, and practically by offering an adaptable framework for improving communicative competence in madrasah-based Arabic education.
Integration of Modern Psychological Coping Theory and the Concepts of Tawaduk-Izzah: Educators’ Coping Strategies in Facing Workplace Relationship Dynamics within Islamic Educational Environments Ibnu Atho; Fatur Fahrezi; Irfan Musonif
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 1 (2025): SENTRI : Jurnal Riset Ilmiah, January 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i1.7090

Abstract

Teachers in Islamic educational environments face complex psychological pressures arising from workplace relationship dynamics, professional demands, and social expectations. Although previous studies have examined teacher stress, burnout, and coping strategies, limited research has explored how Islamic moral values function as psychological resources in educators’ coping processes. This study aims to examine educators’ coping strategies by integrating modern psychological coping theory with the Islamic values of tawaduk (humility) and izzah (dignity and self-respect). This study employed an interpretive qualitative approach with a field-based conceptual design. Data were analyzed using reflexive thematic analysis to identify patterns of workplace pressure, psychological responses, coping strategies, and the role of Islamic values in adaptation processes. The findings indicate that workplace relationship pressures are mediated by cognitive appraisal and managed through problem-focused coping, emotion-focused coping, and meaning-focused coping. Furthermore, tawaduk and izzah function as complementary psychological resources: tawaduk supports humility, emotional regulation, and ethical conduct, while izzah strengthens professional dignity, boundaries, and respectful assertiveness. This study proposes an integrative coping model showing that educators’ resilience is developed through the interaction between psychological mechanisms and Islamic moral values. The findings contribute to Islamic psychology and provide practical implications for strengthening educators’ mental health and sustainable professionalism
Arabic Qirā’ah Learning Strategies Based on Cognitive Load Theory: Analysis and Pedagogical Implications Fatur Fahrezi; Muhamad Ibnu Athoillah; Rohman Hakim; Muhammad Royan Firdaus
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44949

Abstract

This study addresses the persistent working memory bottlenecks in Arabic reading (qirā’ah) instruction that hinder deep textual comprehension. The objective is to evaluate how Cognitive Load Theory (CLT) can optimize learners' mental capacities during text processing. Employing a qualitative library research methodology, empirical studies published predominantly within the last five years, together with foundational theoretical works, were synthesized and evaluated through systematic content analysis. The results indicate that standard qirā’ah tasks generate excessive cognitive strain due to high intrinsic load from complex nahwu-sharaf structures, high extraneous load from suboptimal lesson layouts, and underutilized germane load. The synthesis further demonstrates that the morphosyntactic complexity of Arabic (nahwu-sharaf) constitutes the primary source of intrinsic cognitive load, thereby requiring instructional designs that systematically regulate linguistic complexity through cognitively informed learning strategies. To mitigate these operational barriers, this paper proposes actionable interventions, including text chunking, structural pruning, prior schema activation, and systematic scaffolding. It is concluded that aligning instructional designs with human working memory limits successfully reduces extraneous cognitive load while fostering sustainable schema construction. Ultimately, CLT offers a robust, process-oriented pedagogical framework for engineering adaptive Arabic learning materials.
Co-Authors Abdul Munip Helmi Salma Labibah Ibnu Atho Irfan Musonif Irfan Musonif Muhamad Ibnu Athoillah Muhammad Royan Firdaus Rohman Hakim