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All Journal Abjadia, International Journal of Education
Muhamad Ibnu Athoillah
Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto
Education Languange, Linguistic, Communication & Media 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.
Al-Barzanji's Book, A Reference in Teaching Rhetoric: Analysis of Simile and Metaphor at The Pesantren Tanbih Al-Ghafilin Banjarnegara Muhamad Ibnu Athoillah; Enjang Burhanudin Yusuf
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.v11i3.44986

Abstract

This study analyzes the forms and types of simile (tashbih) and metaphorical expression (majaz) in the Book of Al-Barzanji, exploring its use as a reference for teaching Arabic rhetoric (balaghah) at Pondok Pesantren Tanbihul Ghofilin. The research is driven by the importance of balaghah in language appreciation and the literary and religious significance of Al-Barzanji, which is rich in rhetorical expressions within the pesantren environment. Employing a qualitative method with a descriptive-analytical approach, data were gathered through library research, observations, interviews with teachers and students, and learning documentations. The data were then processed using descriptive rhetorical analysis. The findings reveal that the Book of Al-Barzanji contains various similes including explicit, implicit, emphatic, representative, and non-representative and several forms of majaz, particularly majaz mursal and metaphor (isti‘arah). These styles serve essential aesthetic and semantic functions, strengthening textual meaning and spiritual dimensions. Furthermore, integrating this book into balaghah instruction helps students grasp rhetorical concepts practically and contextually, while enhancing their text-analysis skills and linguistic appreciation. The study concludes that the Book of Al-Barzanji holds significant educational value, making it an effective reference that seamlessly integrates religious, literary, and aesthetic elements for pesantren learning.
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 Enjang Burhanudin Yusuf Fatur Fahrezi Helmi Salma Labibah Irfan Musonif Muhammad Royan Firdaus Rohman Hakim