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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Jurnal Ushuluddin ARABIYAT Psikopedagogia Jurnal Adabiyah AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Islamic Guidance and Counseling Journal Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Al-Manahij : Jurnal Kajian Hukum Islam SAGA: Journal of Technology and Information Systems
Zakaria, Gamal Abdul Nasir
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Religion Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences

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Indonesian–Arabic Academic Translation Quality: A Comparative Content Analysis of ChatGPT and Google Translate Alfitri, Alfitri; Zakaria, Gamal Abdul Nasir; Misran, Misran; Nurdianto, Talqis
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (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.v9i2.51510

Abstract

This study compares the quality of Indonesian–Arabic academic translations produced by Google Translate and ChatGPT (GPT-4), a topic rarely examined despite widespread MT use in Arabic Language Education programs. Using a qualitative descriptive design with content analysis, the data comprised ten purposively selected undergraduate thesis titles from Indonesian university repositories, including UIN Sunan Kalijaga, UIN Suska Riau, UIN Imam Bonjol Padang, and Universitas Muhammadiyah Makassar. Titles were selected for their academic rigor and need for conceptual precision and formal Arabic register. Translations were analyzed at the phrase level using a Hybrid MQM–Nababan–Baker rubric encompassing seven dimensions: accuracy, acceptability, readability, lexical equivalence, grammatical equivalence, cohesion and coherence, and academic fluency, each rated on a three-point scale. Validity was ensured through alignment with Arabic translation theory, equivalence frameworks, and MQM standards, while iterative consistency checks supported reliability. Results reveal clear differences. ChatGPT achieved an average score of 20.0 out of 21 points (93%), which is classified as Very Good and indicates strong suitability for academic publication. Google Translate scored 13.3 out of 21 points (63%), classified as Good, but requiring post-editing. ChatGPT excelled in contextual meaning, syntactic restructuring, accurate idhafah, case governance, consistent terminology, and scholarly style, whereas Google Translate showed literal transfer. This study enriches AI-assisted translation discourse by grounding evaluation in Arabic translation theory and pedagogy, emphasizing generative AI’s pedagogical potential as a complementary tool while reaffirming the indispensable role of human expertise in maintaining linguistic accuracy, rigor, and academic standards.
Outcome-Based Arabic Language Education: Leveraging Learning Analytics for Graduate Success Samin, Saproni Muhammad; Zakaria, Gamal Abdul Nasir; Pebrian, Rojja
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.46603

Abstract

This study evaluates an Arabic Language Education Program's Outcome‑Based Education (OBE) implementation using a Goal‑Free Evaluation Model (GFEM). The research objectives were to: (1) link Graduate Learning Outcomes (GLO) with Course Learning Outcomes (CLO) and assessments, (2) appraise Student‑Centered Learning (SCL), authentic assessment, and facilities/IT support, and (3) synthesize educational outputs and graduate employability. The methodology employed a convergent, multi‑source design triangulating curriculum records, satisfaction and employer surveys, tracer coverage, academic indicators, research/engagement portfolios, facilities/IT audits, and stakeholder interviews conducted from 2022 to 2024. The results demonstrate consistent implementation from planning to outcomes: GLOs cascade effectively to CLOs; SCL (problem, project, case‑based) is routinely implemented; micro‑teaching is institutionalized across the program. Key findings include GPA 3.73, time‑to‑degree 3.8 years, on‑time graduation 52%, tracer coverage 92.86%, employability/entrepreneurship/further study 97.5%, and 4.8‑month waiting time. The study concludes that identity‑rooted OBE improvements with global responsiveness are achievable through systematic implementation, continuous monitoring, and cultural integration within educational frameworks.
Co-Authors Abdullah, Zaimah Hj Abubakari, Mussa S Abubakari, Mussa Saidi Agus Supriyanto Alfitri Alfitri Alimuddin Hassan Palawa Amien Wahyudi Amonov, Barot Anita Trisiana, Anita Arvinth, N Asmuri, Asmuri Astuti, Dyah Bambang Sumardjoko Desfa Yusmaliana Dody Hartanto Fatimah Setiani Fauziah, Mufied Gita Anggraini, Gita Hadi, Henrizal Haq, Muhammad Izzul Harun Joko Prayitno Heriyanto, Agus Hernawan Sulistyanto Husna, Jannatul Jayadi Jayadi Jumadi Jumadi Kalinaki, Kassim Liddini, Laily Misran Misran Muhammad Japar Muhammad Syahriandi Adhantoro Mukhtar Mukhtar Mulawarman Mulawarman mungin eddy wibowo, mungin eddy Musa, Juraidah Naqiyah Narongrakshakhet, Ibrahem Naufal Ishartono Nita Triana Nugraha, Ariadi Nurdianto, Talqis Nurwijayanti Pane, Ismail Pebrian, Rojja Rahman Rahman Rahman Sabar Narimo Sakinah Sakinah Saproni Muhammad Samin Setyabudi, Devary Pradana Supriyanto Supriyanto Thambu, Nadarajan Usman Usman Yasir Sidiq