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Development of Tadris Al-'Arabiyyah Al-Mukatssaf (TAM) Textbook, Based on Contextual Teaching and Learning (CTL) Afyuddin, Moh Sholeh; Muslimah, Maziyyatul; Kholis, Muhammad Nur; Rahmawati, Rina Dian
Asalibuna Vol. 7 No. 01 (2023): Volume 07, Nomor 01, Juni 2023
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v7i01.1084

Tadris al-'Arabiyyah al-Mukatssaf (TAM) is a course given to semester 1 students of Arabic Language Education, Institut Agama Islam Negeri (IAIN) Kediri. This course aims to prepare new students with standard Arabic language skills so they will be able to learn Arabic language courses in the next semester easily. The development of this textbook is based on contextual teaching and learning (CTL) because CTL is a student-oriented approach which can lead students to become more active and can generate self-directed in learning. The textbook development uses the ADDIE procedure with 5 development steps and ends with an experimental test to reveal the effectiveness. This research produced a textbook Tadris al-'Arabiyyah al-Mukatssaf based on Contextual Teaching and Learning with its seven principles, which are: constructivism, inquiry, questioning, learning community, modeling, reflection and authentic assessment. This textbook contains 21 dars (units). Each dars (unit) contains 4 material: 1) ta'bir al-shuurah, 2) hiwar, 3) nash qiraah, and 4) qawaid. In hiwar, nash qiraah and qawaid are equipped with practice questions and a list of mufrodat and Arabic expressions. The results of the effectiveness test with the pre-test and post-test designs revealed that the average post-test score was at 65.33, higher than the pre-test average score at 56.35. Total T count of 9.90 is higher than T table of 1.98 which means that Ha is accepted and Ho is rejected. With a Pearson correlation value of 0.64 greater than 0.05, the use of books proved to be effective.

Best Practice of Summative Assessment for Arabic Writing Proficiency: Evidence from Pondok Pesantren Modern Ar-Rahmah Kediri, Indonesia Muslimah, Maziyyatul; Sulalah, Iin Anis; Rohmawati, Rosalina; Sofi, Niswatus; Zunairoh, Yuyun
Asalibuna Vol. 8 No. 02 (2024): Volume 08, Nomor 02, Desember 2024
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v8i02.5221

Writing proficiency (maharah kitabah) is a fundamental yet demanding component of Arabic language education. In pesantren contexts, where tradition and discipline are central, effective assessment strategies remain underexplored. This study investigates the best practices in implementing summative assessment for Arabic writing at Pondok Pesantren Modern Ar-Rahmah Kediri. Using a qualitative case study approach, data were gathered through classroom observation, interviews, and document analysis. The study identified three significant best practices: (1) the contextual use of imla’ al-istima’i (auditory dictation) as a summative tool that simultaneously assesses listening and writing skills; (2) the integration of formative and summative assessments to scaffold students' learning progress systematically; and (3) the application of standardized, transparent rubrics to ensure fairness and clarity in evaluation. These practices collectively foster writing accuracy, vocabulary enrichment, grammatical mastery, and learner autonomy. Despite these strengths, a notable percentage of students remain below the expected proficiency level, indicating a need for enhanced remedial support. Future research should explore how digital tools and AI-driven feedback systems can further optimize these best practices and promote scalable, individualized Arabic writing assessments.

Development of Tadris Al-'Arabiyyah Al-Mukatssaf (TAM) Textbook, Based on Contextual Teaching and Learning (CTL) Afyuddin, Moh Sholeh; Muslimah, Maziyyatul; Kholis, Muhammad Nur; Rahmawati, Rina Dian
Asalibuna Vol. 7 No. 01 (2023): Volume 07, Nomor 01, Juni 2023
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v7i01.1084

Tadris al-'Arabiyyah al-Mukatssaf (TAM) is a course given to semester 1 students of Arabic Language Education, Institut Agama Islam Negeri (IAIN) Kediri. This course aims to prepare new students with standard Arabic language skills so they will be able to learn Arabic language courses in the next semester easily. The development of this textbook is based on contextual teaching and learning (CTL) because CTL is a student-oriented approach which can lead students to become more active and can generate self-directed in learning. The textbook development uses the ADDIE procedure with 5 development steps and ends with an experimental test to reveal the effectiveness. This research produced a textbook Tadris al-'Arabiyyah al-Mukatssaf based on Contextual Teaching and Learning with its seven principles, which are: constructivism, inquiry, questioning, learning community, modeling, reflection and authentic assessment. This textbook contains 21 dars (units). Each dars (unit) contains 4 material: 1) ta'bir al-shuurah, 2) hiwar, 3) nash qiraah, and 4) qawaid. In hiwar, nash qiraah and qawaid are equipped with practice questions and a list of mufrodat and Arabic expressions. The results of the effectiveness test with the pre-test and post-test designs revealed that the average post-test score was at 65.33, higher than the pre-test average score at 56.35. Total T count of 9.90 is higher than T table of 1.98 which means that Ha is accepted and Ho is rejected. With a Pearson correlation value of 0.64 greater than 0.05, the use of books proved to be effective.

YouTube and Arabic Vocabulary Acquisition in Muslim Families: A Psychosociolinguistic Perspective Firdaus, Ahmad Yanif; Thohir, Muhammad; Fahraini, Sovia; Muslimah, Maziyyatul; Muhammad Alfa Choirul Murtadho
Asalibuna Vol. 9 No. 02 (2025): Volume 09, Nomor 02, Juni 2025
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v9i02.5663

The rapid development of social media and the internet has raised concerns about its impact on children's language acquisition processes, especially in the family context. In Muslim families, the use of digital media such as YouTube is often part of children's daily lives. This study aims to reveal how the digital environment, especially YouTube social media, plays a role in children's Arabic vocabulary acquisition in Muslim families. This study uses a qualitative approach with a case study method. The subjects of the study consisted of several Muslim families who actively use social media, especially YouTube, in their children's daily activities. Data collection was carried out through direct observation and in-depth interviews with parents and children, to explore digital media consumption practices and language interactions that occur. The results of the study show several main findings. The digital environment plays a role in enriching children's Arabic vocabulary through audiovisual content. The active involvement of parents in directing and accompanying the use of social media greatly determines the effectiveness of language acquisition. Vocabulary acquisition patterns are formed through exposure to Arabic content with Islamic nuances. There are supporting factors (educational content, controlled duration, mentoring) and inhibiting factors (irrelevant content, passive consumption) from the digital environment. The language acquisition process occurs informally but significantly in the family environment. Social digital environments such as YouTube have great potential in supporting informal Arabic language learning at home. In a psycho-sociolinguistic perspective, this study emphasizes the importance of the role of Islamic families in filtering and mentoring children's digital media consumption. Therefore, the use of digital media must be done consciously and structured in the context of language education. Perkembangan pesat media sosial dan internet telah menimbulkan kekhawatiran mengenai dampaknya terhadap proses pemerolehan bahasa anak, khususnya dalam konteks keluarga. Dalam keluarga Muslim, penggunaan media digital seperti YouTube kerap menjadi bagian dari kehidupan sehari-hari anak. Penelitian ini bertujuan untuk mengungkap bagaimana lingkungan digital, khususnya media sosial YouTube, berperan dalam pemerolehan kosakata bahasa Arab pada anak-anak dalam keluarga Muslim. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian terdiri atas beberapa keluarga Muslim yang secara aktif menggunakan media sosial, terutama YouTube, dalam aktivitas keseharian anak-anak mereka. Pengumpulan data dilakukan melalui observasi langsung dan wawancara mendalam dengan orang tua dan anak, guna menggali praktik konsumsi media digital serta interaksi kebahasaan yang terjadi. Hasil penelitian menunjukkan beberapa temuan utama. Lingkungan digital berperan dalam memperkaya kosakata bahasa Arab anak melalui konten audiovisual. Keterlibatan aktif orang tua dalam mengarahkan dan mendampingi penggunaan media sosial sangat menentukan efektivitas pemerolehan bahasa. Pola pemerolehan kosakata terbentuk melalui paparan konten berbahasa Arab yang bernuansa Islami. Terdapat faktor pendukung (konten edukatif, durasi penggunaan yang terkontrol, serta pendampingan) dan faktor penghambat (konten yang tidak relevan dan konsumsi yang bersifat pasif) yang berasal dari lingkungan digital. Proses pemerolehan bahasa berlangsung secara informal namun signifikan dalam lingkungan keluarga. Lingkungan digital sosial seperti YouTube memiliki potensi besar dalam mendukung pembelajaran bahasa Arab secara informal di rumah. Dari perspektif psiko-sosiolinguistik, penelitian ini menegaskan pentingnya peran keluarga Muslim dalam menyaring dan mendampingi konsumsi media digital anak. Oleh karena itu, penggunaan media digital perlu dilakukan secara sadar dan terstruktur dalam konteks pendidikan bahasa.

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