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Analysis of the Development Needs for AI-Based Electronic Arabic Teaching Materials Salim, Irfan; Elfizawati, Elfizawati; Jannah, Roudhotul; Khaeroni, Khaeroni
al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 16 No. 1 (2024): June 2024
Publisher : Jurusan Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Institut Agama Islam Negeri Sultan Maulana Hasanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v16i1.9878

Educators and instructors need to prepare various elements necessary for developing teaching materials by incorporating AI to create engaging, effective, and efficient learning. This research aims to describe the requirements in developing AI-based teaching materials that align with the needs of students and the instructional approaches utilized. The subjects involved in this study are students from the Faculty of Education and Arabic Language lecturers. A qualitative approach is employed to describe the research objectives. The study reveals that students' understanding of Arabic language learning falls within the moderate category; instructors develop AI-based teaching materials to assist students in comprehending the subject matter, concretizing abstract concepts, supplementing reading materials or references, creating an engaging learning environment, and enhancing interaction during the learning process. Constraints in implementing AI-based teaching materials can be categorized into physical and non-physical resources; however, the supporting facilities and infrastructure for implementing AI-based teaching materials are deemed sufficient.

Taṣawwur Mu‘allimī Al-Lughah Al-‘Arabiyyah fī Taṭbīq Al-Manhaj Al-Mustaqill fī Bantan Salim, Irfan; Daniyah, Dede Nur Ufi
al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 17 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v17i1.11535

This study aims to identify Arabic language teachers' views regarding the implementation of an independent curriculum to instruct Arabic in Banten. These include teachers' awareness, acceptability, and assessment of the curriculum, and the factors and barriers faced in its implementation. Under a qualitative descriptive design, data were collected via observations, open-ended questionnaires, interviews, and documents. The results indicate that teachers' attitudes are positive and cooperative in general. Although there are some variations in comprehension and readiness, most teachers appreciate the independency and usability of the independent curriculum, especially regarding providing space for creativity and contextualization. Training experience, initiative on the part of individuals, support from the school principals, and accessibility of facilities are found to be the factors contributing to successful implementation. Nevertheless, it is limited by limited teaching hours, differences in the backgrounds of students, low learning motivation, and a lack of special preparatory training to instruct the Arabic language. In overcoming these, teachers employ creative teaching approaches and improve on teamwork among themselves. The initiative is to be applied as a point of reference for policymakers, schools, and teachers to further enhance the implementation of the independent curriculum in Arabic language instruction.

Taṣawwur Mu‘allimī Al-Lughah Al-‘Arabiyyah fī Taṭbīq Al-Manhaj Al-Mustaqill fī Bantan Salim, Irfan; Daniyah, Dede Nur Ufi
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 17 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v17i1.11535

This study aims to identify Arabic language teachers' views regarding the implementation of an independent curriculum to instruct Arabic in Banten. These include teachers' awareness, acceptability, and assessment of the curriculum, and the factors and barriers faced in its implementation. Under a qualitative descriptive design, data were collected via observations, open-ended questionnaires, interviews, and documents. The results indicate that teachers' attitudes are positive and cooperative in general. Although there are some variations in comprehension and readiness, most teachers appreciate the independency and usability of the independent curriculum, especially regarding providing space for creativity and contextualization. Training experience, initiative on the part of individuals, support from the school principals, and accessibility of facilities are found to be the factors contributing to successful implementation. Nevertheless, it is limited by limited teaching hours, differences in the backgrounds of students, low learning motivation, and a lack of special preparatory training to instruct the Arabic language. In overcoming these, teachers employ creative teaching approaches and improve on teamwork among themselves. The initiative is to be applied as a point of reference for policymakers, schools, and teachers to further enhance the implementation of the independent curriculum in Arabic language instruction.

Teacher Perceptions and Practices of Tajwid and ‘Ilm al-Aṣwāt in Arabic Pronunciation Instruction: A Case Study at Madrasah Ibtidaiyah Faturohman, Muhammad Miftah; Athallah, Muhammad Hanif; Marlina, Lina; Salim, Irfan
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 18 No. 1 (2026): June 2026
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v18i1.12959

Effective Arabic pronunciation instruction at the primary education level relies heavily on how teachers conceptualize both traditional recitation rules (tajwid) and modern linguistic frameworks ('ilm al-aswat). Investigating teacher perceptions and practices is, therefore, critical to optimizing pedagogical approaches and ensuring a balanced integration of religious and communicative language skills. This study aims to analyze teachers' perceptions and practices regarding tajwid and 'ilm al-aswat in Arabic language learning at the Madrasah Ibtidaiyah level, as well as to examine the degree of alignment between them. The study employed a qualitative case study design, focusing on an Arabic teacher at MI Yayasan Putri Siti Hajar as the research subject. Data were collected through in-depth interviews and classroom observations and analyzed using data reduction, data display, and conclusion-drawing techniques. The findings reveal that the teacher has a strong perception of tajwid as the primary foundation for pronunciation, but lacks awareness of 'ilm al-aswat as a broader linguistic framework. In practice, phonological elements are implicitly present through tajwid-based approaches, such as pronunciation drills and imitation methods; however, the learning process remains intuitive and unsystematic. The dominance of the qawā‘id wa tarjamah method and reliance on textbooks further limit innovation and the development of communicative competence. These findings indicate partial alignment between perception and practice, yet also reveal a conceptual gap in which phonological practices are not supported by adequate scientific understanding. Therefore, integrating tajwid as a phonetic foundation with 'ilm al-aswat as a linguistic framework is essential to achieve more systematic, comprehensive, and communicative Arabic language learning.

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