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All Journal Langkawi: Journal of The Association for Arabic and English LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab ELOQUENCE: Journal of Foreign Language Kilmatuna: Journal Of Arabic Education Assuthur: Jurnal Pendidikan Bahasa Arab Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab LISANIA: Journal of Arabic Education and Literature Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Maktabah: Jurnal Studi Islam Interdisiplin ATHLA: Journal of Arabic Teaching, Linguistic, And Literature Al-Maktabah: Jurnal Studi Islam Interdisiplin
Muhammad Jundi
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Constructivism in Arabic Language Pedagogy: An Exploration Through Islamic Higher Education Settings Haerullah, Ira Safira; Muhammad Jundi; Hasibuan, Renni; Ranita Sari; Desi Asmarita
ELOQUENCE : Journal of Foreign Language Vol. 3 No. 1 (2024): APRIL
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v3i1.1495

Abstract

Background: Numerous studies have delved into the constructivist paradigm in the context of language learning. However, exploration of its application in Arabic language instruction, particularly within higher education settings, remains an intriguing area for further investigation. Purpose: This research aims to conduct a thorough analysis of the implementation of Constructivist Theory in Arabic Language Education within Islamic Higher Education Institutions, through a review of relevant previous studies. Method: The research methodology employed is a qualitative approach with a Literature Review design, utilizing documentation as the primary data collection method, subsequently analyzed using content analysis and interactive analysis techniques. Results and Discussion: Findings reveal that the application of constructivist-based instructional models in Arabic language education at the higher education level significantly contributes to enhancing the quality of the learning process and outcomes. The development of instructional materials based on constructivism also yields significant positive impacts, enhancing students' Arabic language proficiency and fostering more meaningful learning experiences. Conclusions and Implications: The conclusions affirm that the constructivist approach is effective in enhancing Arabic language education in the academic environment of higher education, particularly within the context of Arabic language education.
Cultivating Unity, Soft Skills, and Arabic Proficiency among Students: A Comprehensive Exploration of Mukhayyam al-Lughah al-Arabiyah Program Muhammad Jundi; Dalle, Muhammad; Safwan Rehan
LISANIA: Journal of Arabic Education and Literature Vol. 8 No. 1 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v8i1.58-82

Abstract

This study aims to capture an Arabic language immersion program (Mukhayyam al-Lughah al-Arabiyyah) by exploring the significance and meaning it holds for the students in-depth. The research focus extends beyond the impact of this activity on Arabic language proficiency alone, considering various related aspects as well. Utilizing a qualitative approach, this research gathered data through deep interviews with several students, participant observations, and documentation. Findings revealed: 1) Mukhayyam serves as a vital annual program, aiming to introduce Arabic language and culture to new students through immersive learning experiences. Through careful planning, involving student committees and departments, the program ensures the quality of activities and materials. 2) The implementation of Bī’ah Lughawiyah in Mukhayyam emphasizes the importance of creating a language-immersive environment where participants are required to communicate solely in Arabic throughout the program. The strict adherence to language rules, consistent supervision, and involvement of proficient Arabic speakers contribute to its successful establishment, promoting effective language acquisition and communication skills among participants. 3) There is a multifaceted significance of Mukhayyam for students. Uncovering its role in fostering camaraderie, forming and strengthening familial bonds, facilitating self-expression for students, and improving students' soft skills. By providing a platform for meaningful interactions and fostering a familial atmosphere, Mukhayyam contributes significantly to students' holistic academic and non-academic development.
ARABIC PROGRAM MANAGEMENT IN MODERN ISLAMIC BOARDING SCHOOL: A COMPARATIVE CASE STUDY Della Ayu Syafira; Maskuri, Maskuri; Muhammad Jundi; Suleman D. Kadir
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 6 No. 2 (2025): Lahjah Arabiyah - July 2025
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v6i2.133-154

Abstract

The increasing demand for Arabic proficiency among students in Islamic boarding schools highlights the need to investigate the management of Arabic language programs to ensure effective learning outcomes. This study addresses the importance of investigating the management of Arabic language programs in Islamic boarding schools. Specifically, it focuses on Mambaus Sholihin and Al-Falah, renowned pesantrens with exceptional Arabic language programs in their respective regions. By comparing the planning, implementation, and evaluation aspects of these programs, valuable insights can be derived both internally and externally. Using a qualitative descriptive approach, this research employs a comparative case study design, utilizing data collection methods such as observation and interviews. The data is analyzed through transcription, data reduction, and integration of interview and observation data. The reasearch finds: 1) Planning: The program is systematically designed in both institutions. There are variations in the forms of learning activities between the two institutions, but the learning objectives are the same. The selection process for tutors differs between the pesantrens. 2) Implementation: The program is implemented using direct and drill methods in both institutions. Although the learning materials differ, they are aligned with the curriculum of Pondok Modern Gontor. The use of electronic media in learning is limited and infrequent. 3) Evaluation: The evaluation of both program and learning in both institutions is lacking structured and systematic approaches, resulting in a lack of measurable progress in learning. The planning and implementation of Arabic language programs at Al-Falah are more responsive to student needs compared to Mambaus Sholihin. However, both institutions lack optimal evaluation and rely on subjective observations, highlighting the need for objective evaluation methods.
Which Online Quiz Platform Works Best for Arabic at Senior High School?: A Comparative Empirical Study of Blooket, Quizizz, Wordwall, and Kahoot Doni, Chaterina Puteri; Hasibuan, Renni; Muhammad Jundi; Saleh, Sriwahyuningsih R; Pakaya, Nurul Aini; Sarif, Suharia
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.11637

Abstract

Gamification has emerged as a transformative approach in language education, especially for digitally native senior high school students who thrive in interactive and engaging environments. This study presents a comparative empirical analysis of four gamified online interactive quiz platform (Blooket, Quizizz, Kahoot, and Wordwall) in their effectiveness for Arabic language learning at senior high school. Leveraging a quasi-experimental pretest-posttest design, thirty-eight students were divided into experimental and control groups based on existing classes. After a five-session intervention, a 30-item posttest was administered, and the results were statistically analyzed using paired sample t-test and one-way ANOVA. The results showed no significant differences in post-test scores across the four platforms, indicating comparable effectiveness in supporting student learning outcomes. However, t-test results revealed a greater score improvement with Blooket, a finding consistent with students’ strong preference for this platform. The higher engagement offered by Blooket’s varied and complex gamification features suggests that platform design may substantially influence learner motivation and performance, in line with existing literature on gamified learning environments. This study enriches the discourse on game-based learning (GBL), emphasizing the value of digital tools in fostering effective and enjoyable classroom experiences.
Co-Authors Adam, Muhammad Zikran Ali, Ibadurrahman Dalle, Muhammad Della Ayu Syafira Desi Asmarita Dewi Chamidah Doni, Chaterina Puteri Haerullah, Ira Safira Hasibuan, Renni Ibadurrahman Ali Kadir, Suleman Laubaha, Siti Aliyya Maskuri Maskuri Moh. Aldi Fitrah Muhammad Dalle Muhammad Zikran Adam Pakaya, Nurul Aini Ranita Sari Safwan Rehan Sarif, Suharia Sriwahyuningsih R Saleh Suleman D. Kadir Yuslin Kasan Zaharo, Zaharo Zaki Abouelnasr Elbaghdadi