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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT Lisanudhad Jurnal Ilmiah Peuradeun BERDIKARI : Jurnal Inovasi dan Penerapan Ipteks Ijaz Arabi Journal of Arabic Learning Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya IZDIHAR Al Mahara: Jurnal Pendidikan Bahasa Arab ALSINATUNA Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Maharaat: Jurnal Pendidikan Bahasa Arab Didaktika: Jurnal Kependidikan Loghat Arabi: Jurnal Bahasa Arab & Pendidikan Bahasa Arab Prosiding Seminar Nasional Program Pengabdian Masyarakat Indonesian Journal of Islamic Literature and Muslim Society
Nurdianto, Talqis
Universitas Muhammadiyah Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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The Role of the Total Physical Response (TPR) Method in Improving Arabic Vocabulary Mastery for Prayer Recitations/Peran Metode Total Physical Response (TPR) dalam Meningkatkan Penguasaan Kosakata Bahasa Arab Bacaan Shalat Aulia, Nova; Nurdianto, Talqis; Najmatuzzahiroh, Najmatuzzahiroh
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : UI DDI AD Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.579

Abstract

This research examines the effectiveness of the Total Physical Response (TPR) method in improving Arabic Vocabulary mastery for prayer recitations among elementary school students. Using a quantitative quasi-experimental design. The subjects research were 56 third-grade students from the Indonesian school in Mecca, divided into two groups: 28 students in the experimental group and 28 students in the control group, selected by stratified random sampling. The data were collected using Arabic vocabulary tests, administered before and after the training, and then analysed using IBM SPSS Statistics 27 through assumptions (normality and homogeneity) and hypothesis tests (independent sample t-test). After the test, a significant difference of p=0.006 (p < 0.05) was found in the independent sample t-test, which supported the normal distribution and homogeneity of variance. These findings indicate that the TPR method is an effective, engaging, and contextual approach to enhancing Arabic vocabulary learning for prayer recitations. This novelty highlights the potential of TPR to faster both language mastery and religious comprehension among elementary learners in an Islamic educational.Penelitian ini untuk menguji efektivitas metode Total Physical Response (TPR) dalam meningkatkan penguasaan kosakata Bahasa Arab untuk bacaan salat di kalangan siswa sekolah dasar. Menggunakan metode kuantitatif dengan desain kuasi-eksperimental. Subjek yang diteliti adalah 56 siswa kelas tiga di Sekolah Indonesia Mekkah, dibagi menjadi dua kelompok: 28 siswa dalam kelompok eksperimen dan 28 siswa dalam kelompok kontrol, dipilih secara stratified random sampling. Data dikumpulkan menggunakan tes kosakata bahasa Arab, yang diberikan sebelum dan sesudah pelatihan, dan kemudian dianalisis menggunakan IBM SPSS Statistics 27 melalui asumsi (normalitas dan homogenitas) dan uji hipotesis (uji-t independen sampel). Setelah uji coba, perbedaan signifikan p=0,006 (p < 0,05) ditemukan pada uji-t sampel independen, yang mendukung distribusi normal dan homogenitas varians. Temuan ini menunjukkan bahwa metode TPR merupakan pendekatan yang efektif, menarik, dan kontekstual untuk meningkatkan pembelajaran kosakata bahasa Arab dalam bacaan salat. Hal baru ini menyoroti potensi TPR untuk mendorotong penguasaan bahasa dan pemahaman di kalangan pelajar sekolah dasar dalam konteks pendidikan Islam. 
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.
Developing an Android-Based Application for Arabic Grammar Learning Aligned with the Common European Framework of Reference (CEFR) Nurdianto, Talqis; Zainuddin, Ghazali; Huda, Nurul; Amrulloh, M. Afif
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.v12i2.48673

Abstract

This research aims to develop an Arabic educational app that complies with the Common European Framework of Reference for Languages (CEFR) and can be downloaded from the Playstore. In addition, the study seeks to evaluate the authenticity, practicality, and effectiveness of Arabic language learning resources on the Android platform in accordance with CEFR standards. The approach taken in this application adheres to the research and development strategy known as the ADDIE model, which consists of five phases: analysis, design, development, implementation, and evaluation. This technique is applied to improve language skills by encouraging users to deduce correct answers using images, vocabulary, phrases, dialogues, grammar lessons, practice activities, quizzes, and puzzles presented in Arabic. All entry-level Arabic learning materials will be gathered in an application named "Tashol" which can be easily accessed and downloaded via the Playstore on mobile devices. As a result, this research is designed to support not only those learning Arabic but also anyone interested in gaining proficiency in the Arabic language. By utilizing the educational resource Tashol, learners can expand their vocabulary, memorize useful phrases, and understand the fundamentals of Arabic grammar, mastering materials at the A1 level to swiftly enhance their Arabic language skills. The results of this research indicate that the Tashol Android application includes A1 level Arabic learning resources, covering grammatical details, vocabulary enhancement, and relevant expressions, positioning it as a highly versatile educational tool readily available on the Playstore.
The Sahta Method: A Learning Innovation To Improve Nahwu Comprehension For Junior High School Students Wildan Azzam Firdausi; Talqis Nurdianto; Mohamad Nor Amin Samsun Baharun
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2272

Abstract

Learning nahwu is often considered difficult and tedious, especially for junior high school students in a pesantren environment. This study aims to examine the application of the SAHTA (Sahlan wa Tafrihan) method, a song-based nahwu learning method, in improving students' understanding of nahwu. This research uses a mixed method with an exploratory sequential design, starting with a qualitative approach through in-depth interviews with the inventor of the SAHTA method and nahwu teachers at the ALMATERA Islamic Boarding School to explore the implementation of the SAHTA method. The quantitative approach was carried out on 55 grade 9 students of MTs ALMATERA who had attended nahwu learning for two years, selected using a purposive sampling technique. Quantitative data were obtained through questionnaires and then analyzed using IBM SPSS Statistics 25 through assumption tests (normality and linearity) and hypothesis testing (Pearson correlation). The analysis results show that the SAHTA method is applied through fun stages such as singing, modeling, practice, and vocabulary reinforcement. Based on the Pearson correlation test, a positive and significant relationship was found between using of the SAHTA method and students' understanding of nahwu (r = 0.543; p < 0.05). This finding shows that the SAHTA method is effectively used as an alternative to learning nahwu because it can improve students' understanding in a fun and contextual way.
Co-Authors A. Syahid Robbani Afifah, Nor Afrilia, Ananda AHMAD MUZAYYAN HAQQY, AHMAD MUZAYYAN Al Kahfi, Muhammad Alfadhilah, Hilma Fahrezy Alfitri Alfitri Amrulloh, M. Afif Anindiati, Irma Annafiri, Ahmad Zaki Ardinal, Eva Aulia, Nova Cahyani, Sekar Sari Legita Diva Gelang Sekar Awangi Dwi Aprilya Anggoro Putry Erma Febriani Fajar Rizki Kuniawan Fathurrahman, Farhan Fauzi, Moh. Fery Febriani, Erma Febriani, Erma Fitri Sukmarini Fitrianto, Ibnu Ali Abdullah Hajib, Zainal Abidin Hendro Widodo Irma Anindiati Khasanah, Oktavia Putri Mahyudin Ritonga Mauludiyah, Lailatul Misran Misran MMSI Irfan ,S. Kom Mohamad Nor Amin Samsun Baharun Mubarok, Muhammad Irfan Mudinillah, Adam Muhammad Ainur Roziqi Muhammad Luthfi Muhammad Taubatul Anugrah Muhammad Yoghasta Pratama Munirah Kusnadi, Munirah Nafasari, , Dyah Linda Syafina Najmatuzzahiroh, Najmatuzzahiroh Noor Azizi bin Ismail Nor Afifah Nurul Huda Nurullia Annisa Putri Prasetyo, Syahrul Dony Putra, Dhivangga A’raf Perdana Ramadhan, Fharaz Razani, Athaya Fairuz Damalika Rhamadhani, Atikah Jihan Safira, Intan Azzahra Salsabila, Arifa Siti Bahiroh Sulistyowati, Yuyun Sunarto Sunarto Sunarto, Sunarto Susilo, Muhammad Wangsa Putranto Tauhid, Tauhid Tiara Rahma Aulia Vicky Adetia Wulandari Warih Andan Puspitosari Wildan Azzam Firdausi Yayat Hidayat Yayat Hidayat Zainal Abidin Hajib Zainuddin, Ghazali Zakaria, Gamal Abdul Nasir Zandy, Rozan Kusuma Zenobia, Laksita Darda Hazza Zikri Kunia Alfaridzi