Article Per Year (5 Year)
p-Index From 2021 - 2026
7.907
P-Index
This Author published in this journals
All Journal ARABIYAT Shaut Al-'Arabiyah Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Arabi : Journal of Arabic Studies Edukasi Islami: Jurnal Pendidikan Islam Tribakti: jurnal pemikiran keIslaman An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Jurnal Pendidikan Islam International Journal of Arabic Language Teaching IJALT Kalamuna Al-Uslub: Journal of Arabic Linguistic and Literature Muhadasah : Jurnal Pendidikan Bahasa Arab Fashohah : Jurnal Ilmiah Pendidikan Bahasa Arab TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Jurnal Al-Mashadir: Journal of Arabic Education and Literature Journal of Arabic Education, Linguistics, and Literature Studies Adabuna: Jurnal Pendidikan dan Pemikiran Al-Jadwa: Jurnal Studi Islam Lahjatuna: Jurnal Pendidikan Bahasa Arab Jurnal Pendidikan Islam ARKHAS: Journal of Arabic Language Teaching Journal of Arabic Language Learning and Teaching Journal of Language Intelligence and Culture Pelita: Jurnal Studi Islam Mahasiswa UII Dalwa Al Mu'azarah: Jurnal Pengadian kepada Masyarakat Mosaic: Jurnal Pengabdian Kepada Masyarakat Tribakti: Jurnal Pemikiran Keislaman Tihamah: Jurnal Studi Islam JMPT:Jurnal Manajemen Pendidikan Tihamah Efada : Jurnal Pengabdian Masyarakat Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Baharun, Segaf
Universitas Islam Internasional Darullughah Wadda'wah
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

Published : 55 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 55 Documents
Search

 2   3   4   5   6 
Living the Language: Self-Regulated Arabic Usage among Pesantren University Students in Indonesia Baharun, Segaf; Habib, Moh. Tohiri
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.04

Abstract

Arabic language education in pesantren-based Islamic universities increasingly emphasizes self-regulated learning to encourage authentic language use beyond formal classrooms. However, empirical evidence on how learners independently sustain Arabic across social, academic, and digital domains remains limited, particularly in Islamic higher education contexts. This study examines the extent of self-regulated Arabic usage and identifies motivational, social, and digital factors supporting learner autonomy among university students in Indonesia. Using a convergent mixed-methods design, data were collected from 60 undergraduate students at Darullughah Wadda’wah International Islamic University, a pesantren-based institution in Pasuruan, East Java, Indonesia, through questionnaires, interviews, and observations. The findings reveal that 65% of students use Arabic daily in informal interaction, religious activities, and digital communication. Advanced learners show higher autonomous engagement (78.6%) compared to intermediate (64.0%) and beginner students (52.4%). Integrative motivation, peer support, and engagement with Arabic digital religious content significantly predict independent language use, while spontaneous oral production remains the main challenge. The study concludes that Arabic functions as a lived linguistic, academic, and spiritual identity practice in pesantren-based Islamic higher education. Practically, it recommends strengthening peer-supported language immersion and Arabic-based digital environments to sustain learner autonomy beyond classroom instruction.
Exploring the Efficacy of Kitab Al-Af'al Al-Yawmiyyah in Arabic Language Acquisition among Malaysian Female Students Baharun, Segaf; Arisandi, Yusuf; Husein, Achmad Fairuz; Salsabil, Aufa Hanin
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 27 No 2 (2025): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v27i2.343-362

Abstract

This study investigates the efficacy of Kitab al-Afʿāl al-Yawmiyyah in enhancing Arabic language acquisition among Malaysian female students. Using a quasi-experimental mixed-methods design, the study involved 30 intermediate-level students in a Kedah Islamic boarding school participated in a six-week program centered on daily verb use with a focus on feminine forms. Data were collected through pre- and post-tests, classroom observations, and semi-structured interviews. Quantitative analysis showed a significant increase in vocabulary mastery, with post-test scores yielding a large effect size (Cohen’s d = 1.78). Qualitative findings revealed that the kitab strengthened students’ confidence, raised awareness of gender-appropriate verb forms, and encouraged consistent use of the feminine plural suffix -na in oral communication. The study concludes that Kitab al-Afʿāl al-Yawmiyyah is an effective and identity-affirming resource for promoting inclusive and accurate Arabic pedagogy for female learners in Malaysia.
Exploring Arabic Synonyms for Beginner Learners: A Vocabulary-Based Approach Baharun, Segaf; Hanifansyah, Nur
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol 6 No 1 (2026): JANUARI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i1.4316

Abstract

Abstract: This study explores the pedagogical role of synonym-based vocabulary instruction in Arabic language learning for beginner students. Vocabulary is widely recognized as the foundation of second language acquisition, yet the systematic teaching of synonyms has received limited attention in Arabic pedagogy. The aim of this study is to investigate how synonyms can be effectively introduced to novice learners and to assess their impact on lexical competence and communicative readiness. Employing a qualitative descriptive approach, the research was conducted at Pondok Pesantren Darullughah Wadda’wah, Pasuruan, Indonesia, with a focus on 30 newly enrolled students who had minimal prior exposure to Arabic. Data were collected through classroom observations, semi-structured interviews, and focus group discussions with students, as well as teacher interviews and supporting teaching materials. Thematic analysis, based on Miles and Huberman’s framework, identified three key findings: first, semantic grouping of synonyms such as ???–???, ???–???, and ???–???? enhanced students’ comprehension of nuanced meanings; second, synonym learning improved vocabulary recall by associating multiple words with a single concept; and third, students expressed greater confidence and inclusivity in oral communication when exposed to lexical alternatives. The results confirm that synonym-based instruction is not merely an enrichment activity but a fundamental strategy to deepen lexical knowledge and foster communicative competence at the beginner level. This study contributes to bridging the gap between semantic theory, computational approaches to synonymy, and practical pedagogy, offering practical implications for Arabic curriculum design and classroom practice.
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency Baharun, Segaf; Habib, Moh. Tohiri; Azira, Nurul; Hasif , Adham
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 1 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i1.413

Abstract

Despite the widespread use of repetition in Arabic speaking instruction, empirical research examining its affective scaffolding dimension particularly teacher vocal modulation as an emotional and psychomotor support remains limited.This study investigates the role of affective scaffolding in enhancing Arabic speaking fluency through the “Repeat After Me” technique in a pesantren-based classroom. Using a quasi-experimental mixed-method design, sixty male students were divided into experimental and control groups over eight weeks of instruction. The experimental group received teacher-guided vocal scaffolding involving tone modulation, rhythmic pacing, and empathetic feedback, while the control group practiced standard repetition. Quantitative results revealed significant improvements in fluency (Cohen’s d = 0.89) and a notable reduction in language anxiety among the experimental group. Qualitative findings from interviews indicated that collective repetition fostered emotional safety, enjoyment, and imitation of native-like pronunciation, despite physical fatigue. The integration of affective and psychomotor elements transformed repetition into an engaging, embodied learning process that strengthened confidence and rhythmical accuracy. This study concludes that teacher vocal modulation functions as both an emotional regulator and a psychomotor model, offering a holistic framework for Arabic language pedagogy that unites sound, emotion, and bodily expression.
The I’rab Method of Habib Hasan Baharun: Impact on Arabic Grammar Instruction Baharun, Segaf; Solehudin, Muhamad; Masnun; Syaheed, Syarif Muhammad
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v1i1.2636

Abstract

Mastering Arabic syntax (nahwu), particularly the system of i‘rab (case inflection), poses persistent challenges for non-native learners in Islamic boarding schools (pesantren). This study investigates the pedagogical design and instructional impact of Kitab I’rab authored by Habib Hasan Baharun, founder of Pondok Pesantren Darullughah Wadda’wah (Dalwa), Indonesia. Employing a mixed-methods approach, the research involved 120 intermediate-level students and Arabic teachers through observations, interviews, and questionnaires. The findings reveal that the I’rab Method promotes grammatical awareness, student engagement, and instructional clarity through simplified explanations, contextual examples, and emotionally resonant content. This method contrasts sharply with traditional models by aligning with constructivist theory and integrating multimodal, affective, and cultural learning dimensions. The study concludes that the Kitab I’rab serves as an effective localized grammar tool that bridges classical Arabic rigor with contemporary learner needs. Its practical application offers a replicable model for other pesantren and Islamic institutions seeking to revitalize Arabic grammar education.
Co-Authors Abdul Kholiq Abicandra, Muhammad Nidom Hamami Abidin, Zainal Akhmad Fauzi Hamzah Al-Farizi, Abdul Qowi Asep Rahmatullah Asep Rahmatullah Atiyah, Nur Adilah Azira, Nurul Bulhayat Bulhayat Fauzi Hamzah, Achmad Fawwazul Farisi Haddad, Faishol Hamzah, Akhmad Fauzi Hanafi Hanafi Hasan, Ainul Hasif , Adham Husein, Achmad Fairuz Husni, Zidan Muhtadin Iswan, Syahrul Jaudi Jaudi Jaudi, Jaudi Kholili Hasib, Kholili Khonsa' Nabila M. Solehudin M. Yusuf Harun, M. Yusuf Maliki, Mu'azam Masnun Masnun Masnun Maturedy, Faris Menik Mahmudah Moh. Tohiri Habib Muhamad Solehudin Muhammad Imamul Arifin Muhammad Imamul Arifin Muhammad Sofwan bin Harizan Muhammad Solahudin Muhammad Solahudin, Muhammad Munapi Nur Hanifansyah Rabbany, Ahmad Syauqi Rahmatullah, Asep Sahri Salsabil, Aufa Hanin Sodikin Sultan Abdus Syakur Sunarko, Asep Suwandi Suwandi Suwandi Suwandi Syaheed, Syarif Muhammad Syakur, Sultan Abdus Syam, Andi Rahmat Umam, Muhammad Khairul Wardana, Mustahar Ali Wildana Wargadinata Yusuf Arisandi Zain, Mohammad Zainal Abidin