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All Journal JAPRA (Jurnal Pendidikan Raudhatul Athfal) Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Incrementapedia: Jurnal Pendidikan Anak Usia Dini Journal of Early Childhood Education INJURITY: Journal of Interdisciplinary Studies Jurnal Indonesia Sosial Teknologi Journal of Social Science Jurnal Tumbuh Kembang Anak Usia Dini Assessment: Journal Of Counseling Guidance Blantika : Multidisciplinary Journal Interdisciplinary Journal of Advanced Research and Innovation Global Educational Research Review Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak Bulletin of Scientific Research in English Education Islamic Civilization and History Jurnal of Psycholinguistics Itibar: Jurnal Pendidikan Islam Anak Usia Dini. Journal of Early Childhood Islamic Education Glosains: Jurnal Sains Global Indonesia
Hafidhoh, Husnul
Sekolah Tinggi Agama Islam Kuningan, Indonesia
Religion Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Enhancing Arabic Language Competence through Songs and Storytelling in Early Childhood Education: A Case Study at RA Raudhatul Hidayah, Cirebon Fatahillah, Mubarok; Hafidhoh, Husnul
Blantika: Multidisciplinary Journal Vol. 3 No. 12 (2025): Blantika: Multidisciplinary Journal
Publisher : PT. Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/blantika.v3i12.497

Abstract

This study investigates the implementation of songs and storytelling as instructional strategies for Arabic language teaching in early childhood education at RA Raudhatul Hidayah, Cirebon, aiming to examine how these multimodal approaches contribute to children’s linguistic competence, engagement, and socio-emotional development. Employing a qualitative descriptive design, data were gathered through classroom observations over four weeks, semi-structured teacher interviews, and documentation analysis. Participants included twenty children aged 4–6 years and two teachers. Thematic analysis was applied to identify patterns related to language acquisition, engagement, and socio-emotional development. Findings indicate that songs enhance vocabulary retention, pronunciation, and oral expression, while storytelling contextualizes language, supporting comprehension and narrative skills. Children demonstrated increased engagement, motivation, and confidence during learning activities. Teachers affirmed the effectiveness of these methods but reported challenges including limited resources and variability in student participation. The study underscores the importance of multimodal, interactive teaching approaches integrating songs and stories to promote both linguistic and socio-emotional development in early learners. The study concludes that combining songs and storytelling constitutes an effective pedagogical approach for Arabic language learning in early childhood. Recommendations encompass systematic integration into daily curricula, adaptation of materials to developmental stages, and provision of teacher training to enhance instructional effectiveness. These findings contribute to the literature on early childhood Arabic education and offer practical guidance for educators in similar settings.
Digital Financial Management Systems and Transparency Outcomes: A Case Study of ARKAS Implementation in BOS Fund Administration Mubarok Fatahillah; Husnul Hafidhoh
Glosains: Jurnal Sains Global Indonesia Vol. 6 No. 2 (2025): Glosains: Jurnal Sains Global Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/glosains.v6i2.617

Abstract

Background: Transparency in the management of School Operational Assistance (BOS) funds is a critical issue in improving accountability and governance in educational institutions. The Indonesian government has introduced the School Activity Budget Plan Application (ARKAS) as a digital tool to support transparent and accountable financial management at the school level. Aims: This study aims to examine the effectiveness of the ARKAS application in enhancing transparency in the utilization of BOS funds at SMP Khas Kempek Cirebon. Methods: This research employed a quantitative approach. Data were collected through questionnaires, document analysis, and administrative records involving relevant school stakeholders. Statistical analyses were conducted, including validity and reliability tests, classical assumption testing, and simple linear regression to assess the relationship between ARKAS usage and BOS fund transparency. Result: The findings indicate that the implementation of ARKAS has a significant and positive effect on BOS fund transparency. The application facilitates systematic budgeting, accurate reporting, and improved access to financial information, thereby strengthening accountability and stakeholder trust. Conclusion: The ARKAS application plays an important role in improving transparency in BOS fund management. Integrating ARKAS into school financial systems is recommended to enhance governance practices. Future studies are encouraged to examine its long-term impacts and applicability in broader educational contexts
Innovative Strategies in Arabic Language Teaching: Enhancing Communicative Competence in Higher Education Fatahillah, Mubarok; Hafidhoh, Husnul; Barnamij, Najhah
Interdisciplinary Journal of Advanced Research and Innovation Vol. 4 No. 1 (2026): Interdisciplinary Journal of Advanced Research and Innovation
Publisher : Ravine Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58860/ijari.v4i1.97

Abstract

This study examines innovative strategies in Arabic language teaching and their role in enhancing students’ communicative competence in higher education. The research was conducted at Sekolah Tinggi Agama Islam Kuningan, Indonesia, using a qualitative case study design. Data were collected through semi-structured interviews, classroom observation, and document analysis involving Arabic language lecturers, students, and academic stakeholders. The findings indicate that innovative Arabic teaching is reflected in five major aspects: communicative teaching orientation, task-based and collaborative learning, digital media integration, affective support for students’ willingness to communicate, and institutional support for pedagogical transformation. The study shows that communicative competence can be strengthened when Arabic learning moves beyond grammar-translation practices and provides students with meaningful opportunities to use Arabic in interaction, discussion, presentation, and contextual tasks. Digital media and mobile learning resources also support vocabulary acquisition, listening exposure, independent practice, and student engagement, although their effectiveness depends on lecturer readiness and pedagogical integration. The study concludes that innovative Arabic language teaching requires an integrated learning ecosystem involving curriculum alignment, lecturer facilitation, interactive methods, digital resources, communicative assessment, and institutional commitment. These findings contribute to the development of Arabic language pedagogy in Islamic higher education and offer practical implications for improving communicative Arabic instruction in Indonesian higher education contexts.
Artificial Intelligence-Assisted Arabic Language Learning In Islamic Schools: Teachers’ Readiness, Challenges, And Pedagogical Opportunities Mubarok Fatahillah; Husnul Hafidhoh
Journal of Social Science Vol. 7 No. 1 (2026): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v7i1.1068

Abstract

This study investigates the potential of Artificial Intelligence (AI) to enhance Arabic language learning in madrasahs Al Falah. Using a mixed-methods approach, both qualitative and quantitative data were collected to examine the impact of AI on Arabic language education. The qualitative phase involved in-depth interviews, focus groups, and case studies with teachers, students, and administrators, exploring their perceptions, experiences, and challenges related to AI integration. The quantitative phase included a survey assessing attitudes towards AI in language learning. Results reveal that AI offers significant benefits, including personalized learning, real-time feedback, and improved student engagement. However, challenges such as lack of training, insufficient infrastructure, and funding limitations hinder its full implementation. The study concludes that while AI has the potential to revolutionize Arabic education in madrasahs Al Falah, its successful adoption requires addressing these challenges and providing proper support to educators.
Co-Authors 'Aisy, Rihaadatul Alifa Suri Rahmadhina amalia husna, amalia Barnamij, Najhah Cecep Agus Diana, Raden Rachmy El Habib, Nur Handayani, Fitri Febri Haryanto, Toat Hibana Hibana Maoti, Manapiyah Mazidah, Nihayatul Mubarok Fatahillah Muhamad Ansori Mursid Mursid SEFRIYANTI, SEFRIYANTI Susilo Surahman Suyadi Triyana, Triyana Ulfain, Ulfain Yuantini, Gustiana