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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Shaut Al-'Arabiyah Lisanudhad Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab IJoLE: International Journal of Language Education Alsuna: Journal of Arabic and English Language Nazhruna: Jurnal Pendidikan Islam IZDIHAR Metalingua: Jurnal Penelitian Bahasa Harmoni Matan: Journal of Islam and Muslim Society Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Alibbaa': Jurnal Pendidikan Bahasa Arab Kalamuna Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Al-Mu'arrib: Jurnal Pendidikan Bahasa Arab Gunung Djati Conference Series Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal Pendidikan Islam Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Indonesian Journal of Islamic Religious Education (INJIRE) Al-Tadris: Jurnal Pendidikan Bahasa Arab Arabiyyatī: Journal of Arabic Language Education
Ade Arip Ardiansyah
UIN Sunan Gunung Djati Bandung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Use of Digital Media to Enhance Arabic Writing Skills at Madrasah Aliyah: a Qualitative Study Ardiansyah, Ade Arip; Masripah, Aneu; Agustiana, Firdan
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to examine the use of digital media in enhancing Arabic writing skills at Madrasah Aliyah. A descriptive qualitative method was employed to provide an in-depth description of how digital media are utilized in Arabic writing instruction. Primary data were collected through interviews, observations, and analysis of teacher and student writing tasks, while secondary data were obtained from school documents and relevant literature. Data collection techniques included semi-structured interviews, participatory observations, and documentation. Data analysis followed the Miles and Huberman model through ongoing processes of data reduction, data display, and conclusion drawing. The findings reveal that digital media such as Google Docs, Google Classroom, WhatsApp, Padlet, Canva, and educational videos greatly support Arabic writing instruction at Madrasah Aliyah. These tools facilitate material delivery, writing practice, and rapid feedback through digital comments. Both teachers and students hold positive perceptions, as digital media enhance understanding of sentence structure, vocabulary acquisition, and motivation. Despite challenges related to devices and internet connectivity, the use of digital media has been proven to improve students’ linguistic accuracy, paragraph coherence, creativity, and self-confidence.
Representation of Gender Equality in Arabic Textbooks for Junior Schools in Indonesia Sanah, Siti; Fauzia, Eva Lathifah; Ardiansyah, Ade Arip; Lutfiani, Yuni
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82110

Abstract

Gender equality is a consideration that must be addressed in the preparation of learning materials. Therefore, analyzing textbook learning materials from a gender equality perspective is essential. The purpose of this study is to identify the reality of gender equality in the learning materials of the 2020 Arabic textbook for MTs (Ministry of Religion) and the 2017 Arabic textbook for SMP (Ministry of Education and Culture). This study employs a qualitative method, using documentation and quotation techniques to collect data and content analysis to analyze the data. The results indicate that both textbooks represent gender equality in their instructional content, as evidenced by the identification of gender equality themes within the instructional content, such as: equality in roles and relationships, equality in rights and opportunities, equality in economic and social development, and equality in education and potential development. Additionally, gender equality subjects were found in various forms, such as: names of people, isim mudzakkar and muannats, isim dhamir (ghaib, mukhatab, dan mutakallim ma’al ghair), isim isyaroh lil ‘aqil (qorib and ba’id), isim maushul lil ‘aqil, and fi’il mudzakkar and muannats. These results can serve as a reference for improving the quality of Arabic-language teaching materials to be gender-equitable, thereby ensuring that students' understanding of gender equality in these materials is balanced. This study recommends developing Arabic-language teaching materials grounded in gender equality.
Optimizing Vocabulary Mastery Among Elementary Students Through the Baamboozle Application Kosim, Nanang; Ardiansyah, Ade Arip; Rohmah, Alya; Rahmadina, Annida; Jannah, Atia Zahratul; Alpayed, Dody; Aziz, Dzulkifli
MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 2 (2025): MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab
Publisher : Himpunan Mahasiswa Program Studi (HMPS) Pendidikan Bahasa Arab Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/pba.v5i2.194

Abstract

This study was motivated by low Arabic vocabulary (mufradat) mastery among third-grade students of SD Ar-Rafi JOY in Kiaracondong, Bandung. This research aimed to improve students’ vocabulary acquisition using the interactive learning application Baamboozle. This study employed Classroom Action Research (CAR), consisting of two cycles: planning, implementation, observation, and reflection. The research subjects were 27 students. The findings showed a significant improvement in students' learning outcomes. In Cycle I, the average pre-test score was 50.59, which increased to 64.04 in the post-test. In Cycle II, the average pre-test score rose to 80.50, while the post-test reached 96.96. These results indicate that the use of Baamboozle was effective in enhancing students’ mastery of Arabic vocabulary. The interactive and engaging features of the application contributed to increased student motivation and participation in the learning process. This research suggests that digital media such as Baamboozle can be valuable tools for developing more attractive and effective Arabic language instruction. Future studies are recommended to explore the use of Baamboozle in improving other Arabic language skills, including speaking (kalām), listening (istimā‘), reading (qirā’ah), and writing (kitābah).
Integration of Basic Competencies, Methods, and Assessment in Arabic Language Lesson Plans at Madrasah Aliyah: a Qualitative Study Ardiansyah, Ade Arip; Wulandari, Resti Namira; Anway, Moh Alhan Faiz Alby
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to examine the integration of basic competencies, instructional methods, and assessment components in Arabic language lesson plans (RPP) at Madrasah Aliyah. The research employs a descriptive qualitative approach to provide an in-depth description of how basic competencies, teaching methods, and assessment are integrated within Arabic language lesson plans in the Madrasah Aliyah context. Primary data were obtained through interviews, observations, and document analysis of the lesson plans, while secondary data were derived from curriculum guidelines, textbooks, policy documents, and relevant studies. Data were collected through semi-structured interviews, documentation, and limited classroom observations. The analysis followed the Miles and Huberman model, data reduction, data display, and conclusion drawing, supported by triangulation to ensure the validity of findings. The study seeks to produce a comprehensive overview of the quality of component integration within lesson plans as implemented in practice. The findings indicate that the integration of basic competencies, instructional methods, and assessments in Arabic language lesson plans at Madrasah Aliyah remains weak. Basic competencies are listed formally, yet the indicators are not measurable, resulting in limited guidance for method selection and assessment design. Teachers tend to rely on generic, teacher-centered methods, while communicative approaches are rarely implemented. Assessment emerges as the weakest component, as performance-based instruments such as speaking (kalam) and listening (istima’) tests are seldom utilized. The lack of alignment among components highlights the need for improved teacher competence, intensive training, mentoring in lesson-plan development, and strengthened supervision to ensure more effective instructional planning.
Teachers’ Strategies in Developing Istima’ (Listening) Skills in Arabic Language Learning at Madrasah Aliyah: A Descriptive Qualitative Study Usman, Dede; Ardiansyah, Ade Arip; El Fikri, Faiza Geovani; Sa’diyah, Hamidatul
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to identify the strategies used by teachers to develop istima’ (listening) skills, the supporting and inhibiting factors in the development of these skills, and the efforts made by teachers to overcome obstacles in enhancing students’ istima’ abilities at Madrasah Aliyah. The research employs a descriptive qualitative approach to provide an in-depth description of teachers’ strategies in developing listening skills. Primary data were obtained through interviews, observations, and documentation, while secondary data were sourced from relevant literature and learning documents. Data collection was carried out using triangulation techniques. The analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing, to produce a comprehensive understanding of teaching practices and their supporting factors. The results reveal that the development of istima’ skills at Madrasah Aliyah is conducted through audio-based, visual-based, collaborative, and technology-assisted strategies tailored to students’ needs. The success of these strategies is influenced by adequate media, a conducive learning environment, and student motivation. However, obstacles remain, such as limited teacher competence, insufficient facilities, and students’ low vocabulary mastery. Therefore, teachers need to be creative, utilize technology, strengthen mufrodat (vocabulary), and collaborate integratively with students and the institution.
Teachers’ Strategies in Developing Kitabah (Writing) Skills Among Madrasah Aliyah Students: A Descriptive Qualitative Study Ardiansyah, Ade Arip; Nahdhiyyatussholiha, Nahdhiyyatussholiha; Mutmainnah, Ummul
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This study aims to describe the strategies used by teachers in developing students’ kitabah (Arabic writing) skills at Madrasah Aliyah. The research employs a descriptive qualitative approach, with the subjects consisting of Arabic language teachers and students from grades X to XII. Data were collected through observations, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers implement various strategies, including the use of the communicative approach, gradual practice (tadarruj), text modeling, and the provision of continuous feedback. In addition, teachers utilize learning media such as worksheets, authentic texts, and digital platforms to enhance students’ motivation and writing proficiency. Supporting factors for these strategies include teachers’ professional competence and the availability of learning resources, while inhibiting factors involve limited instructional time and the heterogeneity of students’ abilities. The study concludes that varied and contextually grounded teacher strategies play a significant role in the development of kitabah skills among Madrasah Aliyah students.
Exploration of Bilingual Approach Implementation in Arabic Language Teaching during the International Teaching Internship Program in Thailand/Istiksyaf Tathbiq al-Madkhal Tsunaiya al-Lughah fi Ta’lim al-Lughah al-Arabiyah Khilala Barnamaj Mumarasat al-Dauliyah fi Thailand Aulia, Neneng Novita; Paduka, Wanasmah; Wahyudin, Dedih; Ardiansyah, Ade Arip
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 7, NO 1 (MARET 2026): LOGHAT ARABI
Publisher : Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar, Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v7i1.571

Abstract

Teaching Arabic in an international context often faces complex communication challenges, especially in a double-foreign language environment where teachers and students do not share the same mother tongue. This study aims to explore the implementation of a bilingual approach, the integration of interactive digital media, and the application of cooperative methods in Arabic language learning in the International Field Experience Program (PPL) in Thailand. Using a descriptive qualitative approach with a case study method, data were collected through participatory observation, documentation, and interviews. Data analysis was conducted inductively through the stages of data reduction, data presentation, and conclusion drawing according to the Miles and Huberman model. The study's results show that using English as an instructional bridge serves as cognitive scaffolding, minimizing communication barriers. From the students' perspective, this approach provides added value by offering opportunities to master two foreign languages simultaneously, despite the limitations of the English vocabulary. The success of this process is supported by the synergy between interactive media and collaborative methods such as Teams Games Tournament (TGT), which can transform cognitive load into participatory learning activities. This study provides practical contributions to international practitioners in managing multilingual classrooms through adaptive, contextually grounded pedagogical strategies. غالباً ما يواجه تعليم اللغة العربية في السياق الدولي عقبات تواصل معقدة، لا سيما في بيئات "اللغة الأجنبية المزدوجة" (double-foreign language) حيث لا يتشارك المعلم والطلاب لغة أماً واحدة. تهدف هذه الدراسة إلى استكشاف تطبيق المنهج ثنائي اللغة، ودمج الوسائط الرقمية التفاعلية، وتطبيق أساليب التعلم التعاوني في تعليم اللغة العربية ضمن برنامج التدريب الميداني الدولي (PPL) في تايلاند. تعتمد الدراسة على المنهج الكيفي الوصفي مع أسلوب دراسة الحالة، حيث جُمعت البيانات من خلال الملاحظة بالمشاركة، والتوثيق، والمقابلات. كما تم تحليل البيانات استقرائياً عبر مراحل خفض البيانات، وعرضها، واستخلاص النتائج وفق نموذج "مايلز وهوبيرمان". وأظهرت النتائج أن استخدام اللغة الإنجليزية كجسر تعليمي يعمل كـ "سقالات معرفية" (scaffolding cognitive) تساهم في تقليل انقطاع التواصل. ومن وجهة نظر الطلاب، يوفر هذا المنهج قيمة مضافة تتمثل في فرصة إتقان لغتين أجنبيتين في آن واحد، رغم وجود تحديات تتعلق بمحدودية المفردات الإنجليزية المعقدة. وقد تعزز نجاح هذه العملية من خلال التآزر بين الوسائط التفاعلية والأساليب التعاونية مثل "مباريات الألعاب الجماعية" (TGT) التي نجحت في تحويل العبء المعرفي إلى أنشطة تعليمية تشاركية. تقدم هذه الدراسة مساهمة عملية للمتدربين الدوليين في إدارة الفصول الدراسية متعددة اللغات من خلال استراتيجيات تربوية تكيفية وسياقية.
Co-Authors Abdelhak Belabed Abdurahman, Pajar Acep Hermawan Acep Hermawan, Acep Agustiana, Firdan Aini Deo Rahmi Sudiana Aji Abdul Aziz Al-Hamdi, Ahmad Farouq Alna Ningsih Alpayed, Dody Andewi Suhartini Anway, Moh Alhan Faiz Alby Aria Ghaisan, Daffa Aulia, Neneng Novita Auliannisa, Faizziah Azhar Muhammad Aziz Firmansyah Aziz, Dzulkifli Azkia Muharom Albantani Bin Salman, Fahmi Mochammad Binti Jasni, Nur Salsabila Dadan Nugraha Dadan Nugraha Deden Nurdian Dedi Wahyudi Dedih Wahyudin, Dedih Dini Oktaviani Dwi Putri, Delia El Fikri, Faiza Geovani Fakhrurrozi Furkony, Fadhli Fauzia Alawia, Futri Fauzia, Eva Lathifah Fauziyyah, Fathin Fitrah, Aditya Hasan, Ahmad Mohammed Hikmah, Hilda Saripatul Iis Barokah Jannah, Atia Zahratul Kaffah, Tasya Silmy Karim, Agus Mahfuz Rizqi Mubarak Maryani, Novy Masripah, Aneu Maulana Mansyur, Faqih Mohamad Erihadiana, Mohamad Mubarok, Hipni Mukarom Mukarom Mukarom, Mukarom Musthafa, Izzuddin Mutmainnah, Ummul Nahdhiyyatussholiha, Nahdhiyyatussholiha Nanang Kosim Nanang Kosim Nandang, Ade Nur Salsabila Binti Jasni Nur Sopia, Hilda Nurwadjah Ahmad EQ Paduka, Wanasmah Rahmadina, Annida Rizkina, Qisti Rafelita Rohmah, Alya Rozak, Abd. Sahrir, Muhammad Sabri Satria Wiwaha, Rizzaldy Sa’diyah, Hamidatul Septia Rizpawa, Alfika Siti Sanah Syafei, Isop Ulfiah, Dwi Usman, Dede Wulandari, Resti Namira Yuni Lutfiani, Yuni Yusuf Ali Shaleh Atha Zakiyah Nafsi Zubaidah