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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab EDULITE: Journal of English Education, Literature and Culture Langkawi: Journal of The Association for Arabic and English Publik (Jurnal Ilmu Administrasi) IZDIHAR Journal of Humanity and Social Justice 'Arabiyya: Jurnal Studi Bahasa Arab Insan Cita Jurnal Pengabdian Kepada Masyarakat 'A Jamiy: Jurnal Bahasa dan Sastra Arab Alsina : Journal of Arabic Studies Jurnal Ipteks Terapan : research of applied science and education Madani: Jurnal Pengabdian Ilmiah. ELOQUENCE: Journal of Foreign Language Journal of Education Review Provision AL-KILMAH Assuthur: Jurnal Pendidikan Bahasa Arab Jurnal Penelitian Lughawiyah: Journal of Arabic Education and Linguistics Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Mohuyula : Jurnal Pengabdian Kepada Masyarakat Al-Irfan: Journal Of Arabic Literature and Islamic Studies Rahmah Diya al-Afkar: Jurnal Studi al-Quran dan al-Hadis
Nurul Aini Pakaya
Program Studi Sastra Arab, Universitas Muhammadiyah Gorontalo
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Development and Validation of a CBT-Based Arabic Question Bank for Secondary Education Nurul Aini Pakaya; Ibnu Rawandhy N. Hula; Nikma S Abdjul; Adtman A. Hasan; Yousif Abdelmannan Mohamed Godat Arrashedy
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16058

Abstract

The educational process often overlooks the evaluation aspect of learning, as educators frequently develop assessment instruments without adhering to established guidelines, despite evaluation being a critical component in determining the effectiveness and development of education. This study employed a mixed-methods Research and Development (R&D) approach to develop an Arabic question bank for Grade X students at State Islamic High School (MAN) 1 Pohuwato. Quantitatively, logical validity results showed that expert validators awarded a total score of 74 with an average of 3.89, while practitioner validators provided a total score of 71 with an average of 3.74, both categorized as very valid, resulting in a combined average validity score of 3.815. Qualitatively, the high validity values were supported by expert and practitioner evaluations indicating that the test items were clearly formulated, aligned with curriculum competencies, and appropriately represented the intended cognitive levels. Following the validation process, the revised items were tested in two classes, X-A and X-D, involving 36 students. This development research produced a set of 40 Arabic multiple-choice questions ready for use in the Mid-Term Examination (UTS) and Final Examination (UAS). The implications of this study show that CBT-based Arabic question banks can improve the objectivity, efficiency, and quality of Arabic learning evaluation in madrasas.
الطباق والمقابلة في الجزء الرابع والعشرين: دراسة تحليلية بلاغية Rosnawati Anoy; Chaterina P. Doni; Sriwahyuningsih R. Saleh; Nurul Aini Pakaya
`A Jamiy : Jurnal Bahasa dan Sastra Arab Vol 14, No 1 (2025): Kajian Bahasa dan Sastra Arab
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/ajamiy.14.1.140-150.2025

Abstract

Thibaq adalah penggabungan antara sesuatu dengan lawannya dalam suatu ungkapan. thibaq dibagi menjadi dua jenis, yaitu thibaq positif dan thibaq negatif. Sementara itu, "muqabalah" adalah bentuk kata dasar dari "qabil" dengan pola "mufa'alah," yang berarti partisipasi. Dalam ilmu balaghah, "muqabalah" adalah menyatukan dua makna atau lebih, lalu menyatukan apa yang berlawanan dengan makna-makna tersebut secara berurutan. Jadi, tujuan analisis dalam penelitian ini adalah untuk menjelaskan jenis-jenis thibaq dan muqabalah dalam bagian ke-24 serta makna dan struktur thibaq dan muqabalah dalam bagian ke-24. Metode penelitian yang digunakan oleh peneliti dalam penelitian ini adalah metode deskriptif, dengan pendekatan penelitian yang digunakan adalah metode kepustakaan. Adapun sumber data yang digunakan dalam penelitian ini terdiri dari dua jenis, yaitu sumber data primer dan sumber data sekunder. Dari hasil penelitian, ada beberapa hal yang diperoleh peneliti melalui langkah-langkahnya, yaitu: Peneliti menemukan bahwa jenis-jenis thibaq dalam Surah Az-Zumar ada 7 ayat, dalam Surah Ghafir ada 12 ayat, dan dalam Surah Fussilat ada 13 ayat. Kemudian jenis-jenis "muqabalah" dalam Surah Ghafir ada 5 ayat, dan dalam Surah Fussilat ada 2 ayat. thibaq dalam bagian ke-24 terdiri dari 3 surah, sedangkan "muqabalah" terdiri dari 2 surah.
Syntactic Emphasis Style on Juz 30 (Al-Asalib al-Taukidiyah al-Nahwiyah fi al-Juz al-Tsalatsin) Eka Siti Namirah; Ibnu Rawandhy N. Hula; Nurul Aini Pakaya
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 5 No. 1 (2022): March
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v5i1.749

Abstract

This study aims to determine ushlub-ushlub taukid nahwu in chapter 30 of the Qur'an al-Karim. This research is a qualitative descriptive research with library research. Data collection was carried out with documentation from primary sources, namely al-Qur'an al-Karim, and secondary sources which included discussions related to primary sources. The results showed that ushlub taukid nahwu was divided into two, namely taukid bil adat which amounted to 33, and taukid bighairil adat amounted to 101. Researchers found ushlub taukid nahwu in its use amounted to 134. As for taukid bil adat in the number of ismiyah, amounted to 24, the adat used was , , ا, لام التوكيد. While taukid bil adat in fi'liyah number is 9, the custom used is , النوكيد. As for the traditional bighairil taukid, namely ushlub qasm, mashdar, na'at/nature, and athaf
The Effect of Anxiety and Self-confidence on Arabic Speaking Proficiency in the International Class Program (ICP) Ratni Bt Hj. Bahri; Ibnu Rawandhy N. Hula; Nurul Aini Pakaya; Musdelifa Abu Samad; Yousif Abdelmannan Mohamed Godat Arrashedy
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.29134

Abstract

This study aims to analyze the influence of anxiety and self-confidence on Arabic speaking proficiency among students in face-to-face learning in the International Class Program (ICP), and to examine the direct contributions of both psychological variables to speaking performance. Using a quantitative survey design, 148 second-semester ICP students at IAIN Sultan Amai Gorontalo participated in the study. Data were collected through questionnaires and an oral speaking assessment, and were analyzed using descriptive statistics and Structural Equation Modeling (SEM). The results show that the highest anxiety indicator was frustration during live dialogue/discussion (83.8%), followed by panic when speaking (72.3%) and increased heart rate when asked to speak (71.6%). The lowest self-confidence indicator was speaking confidence (35.3%), although tolerance for making mistakes was relatively high (65.0%). In terms of speaking performance, the highest mean scores were found in fluency (78.25) and vocabulary usage (77.10), while grammar mastery had the lowest mean score (73.80). Correlation analysis showed that anxiety was negatively associated with all speaking indicators (r = –0.52 to –0.58), whereas self-confidence was positively associated with all speaking indicators (r = 0.44 to 0.49). SEM analysis showed significant direct effects: anxiety had a negative effect on Arabic speaking proficiency (β = –0.55, p < 0.001), while self-confidence had a positive effect (β = 0.47, p < 0.001). However, the model did not test a moderation effect; therefore, self-confidence cannot be interpreted as a statistically confirmed moderator. Overall, the findings indicate that anxiety and self-confidence are important psychological predictors of Arabic speaking proficiency and should be considered in the design of face-to-face Arabic learning in international classroom settings.
Co-Authors Abdul Wahid Adtman A. Hasan Ahmad Zaenuri Ahmad Zaenuri Ana Mariana, Ana Antula, Agustina Arrashedy, Yousif Abdelmannan Mohamed Godat Arsyad, Berti Askar, Romlah Abubakar Atika Majahani Berti Arsyad Chaterina P Doni Chaterina Puteri Doni Chaterina Puteri Doni Cutri A Tjalau Cutri Tjulau Dahlia Husain Damogalad, Nurul Aulia Doni, Chaterina P. Doni, Chaterina Puteri Eka Namira Eka Siti Namirah Eka Siti Namirah Elan Anwar Febrianto Hakeu Hasibuan, Renni Ibnu Rawandhy N. Hula Indah Wardaty Saud Kholid Mootalu Lagalo, Anggraeni Lamsike Pateda Morad, Rahmawaty Muchimah, Muchimah Muhammad Jundi Muhammad Jundi Muhlis Saiu Musdelifa Abu Samad Nikma S Abdjul Nur Hasaniyah Podungge, Mariaty R. Saleh, Sriwahyuningsih Rahman, Nurjana Cyntia Rahmat Dunggio Ramang Kasim Ratni Bt Hj. Bahri Romlah Abubakar Askar, Romlah Abubakar Rosnawati Anoy safii, randi Salha Afnia Daulima Sarif, Suharia Sembiring, Rinawati Siti Hajar Panto Sriwahyuningsih R Saleh Sriwahyuningsih R. Saleh Suharia Sarif Sukrin Bano Syafi’i, Randi Tjalau, Cutri A. Toino, Elma Velit Seyit Wahyudin Hasyim Widya Kurniati Mohi Wirna Moonti Wirna Moonti Yousif Abdelmannan Mohamed Godat Arrashedy Yousif Abdelmannan Mohamed Godat Arrashedy Yusuf, Eka Sandri Zaenuri, Ahmad