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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Journal of Arabic Education, Linguistics, and Literature Studies Jurnal Pustaka Indonesia
Rani Ismil Hakim
Sekolah Tinggi Agama Islam Negeri Mandailing Natal, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Scaffolding Sebagai Dukungan Psikologis dan Linguistik dalam Pembelajaran Maharah Kalam: Studi Kasus Mahasiswa Semester V Stain Mandailing Natal Rani Ismil Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 2 No. 4 November 2023: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v2i4.1864

Abstract

Kemampuan berbicara bahasa Arab tidak hanya ditentukan oleh penguasaan kosakata dan struktur bahasa, tetapi juga oleh kondisi psikologis dan proses kognitif yang terlibat dalam produksi ujaran. Salah satu persoalan yang sering muncul dalam pembelajaran maharah kalam adalah kecemasan ketika mahasiswa harus menggunakan bahasa Arab secara spontan. Penelitian ini bertujuan untuk menganalisis bentuk kecemasan dan hambatan produksi ujaran mahasiswa, mendeskripsikan penerapan scaffolding dalam pembelajaran maharah kalam, serta menjelaskan perkembangan kemandirian berbicara selama bantuan dikurangi secara bertahap. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus pada mahasiswa semester V Program Studi Bahasa dan Sastra Arab STAIN Mandailing Natal. Data dikumpulkan melalui observasi pembelajaran selama delapan pertemuan, wawancara mahasiswa dan dosen, rekaman produksi ujaran, serta dokumentasi. Data dianalisis melalui kondensasi data, penyajian data, penarikan kesimpulan, dan analisis tematik. Hasil analisis menghasilkan enam tema, yaitu psychological barrier, production difficulty, linguistic support, social support, gradual independence, dan independent speaking. Dari 30 unit coding yang direkapitulasi, linguistic support memiliki frekuensi kemunculan tertinggi, yaitu tujuh unit (23,3%), diikuti social support, gradual independence, dan independent speaking masing-masing lima unit (16,7%), serta psychological barrier dan production difficulty masing-masing empat unit (13,3%). Temuan menunjukkan bahwa scaffolding berfungsi sebagai dukungan linguistik sekaligus psikologis melalui modeling, penyediaan kosakata, prompting, latihan terbimbing, dukungan teman sebaya, dan fading. Proses tersebut mengindikasikan pergeseran dari ketergantungan terhadap teks menuju kemampuan merespons secara lebih spontan dengan bantuan yang semakin minimal. Penelitian ini menegaskan bahwa pembelajaran maharah kalam perlu mengintegrasikan dukungan linguistik, sosial, dan afektif secara bertahap agar mahasiswa memperoleh ruang yang aman untuk mengembangkan kemandirian berbicara
Integrating Metacognitive Scaffolding in Qiro'ah Mukatsafah: ‎A Mixed-Methods Exploration of Arabic Intensive Reading ‎Comprehension in Indonesian Higher Education Irmasani Daulay; Rani Ismil Hakim; Zulpina
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.2984

Abstract

This study investigates the integration of metacognitive scaffolding strategies within Qiro'ah Mukatsafah (intensive reading) instruction to enhance Arabic reading comprehension among Indonesian university students. While intensive reading has long been recognized as a foundational approach in Arabic language pedagogy, existing scholarship has insufficiently addressed the cognitive and metacognitive dimensions that mediate reading comprehension outcomes. Employing a sequential explanatory mixed-methods design, this research collected quantitative data from 186 undergraduate students across four Indonesian Islamic higher education institutions through pre-test and post-test instruments measuring reading comprehension and metacognitive awareness, complemented by semi-structured interviews with 24 purposively selected participants. The quantitative findings demonstrated statistically significant improvements in reading comprehension scores (t = 7.842, p < .001, Cohen's d = 0.94) following the metacognitive scaffolding intervention embedded within Qiro'ah Mukatsafah instruction. Qualitative data revealed three emergent themes: cognitive restructuring through textual deconstruction, self-regulated monitoring during intensive reading tasks, and socially mediated comprehension through collaborative annotation. The study contributes a theoretically grounded pedagogical framework termed Metacognitive Intensive Reading Architecture (MIRA) that reconceptualizes Qiro'ah Mukatsafah beyond mechanical decoding toward strategic, self-regulated reading engagement. Implications for Arabic language curriculum design in higher education contexts and directions for future research are discussed.
Paradoks Peminatan Bahasa Arab: Analisis Distribusi Mahasiswa Baru Program Studi Bahasa dan Sastra Arab di Sekolah Tinggi Agama Islam Negeri Mandailing Natal Rani Ismil Hakim
JICALLS: Journal of Arabic Education, Linguistics, and Literature Studies Vol. 3 No. 2 (2025): Journal of Arabic Education, Linguistics, and Literature Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/jicalls.v3i2.2283

Abstract

The Arabic Language and Literature study program (BSA) holds a strategic position in developing linguistic, literary, and religious competencies, yet its enrollment does not always reflect its importance. This study analyzes the distribution of new students at State Islamic University of Mandailing Natal across 20 study programs, determines the BSA program's position within that distribution, and proposes directions for further research into factors that may explain its low enrollment. A descriptive quantitative approach was applied using population data, namely all 707 new students recorded across the 20 programs, without a sampling procedure. The analysis involved frequency distribution, percentage calculation, ranking, and inter-program comparison. The results show that BSA enrolled only 4 students (0.57%) of all new students, the lowest among the 20 programs. Arabic Language Education enrolled 11 students (1.56%), so the two programs directly oriented toward Arabic together accounted for 15 students (2.12%) of the total intake. In contrast, the Islamic Elementary Teacher Education program had the largest enrollment, with 187 students (26.45%). These findings reveal a stark gap in student distribution between BSA and other programs in an environment with a strong tradition of Islamic education. This condition is identified as an "Arabic-language enrollment paradox" that still requires further empirical verification, since this study did not measure the strength of that Islamic tradition or psychological interest; the enrollment figures are therefore interpreted as registration-based preference rather than a direct measure of interest. This evidence does not yet explain the causes of the low enrollment but provides an empirical basis for further research examining perceptions of Arabic, career prospects, family and social influence, program information, program image, and promotional strategy. The study recommends a data-based evaluation of BSA's academic branding, publicizing graduates' career prospects, promotion based on student and alumni experience, and further survey- and interview-based research.
Co-Authors Irmasani Daulay Zulpina