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All Journal Jurnal Teknologi Dan Industri Pangan Shaut Al-'Arabiyah Taqdir Lisanudhad JURNAL IQRA´ Arabiyatuna : Jurnal Bahasa Arab Al Mahara: Jurnal Pendidikan Bahasa Arab Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab International Journal of Arabic Language Teaching IJALT Jurnal Pendidikan dan Pembelajaran Khuluqiyya: Jurnal Kajian Hukum dan Studi Islam Jurnal Media Akademik (JMA) LISANIA: Journal of Arabic Education and Literature Jurnal Intelek Insan Cendikia Lisanul Arab: Journal of Arabic Learning and Teaching
Asep Sopian
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Deep Learning from a Qur’anic Perspective: An Analysis of Mindful, Meaningful, and Joyful Learning in Arabic Language Education Isnaeni Khoerul Bariyyah; Asep Sopian
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.7224

Abstract

Arabic language learning continues to face challenges related to surface-level instructional practices that emphasize memorization and structural mastery, often failing to foster learners’ awareness, meaning-making, and meaningful learning experiences. In response to shallow learning, the concept of deep learning has emerged in contemporary educational discourse; however, it has largely been developed within Western cognitive frameworks that tend to overlook the spiritual dimension of human learning. This article aims to analyze the concept of deep learning from a Qur’anic perspective through the framework of Mindful, Meaningful, and Joyful Learning and to examine its implications for Arabic language education. This study adopts a qualitative approach with a library research design. The data sources include selected Qur’anic verses related to learning, classical and contemporary Qur’anic exegesis, and relevant educational literature. Data were analyzed using a thematic–interpretative approach. The findings indicate that Qur’anic deep learning constitutes a holistic learning process that begins with awareness-based learning grounded in reason (mindful learning), progresses toward meaning-making grounded in the spiritual dimension (meaningful learning), and culminates in spiritual happiness rooted in the heart (joyful learning). These three dimensions are integrative and form a unified, transformative learning process. The implications of this study suggest that Arabic language learning should be reoriented from purely technical-linguistic approaches toward learning experiences that cultivate learners’ awareness, deep understanding, and spiritual joy. This article contributes theoretically by offering a Qur’anic-based framework of deep learning and provides a conceptual foundation for more holistic and meaningful Arabic language education.
The Efectiveness of Using the Hangman Game in Teaching Arabic Vocabulary in Elementary Schools Princessa Fathiyah Azoes; Asep Sopian; Nalahuddin Saleh
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.7507

Abstract

This study aims to evaluate the effectiveness of using the Hangman game in teaching Arabic vocabulary to fourth-grade students at Istiqomah Lembang Elementary School. Using a pretest-posttest quasi-experimental design with a control group, the experimental class received Hangman-based instruction, while the control group received conventional instruction. Statistical analysis revealed that the data were not normally distributed but homogeneous; therefore, non-parametric tests were applied. The Wilcoxon test results indicated a significant improvement in the experimental class (p = 0.007), while the Mann-Whitney test showed no significant difference between groups (p = 0.166). The average N-Gain of the experimental class was 0.4783 (moderate category), while the control class was -0.0056 (low category). These findings indicate that although the Hangman game can increase students' motivation, interest, and engagement, its effectiveness in improving vocabulary mastery remains moderate. Factors such as implementation time, classroom atmosphere, and student readiness also influence the results. This study recommends the development of a more structured and adaptive game-based learning model to improve Arabic vocabulary learning outcomes at the elementary school level.
Co-Authors aisyah, Aisyah Cinta Putri Wibawa Aji Rizqi Ramadhan Aldereza Lidiya Mazyuna ashza, Ashza Nur Siam Bening Anjaswara Cindy Aqmarina Allail Dhea Paramytha Octaviani Dienana, Arina Dinar Samsunizar Dinar Samsunizar Pratama Dita Puspita Dewi Gita Putri Ramadhani Hairuddin Arsyad Hawalia Hastani Hikmah Maulani Ika Mahmudah Fauziah Isnaeni Khoerul Bariyyah L. Alfalaq Bangkit Sanjaya Lisna Maman Abdurrahman Maria Vatmawaty Bety Mila Saadataen Mira Pitriani Muhammad Zidan Dzulfikar Nalahuddin Saleh Nuha, Meisa Yasmin Nunung Nursyamsiyah Nurdin Nurdin Nurdin Princessa Fathiyah Azoes Rabi’ah Al-Adawiyah Resti, Amanda Ridlo, Akhmad Ridwan Thahir Ryan Mukhtari Fadli Shofa Musthafa Khalid Shofa Musthofa Khalid, Shofa Musthofa Siregar, Sri Dewi Priwarti Supriadi, Rinaldi Syihabuddin Taufani Chusnul Kurniatun Tien R Muchtadi Tuhfah Humairah Mufidah Uswah Mujahidah Rasuna Sa’id Widad Nur Fauziyyah