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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Ijaz Arabi Journal of Arabic Learning Jurnal Pendidikan Islam
Sahrir, Muhammad Sabri
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Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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A preference analysis and justification of Arabic written corrective feedback among instructors and undergraduates Abd Hamid, Mohd Azrul Azlen; Sahrir, Muhammad Sabri; Razali, Khairil Azwar
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31756

Abstract

There has been extensive discussion on the need to use corrective feedback in writing within foreign language learning. Essentially, corrective feedback is one of the important tools in improving students’ skills in learning a language. This study aims to find out the preference and justification of written corrective feedback (WCF) through the use of Google Docs among instructors and students in a higher learning institute. The effects of the direct and indirect feedback with metalinguistic comments were also studied to determine their suitability in teaching and learning the Arabic language. Quantitative and qualitative data were collected to (1) identify the preferred type of feedback among instructors and students, (2) identify justification of the preferred feedback type, and (3) examine post-test score differences between types of written correction feedback. Two questionnaires were adapted and distributed to 93 first-year students and four instructors of Arabic language for Academic Writing. Two instructors and five students were interviewed to find out their justification of the preferred types of WCF. A total of 50 respondents were divided into two groups according to the type of WCF provided, and post-test scores between the types of feedback were compared to determine if there was any significant difference between the types of feedback. The findings show that instructors prefer indirect WCF with metalinguistic comments while students prefer direct corrective feedback with metalinguistic comments.  Post-test scores indicate that higher scores were achieved by students who received indirect feedback with metalinguistic comments. This indicates that students are able to process indirect feedback that is supplemented with metalinguistic comments. Moreover, an online learning environment provides more opportunities for instructors to highlight the students’ errors more clearly.
Needs Analysis For the Development Of Website-Based Interactive Infographic Modules in Arabic Grammar Learning Abdul Hamid, Mohd Fauzi; Sahrir, Muhammad Sabri; Ab. Halim, Zulazhan; Yahaya, Mohd Firdaus; Nasir, Mohd Shahrizal; Sha'ari, Shaferul Hafes; Amiruddin, Ahmad Zaki
Ijaz Arabi Journal of Arabic Learning Vol 7, No 1 (2024): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v7i1.24342

Abstract

Technology in learning Arabic grammar can help students understand more easily and with fewer difficulties. Infographics are one of the alternatives of today's technology that aim to make learning information simple, exciting, and easy to understand. This study focuses on students' views on the need to develop web-based interactive infographic modules in learning Arabic grammar. This study uses the Design and Development Research approach. Researchers used questionnaire instruments to obtain analysis data related to learning materials, learning approach issues, the tendency to utilize innovation, and the need to use interactive infographics. A total of 205 students from Bachelor of Arabic Studies, UniSZA, who had taken Ibn Aqil's Syntax Text study, were made to be respondents that answered the questionnaire. Data were analyzed using the Statistical Package for Social Science (SPSS) software to obtain the mean and standard deviation. Interactive infographic content can attract students to understand complex lessons, and it should be developed.
Development of a web-based interactive infographic module for learning Arabic grammar at a Malaysian university Abdul Hamid, Mohd Fauzi; Sahrir, Muhammad Sabri; Yahaya, Mohd Firdaus; Muassomah, Muassomah
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22258

Abstract

Arabic grammar textbooks often contain complex and detailed explanations that can make them challenging for students to master and understand. The utilization of technology can now help resolve this issue through web-based infographic innovations. Infographics are a method of presenting information that is easy and quick to comprehend, which suits the conveyance of complex information for Arabic grammar learning. Accordingly, this study aims to develop a web-based interactive infographic module for Arabic grammar learning. The design and development research (DDR) approach was adopted to design and develop the module, grounded in the Sidek module construction model, infographics design model (IDM), and constructivism theory. The module’s development process involved a needs analysis phase, a design and development phase, and a usability evaluation phase. The creation of module components and elements involved the consensus of ten experts through the Fuzzy Delphi technique. The content validity of the developed module was assessed by five experts based on a modified version of Russell’s module content validity questionnaire. The study’s findings suggest that the developed module has high content validity. In conclusion, this module has the potential to be utilized by students for self-learning Arabic grammar and is also apt for online learning, offering a more engaging and efficient experience.
Development Of Pedagogical Design Elements For The My Arabiy Game-X Model To Enhance Arabic Language Learning In Religious Primary Schools Mohamed Masrop, Noor Azli; Zainuddin, Ghazali; Ramlan, Siti Rosilawati; Sahrir, Muhammad Sabri; Ismail, Irwan Mahazir; Adnan, Ahmad Syukri; Muslil, Yuszaimi; Md Yusof, Md Ridzal
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.34851

Abstract

The use of teaching aids in Arabic language instruction has shown positive effects on students’ vocabulary acquisition. However, many teachers still do not fully utilize technology and teaching materials in the teaching and learning process. Therefore, this study developed the My Arabiy Game-X model as a guide for creating interactive and user-friendly mobile applications to support Arabic language teaching in religious primary schools. The study focused on three of the seven primary constructs related to pedagogical design: teacher needs, learning objectives, and assessment of learning outcomes. The Fuzzy Delphi Method (FDM) was used in a structured way to ensure the accuracy and validity of the data. A total of 22 experts were selected through purposive sampling, including those with expertise in curriculum, teaching, educational technology, multimedia, information technology, and assessment. The research instrument was a questionnaire developed from a literature review and expert interviews. Data were analyzed using a Microsoft Excel template. Findings showed that all elements within the three constructs reached consensus among the experts. The pedagogical design of the model has strong potential as a helpful guide for developing more holistic, relevant, and effective Arabic language learning apps, in line with 21st-century educational digitalization initiatives.
Design And Development Of An Augmented Reality Module For Learning Arabic Collocations Md Noor, Mohammad Lukman Al Hakim; Md. Ghalib, Mohd Feham; Abdul Hamid, Mohd Fauzi; Abdul Gani, Muhamad Zamri; Aziz, Nurul Izzatie; Sahrir, Muhammad Sabri; Yusoff, Mohamad Akashah; Isa, Muhamad Aiman
Ijaz Arabi Journal of Arabic Learning Vol 8, No 3 (2025): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v8i3.32514

Abstract

This study investigates an instructional module's design, development, and effectiveness for learning Arabic collocations using Augmented Reality (AR) technology. A needs analysis was conducted to identify students’ challenges with Arabic collocations and their preferred learning strategies. Based on these insights, the module was designed using the ADDIE Model, integrating multimedia elements such as text, images, audio, animations, video, and 2D/3D models to improve engagement and comprehension. The AR-based module, AR Collocation, was implemented among 30 advanced learners at the International Islamic University Malaysia (IIUM). Data were collected through interviews, questionnaires, and student feedback, focusing on usability and learning outcomes. The results showed that the AR module significantly enhanced students’ understanding of Arabic collocations, with a mean score of 4.3 (p 0.05). Students also rated the readability of fonts and the multimedia components highly (mean values: 4.73 and 4.87), expressing overall satisfaction with the interactive features. This study concludes that AR-based instructional modules can improve Arabic language learning and recommends further exploring AR's potential in teaching Arabic as a second language.
Transformation of Islamic Education Teacher Professionalism through the Metric Concept of Social Entrepreneurship in Malang Munawir, Munawir; Sahrir, Muhammad Sabri
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.248

Abstract

Cultural gaps, normative paradigms, and social stress are problems in the competence of Islamic religious teachers that lead to role nihilism. Role nihilism impacts chaotic socio-economic stagnation. Teacher competence has not affected society because it has focused only on textual teaching and learning processes, rather than on developing local potential as a key competence. MAN 2 Malang has enhanced competence by developing entrepreneur-based social skills. Using a qualitative case study, this research analyzes tactical phenomena to develop the competence of Islamic religious teachers. Data instruments were taken from in-depth interviews with the principal, curriculum chair, and school entrepreneurship section as primary data, and these were analyzed using the Huberman model. The research findings indicate that the initial strategy for transforming competencies involves shifting the mindset by integrating the social environment into learning methods, fostering social habituation in entrepreneurship, and engaging in extracurricular activities based on real-world projects. The development of socio-entrepreneurial competencies is measured through aspects such as independence, paradigm, social ethics, and the products produced. The output of teachers' entrepreneurial competencies can produce products with digital branding. The transformation strategy is implemented by making the product a mandatory requirement for graduation and by forming small groups of students accompanied by Islamic religion teachers. This result is where the competence of Islamic religion teachers integrates professionalism and social entrepreneurship as a form of transformation.
Deep Learning Framework for Arabic Course in Higher Education Albantani, Azkia Muharom; Ardiansyah, Ade Arip; Zubaidah; Sahrir, Muhammad Sabri
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 1 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i1.10022

Abstract

This study explores the application of Deep Learning frameworks in Arabic language courses in higher education, focusing on four key dimensions: pedagogical practices, learning partnerships, learning environments, and digital utilization. Each framework serves as a critical pillar in addressing challenges and enhancing the effectiveness of Arabic language teaching, which is characterized by its linguistic and cultural complexities. The study highlights the need for innovative pedagogical approaches emphasizing conceptual understanding and practical application, collaborative partnerships among students, faculty, and communities, and supportive and inclusive learning environments. Moreover, integrating digital tools and resources is presented as a transformative strategy to create interactive and adaptive learning experiences. By examining these four frameworks, this article provides insights into designing a holistic, student-centered, and technologically enhanced learning process for Arabic language education. The findings underscore the importance of integrating these frameworks to produce graduates with comprehensive linguistic proficiency and critical thinking skills capable of engaging in global and multicultural contexts.
Co-Authors Ab. Halim, Zulazhan Abd Hamid, Mohd Azrul Azlen Abdul Gani, Muhamad Zamri Abdul Hamid, Mohd Fauzi Adnan, Ahmad Syukri Amiruddin, Ahmad Zaki Ardiansyah, Ade Arip Aziz, Nurul Izzatie Azkia Muharom Albantani Isa, Muhamad Aiman Ismail, Irwan Mahazir Md Noor, Mohammad Lukman Al Hakim Md Yusof, Md Ridzal Md. Ghalib, Mohd Feham Mohamed Masrop, Noor Azli Muassomah Muassomah Munawir Munawir Muslil, Yuszaimi Nasir, Mohd Shahrizal Ramlan, Siti Rosilawati Razali, Khairil Azwar Sha'ari, Shaferul Hafes Yahaya, Mohd Firdaus Yusoff, Mohamad Akashah Zainuddin, Ghazali Zubaidah