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All Journal ARABIYAT Shaut Al-'Arabiyah Lisanuna: Jurnal Ilmu Bahasa Arab dan Pembelajarannya 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 IZDIHAR 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 Online Learning in Educational Research 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 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 Mosaic: Jurnal Pengabdian Kepada Masyarakat
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

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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.
Arabic-Only Language Time and Productive Skills in an Indonesian Pesantren Baharun, Segaf; Mukhasibi, Abdullah; Rabbani, Syauqi
لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya Vol. 15 No. 2 (2025): لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya (Juli-Des
Publisher : Fakultas Tarbiyah dan keguruan- UIN Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ls.v15i2.32891

Abstract

ABSTRACT This study examines the effectiveness of Arabic-Only Language Time (AOLT) in enhancing the productive Arabic skills of students at Pesantren Darullughah Wadda’wah in East Java, Indonesia. The research aims to analyze how structured immersion practices influence students’ speaking fluency and writing accuracy within a pesantren sociocultural context. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews, document analysis, and recordings of daily Arabic interactions. The findings indicate that AOLT significantly improves speaking fluency by increasing the frequency of spontaneous communication, fostering peer-driven correction, and reducing learners’ affective barriers. Writing proficiency also improves through greater lexical precision, syntactic accuracy, and enhanced coherence, largely supported by students’ expanded oral expression. The immersive setting of the pesantren characterized by communal discipline, hierarchical peer guidance, and consistent language enforcement plays a central role in amplifying learning outcomes. These results provide empirical evidence that immersive language environments rooted in cultural routines can produce robust linguistic gains. The study contributes to Arabic language pedagogy by highlighting immersion as a viable model for strengthening productive skills in Islamic educational institutions and recommends further research exploring quantitative measurements, digital immersion support, and comparative studies among various pesantren models. Keywords: language immersion; productive skills; Arabic language learning; pesantren environment.
Pengabdian Internasional: Pendampingan Bahasa Arab Dasar Berbasis al-Muḥāwarah al-Yawmiyyah di Malaysia Segaf Baharun; Nur Hanifansyah; Muhamad Solehudin; Moh. Tohiri Habib; Yusuf Arisandi; Syahrul Iswan; M. Yusuf Harun
Mosaic: Jurnal Pengabdian Kepada Masyarakat Vol 2, No 3 (2025): Desember 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/mosaic.v2i3.194

Abstract

Pengabdian internasional ini dilaksanakan sebagai respons terhadap rendahnya keberanian santri dalam menggunakan bahasa Arab secara lisan meskipun telah memiliki hafalan kosakata dasar, serta adanya perbedaan bahasa Melayu–Indonesia yang berpotensi menghambat efektivitas pemahaman. Kegiatan ini dilakukan di Ma’had Tahfiz Darul Ulum (MADU) Negeri Sembilan, Malaysia, dengan tujuan memperkuat keterampilan berbahasa Arab dasar santri melalui pendekatan al-Muḥāwarah al-Yawmiyyah (dialog harian). Pengabdian dilaksanakan pada Agustus–September 2025 (±8 minggu) dengan pendekatan Participatory Action Research (PAR), melibatkan sekitar tiga puluh santri tingkat awal. Materi meliputi penggunaan kata tanya sederhana seperti hal (هل), mādhā (ماذا), ayna (أين), serta pengenalan bentuk fiʿil māḍī dengan dhomir -ta dan -tu. Metode yang digunakan berupa ceramah interaktif, simulasi dialog, dan pendampingan intensif. Hasil kegiatan menunjukkan peningkatan signifikan dalam keberanian santri berbicara, kemampuan menyelaraskan kosakata Melayu dengan padanan Arab, serta terciptanya suasana kelas yang lebih hidup dan komunikatif. Dengan demikian, pengabdian ini berkontribusi pada pengembangan pembelajaran bahasa Arab dasar dalam konteks internasional melalui pendekatan komunikatif dan interkultural. Implikasinya menegaskan pentingnya strategi adaptif yang mengintegrasikan penguasaan kosakata, praktik dialog, dan sensitivitas lintas bahasa sebagai model pengabdian bahasa Arab di Asia Tenggara.
YouTube Content Production for Arabic Language Learning: Cross-National Study Baharun, Segaf; Hanifansyah, Nur; Habib, Moh. Tohiri; Arifin, Ahmad; Syaifullah, Muhammad; Faqihah, Nur Aina
Online Learning In Educational Research (OLER) Vol. 6 No. 1 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i1.982

Abstract

This study employs a mixed-methods approach to examine the pedagogical value of learner-generated YouTube videos in Arabic language instruction in Islamic senior secondary schools across Malaysia and Indonesia. The study involved 240 non-native Arabic learners, with 120 participants from each country, and investigated the impact of video production on Arabic language proficiency, learner autonomy, and digital literacy over a sixteen-week period. Quantitative data were collected through standardized pre–post proficiency tests, autonomy and digital literacy scales, while multimodal content analysis was conducted on 240 purposively selected videos from a validated corpus of 600 YouTube uploads that followed structured production cycles. The findings revealed statistically significant improvements in overall Arabic language proficiency in Malaysia (d = 0.86) and Indonesia (d = 0.76), with particularly strong gains in speaking skills in Malaysia (d = 1.04) and Indonesia (d = 0.94). Learner autonomy and digital literacy competencies also showed significant improvement. Regression analysis indicated that production frequency and participation in feedback processes significantly predicted improvements in speaking proficiency and learner autonomy. The content analysis identified cultural vlogs, language tutorials, and narrative storytelling as the dominant genres, reflecting sociocultural influences across contexts. The study proposes a data-informed model of digital content creation integrating sociocultural interaction, multiliteracies, and self-regulated learning in Arabic CALL contexts
Transformasi Pembelajaran Bahasa Arab di Bulan Ramadhan: Pendampingan Berbasis Psikologi Kognitif dan Afektif Baharun, Segaf; Hanifansyah, Nur; Solehudin, Muhamad; Agustian , Juliari; Habib, Moh. Tohiri; Shalih , Badrus; Mahmudah, Menik
Mosaic: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 1 (2026): April 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/mosaic.v3i1.405

Abstract

 Program Daurah Ramadhan di Pondok Pesantren Darullughah Wadda’wah merupakan momentum strategis untuk mengoptimalkan pembelajaran bahasa Arab melalui pendekatan yang lebih intensif dan terstruktur, program ini selalu diadakan setiap tahun. Kegiatan pengabdian ini bertujuan mentransformasikan pembelajaran mufradat serta meningkatkan keberanian santri dalam merangkai kata dan mengungkapkan gagasan secara lisan melalui pendampingan berbasis psikologi kognitif dan afektif. Program dilaksanakan selama 20 hari dengan melibatkan 28 santri sebagai peserta, menggunakan model pendampingan harian yang menekankan penguatan memori kosakata, latihan perangkaian kalimat sederhana, serta pembinaan motivasi dan regulasi emosi dalam berbicara. Pendekatan kognitif diterapkan melalui teknik repetition, active recall, dan asosiasi makna, sedangkan pendekatan afektif dilakukan melalui penguatan motivasi intrinsik, dukungan emosional, dan praktik berbicara dalam suasana yang suportif. Evaluasi program dilakukan melalui observasi partisipatif, perbandingan kemampuan pra dan pasca intervensi, serta analisis perkembangan mufradat aktif dan perilaku verbal peserta. Hasil menunjukkan adanya peningkatan kemampuan peserta, ditandai dengan kenaikan rata-rata mufradat aktif dari 4,2 menjadi 19,7 kata, serta peningkatan persentase peserta yang mampu berbicara mandiri dari 10,7% menjadi 78,6%. Selain itu, indikator afektif seperti keberanian berbicara dan kepercayaan diri juga mengalami peningkatan yang signifikan. Temuan ini menunjukkan bahwa integrasi pendekatan kognitif dan afektif dalam pembelajaran intensif Ramadhan efektif dalam meningkatkan kompetensi linguistik sekaligus kesiapan psikologis peserta didik.
Exploring Ai-Assisted Transcription as Scaffolding In Arabic Listening Comprehension Baharun, Segaf; Hanifansyah, Nur; Habib, Moh. Tohiri; Mahmudah, Menik; Batrisya , Nur Aunie
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.42312

Abstract

This study examined the effectiveness of AI-assisted transcription as instructional scaffolding for Arabic listening comprehension in Indonesian pesantren, a context where listening skills receive limited pedagogical attention and empirical research on AI-mediated support remains scarce. While previous studies on artificial intelligence in language learning have focused mainly on vocabulary, grammar, or speaking skills in general EFL settings, the pedagogical role of AI transcription in Arabic listening within faith-based education has been largely unexplored. Using a mixed-methods quasi-experimental design, this study involved forty-five male pesantren students (aged 16–18) divided into experimental and control groups during a twelve-week intervention. Quantitative data were collected through standardized Arabic listening pre-tests and post-tests, while qualitative data were obtained from semi-structured interviews, focus group discussions, classroom observations, and transcription usage logs. Quantitative analysis employed paired and independent samples t-tests with effect size calculation (Cohen’s d), whereas qualitative data were analyzed using thematic analysis. The findings indicate that students supported by AI-assisted transcription achieved significantly higher listening comprehension gains (d = 0.42) and reported reduced anxiety, increased confidence, and greater engagement. The study contributed theoretically by extending scaffolding and cognitive load principles to AI-assisted Arabic listening instruction, and practically by offering a culturally grounded model for integrating AI transcription in pesantren classrooms.
Co-Authors Abdul Kholiq Abicandra, Muhammad Nidom Hamami Abidin, Zainal Agustian , Juliari ahmad arifin Akhmad Fauzi Hamzah Al-Farizi, Abdul Qowi Asep Rahmatullah Asep Rahmatullah Atiyah, Nur Adilah Azira, Nurul Batrisya , Nur Aunie Bulhayat Bulhayat Faqihah, Nur Aina 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 Harun, M. Yusuf Maliki, Mu'azam Masnun Masnun Masnun Maturedy, Faris Menik Mahmudah Moh. Tohiri Habib Moh. Tohiri Habib Muhamad Solehudin Muhamad Solehudin Muhammad Imamul Arifin Muhammad Imamul Arifin Muhammad Sofwan bin Harizan Muhammad Solahudin Muhammad Solahudin, Muhammad Muhammad Syaifullah, Muhammad Mukhasibi, Abdullah Munapi Nur Hanifansyah Rabbani, Syauqi Rabbany, Ahmad Syauqi Rahmatullah, Asep Sahri Salsabil, Aufa Hanin Shalih , Badrus Sodikin Sultan Abdus Syakur Sunarko, Asep Suwandi Suwandi Suwandi Suwandi Syaheed, Syarif Muhammad Syahrul Iswan Syakur, Sultan Abdus Syam, Andi Rahmat Umam, Muhammad Khairul Wardana, Mustahar Ali Wildana Wargadinata Yusuf Arisandi Zain, Mohammad Zainal Abidin