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All Journal An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab IJ-ATL (International Journal of Arabic Teaching and Learning) Jurnal Penelitian Tarbawi: Pendidikan Islam dan Isu-Isu Sosial Prosiding Konfererensi Nasional Bahasa Arab Ta'dib: Jurnal Pendidikan Islam dan Isu- isu Sosial Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Pendidikan AURA (Anak Usia Raudhatul Atfhal) Lughatu Ad-Dhat: Journal of Arabic Languange Education Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Transformasi Bilingua
Rauhillah, Siti
Fakultas Tarbiyah Institut Agama Islam Hamzanwadi NW Pancor
Religion Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Arabic Language Immersion Models in Indonesian Islamic Universities: A Phenomenological Multi-Campus Study Nuraini, Nuraini; Setyawan, Cahya Edi; Hanun, Aisyatul; Rauhillah, Siti; Alribdi, Nada Ibrahim
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i1.45297

Abstract

Arabic language immersion has been widely recognized as an effective approach to second language acquisition; however, its implementation in Islamic higher education remains underexplored, particularly within culturally specific contexts like Indonesia. This study aims to explore and conceptualize a contextually grounded model of Arabic language immersion in Indonesian Islamic universities through a phenomenological lens. Research was conducted at three prominent institutions with established Arabic programs: UIN Sunan Kalijaga, University of Darussalam Gontor, and Ar-Raayah College of Arabic Language in Sukabumi. A total of 18 participants—including instructors, curriculum developers, and students—were selected through purposive sampling. Data were collected via in-depth interviews, participant observation, and documentation, and analyzed using thematic analysis to uncover patterns from participants' lived experiences. The findings reveal that effective immersion is structured around four interrelated components: (1) an integrated and spiral curriculum, (2) intensive Arabic-only environments, (3) religious-cultural contextualization through Islamic practices, and (4) sustained institutional support. These elements form a holistic immersion framework that aligns linguistic competence with Islamic educational values. The study contributes to the theoretical discourse on language immersion by offering a culturally embedded model. It provides practical guidance for Islamic institutions aiming to enhance Arabic programs through authentic, pedagogically coherent strategies.
The Effectiveness of Artificial Intelligence and Deep Learning Tools in Enhancing Academic Journal Writing: A Mixed Methods Study of Arabic Language Education Students in Indonesia Zulaikha, Zulaikha; Setyawan, Cahya Edi; Mabruri, Mabruri; Rauhillah, Siti
TRANSFORMASI Vol 21, No 1 (2025): TRANSFORMASI
Publisher : STMIK BINA PATRIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56357/jt.v21i1.429

Abstract

This study investigates the effectiveness of Artificial Intelligence (AI) and Deep Learning (DL) tools in enhancing academic journal writing skills among students in the Arabic Language Education program at UIN Maulana Malik Ibrahim Malang. Utilizing a mixed-methods approach within a quasi-experimental design, the research involved 90 final-year students divided into experimental and control groups. The intervention group employed AI-based tools such as ChatGPT, Grammarly, and Quilbolt throughout the writing process, while the control group relied on conventional methods. Data were collected through pre-test and post-test assessments, reflective journals, and structured questionnaires. Quantitative results showed a statistically significant improvement in writing performance among students who used AI tools, with large effect sizes (Cohen’s d > 1.0). Qualitative findings revealed that students engaged critically with AI outputs, valued teacher feedback, and developed ethical awareness regarding authorship and originality. The integration of AI tools also increased student confidence, enhanced writing fluency, and promoted autonomous learning. However, limitations in semantic precision and rhetorical fit especially in theology-specific content necessitated human revision. These findings affirm the role of AI as a cognitive scaffold in academic writing and highlight the need for culturally responsive, ethically guided AI integration in language teacher education.Keywords: Artificial Intelligence, Academic Writing, Deep Learning, Arabic Education, Cognitive Scaffold
The Effectiveness of Artificial Intelligence and Deep Learning Tools in Enhancing Academic Journal Writing: A Mixed Methods Study of Arabic Language Education Students in Indonesia Zulaikha, Zulaikha; Setyawan, Cahya Edi; Mabruri, Mabruri; Rauhillah, Siti
TRANSFORMASI Vol 21, No 1 (2025): TRANSFORMASI
Publisher : STMIK BINA PATRIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56357/jt.v21i1.429

Abstract

This study investigates the effectiveness of Artificial Intelligence (AI) and Deep Learning (DL) tools in enhancing academic journal writing skills among students in the Arabic Language Education program at UIN Maulana Malik Ibrahim Malang. Utilizing a mixed-methods approach within a quasi-experimental design, the research involved 90 final-year students divided into experimental and control groups. The intervention group employed AI-based tools such as ChatGPT, Grammarly, and Quilbolt throughout the writing process, while the control group relied on conventional methods. Data were collected through pre-test and post-test assessments, reflective journals, and structured questionnaires. Quantitative results showed a statistically significant improvement in writing performance among students who used AI tools, with large effect sizes (Cohen’s d 1.0). Qualitative findings revealed that students engaged critically with AI outputs, valued teacher feedback, and developed ethical awareness regarding authorship and originality. The integration of AI tools also increased student confidence, enhanced writing fluency, and promoted autonomous learning. However, limitations in semantic precision and rhetorical fit especially in theology-specific content necessitated human revision. These findings affirm the role of AI as a cognitive scaffold in academic writing and highlight the need for culturally responsive, ethically guided AI integration in language teacher education.Keywords: Artificial Intelligence, Academic Writing, Deep Learning, Arabic Education, Cognitive Scaffold
Analisis Penerjemahan Indonesia-Arab Google Translate dan CHAT-GPT di Tinjau dari Linguistik Struktural dan Semantik Setyawan, Cahya Edi; Zulaeha; Rauhillah, Siti; Mu’at
Bilingua Vol. 2 No. 2 (2025): Bilingua: Journal of English and Arabic Studies
Publisher : Lembaga Pengembangan Bahasa Universitas Hasyim Asy'ari Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/bilingua.v2i2.8946

Abstract

This study originates from the increasing use of artificial intelligence-based translation tools such as Google Translate and Chat-GPT in translating culturally embedded texts like Indonesian proverbs. The research focuses on the comparative analysis of translation outputs from both tools, particularly in the context of translating 26 selected Indonesian proverbs into Arabic. The objective is to evaluate how well each tool captures both the structural and semantic aspects of these culturally nuanced expressions. Using a qualitative descriptive method, the translations were analyzed through the lens of structural and semantic linguistics. The analysis revealed that while Google Translate tends to render literal translations that often fail to convey idiomatic or metaphorical meanings accurately, Chat-GPT demonstrates a higher capability in interpreting and contextualizing the intended meanings of the proverbs. The findings highlight a significant difference in the depth of linguistic and cultural understanding between the two tools, with Chat-GPT showing greater effectiveness in semantic adaptation. This suggests that AI-powered conversational models can provide more contextually appropriate translations, particularly for texts rich in cultural values. The study concludes that linguistic intelligence, especially in semantic interpretation, is crucial in achieving meaningful cross-lingual translation of idiomatic expressions.
Toshihiko Izutsu's Semantics on the Multicultural Education of the Qur'an in Arabic Language Learning Nasarudin, Nasarudin; Mustaufiy, Ahmad Syagif Hannany; Khotimahis, Isnol; Rauhillah, Siti; Sari, Alvia Putri Prima; Sardi, Janudin
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 2 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i2.379-400

Abstract

This study aims to analyze Qur’anic verses for multicultural values using Toshihiko Izutsu’s semantic approach and to present pedagogical illustrations, informed by student reflections, that show how semantic awareness may emerge in Arabic language learning contexts. The study adopts a conceptual–qualitative research design that emphasizes textual interpretation and pedagogical reflection rather than the empirical evaluation of instructional effectiveness. Conceptual semantic analysis based on Izutsu’s framework is applied to selected Qur’anic verses through four interrelated layers of meaning: basic meaning, relational meaning, historical meaning, and worldview (Weltanschauung). The analysis demonstrates that multicultural values, such as diversity, justice, dialogue, social cooperation, and recognition of religious plurality, are constructed through relational networks of meaning linking key concepts, syntactic structures, and discourse patterns. Pedagogical illustrations drawn from reflective student accounts suggest that semantic-oriented engagement with Qur’anic texts can foster contextual, relational, and ethical awareness in Arabic language learning.
Co-Authors Alribdi, Nada Ibrahim Asnawati Farih, Muhammad Hamzah Hamzah Hanun, Aisyatul Idawati Idawati Khotimahis, Isnol Mabruri, Mabruri Munawwaroh, Wardatul Mustaufiy, Ahmad Syagif Hannany Mu’at Nasarudin, Nasarudin Nuraini Nuraini Ramzi, Muhajirin Riadhi, Moh Robiatul Adawiyah, Yayah Ruwaida Sardi, Janudin Sari, Alvia Putri Prima Setyawan, Cahya Edi Suryawati Suryawati Ummi Muzayyanah Wirdiatun Wizri wirdiatun Zulaeha Zulaikha Zulaikha