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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 Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Al-Uslub: Journal of Arabic Linguistic and Literature Muhadasah : Jurnal Pendidikan Bahasa Arab Fashohah : Jurnal Ilmiah Pendidikan Bahasa Arab Jurnal Lektur Keagamaan TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Jurnal Al-Mashadir: Journal of Arabic Education and Literature 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 Mohuyula : Jurnal Pengabdian Kepada Masyarakat Tribakti: Jurnal Pemikiran Keislaman Tihamah: Jurnal Studi Islam JMPT:Jurnal Manajemen Pendidikan Tihamah Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Mosaic: Jurnal Pengabdian Kepada Masyarakat ATTANWIR: Jurnal Keislaman dan Pendidikan
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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Integrating Arabic Language Pedagogy and Prayer Supplications: Enhancing Khushūʿ through Linguistic Comprehension Segaf Baharun; Moh. Tohiri Habib; Nurin Sakinah
Attanwir : Jurnal Keislaman dan Pendidikan Vol. 17 No. 01 (2026): Maret
Publisher : Institut Attanwir Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53915/attanwir.v17i01.142

Abstract

Arabic has long been recognized as the primary language through which Islamic teachings are conveyed, making it essential for understanding religious texts and devotional practices. In many Islamic educational contexts, however, students often memorize prayer supplications without fully comprehending their linguistic meanings. This gap between recitation and comprehension may limit the development of spiritual concentration (khushūʿ) during prayer. This study explores how Arabic language pedagogy can be integrated with prayer supplications to enhance students’ linguistic understanding and reflective engagement during worship. This research employed a qualitative design conducted at Pondok Pesantren Darullughah Wadda’wah, involving 30 first-grade Tsanawiyah students who regularly participate in Arabic language learning and congregational prayers. Data were collected through classroom observations, semi-structured interviews, and document analysis of instructional materials related to prayer recitations. The collected data were analyzed using the qualitative framework of data reduction, data display, and conclusion drawing. Triangulation was applied to ensure the credibility of the findings. The results reveal that integrating prayer supplications into Arabic language instruction allows students to engage with authentic linguistic materials that are directly connected to their daily religious practices. Teachers explained the lexical meanings, grammatical structures, and contextual significance of selected supplications, enabling students to link linguistic knowledge with spiritual reflection. Interview findings further indicate that students who understand the meanings of the supplications tend to demonstrate greater attentiveness and reflective awareness during prayer. Rather than reciting mechanically, they perceive prayer as meaningful communication with God. The study concludes that integrating Arabic language pedagogy with prayer supplications can simultaneously strengthen linguistic competence and spiritual awareness among students. This approach offers a pedagogical model that bridges Arabic language learning with Islamic devotional practice, particularly in pesantren contexts where language education and religious life are closely intertwined. Keyword : Arabic pedagogy, prayer supplications, linguistic comprehension, spiritual concentration, pesantren education
Transformasi Pembelajaran Bahasa Arab di Bulan Ramadhan: Pendampingan Berbasis Psikologi Kognitif dan Afektif Segaf Baharun; Nur Hanifansyah; Muhamad Solehudin; Juliari Agustian; Moh. Tohiri Habib; Badrus Shalih; Menik Mahmudah
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.
Model Transfer Lintas Bahasa Arab–Inggris dalam Pendampingan Pembelajaran Bahasa Inggris di Pondok Pesantren Ribath Imam Al Ghazali Nur Hanifansyah; Ahmad Makki Lazuardi; Ahmad Qusairi; Muhamad Solehudin; Masnun Masnun; Segaf Baharun; Menik Mahmudah
Mohuyula : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 (2026): Juni
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/mohuyula.5.1.1-6.2026

Abstract

Penguatan kompetensi bahasa Inggris di lingkungan pesantren memerlukan pendekatan yang adaptif terhadap latar belakang linguistik santri, khususnya bagi mereka yang telah fasih berbahasa Arab. Pengabdian ini bertujuan merumuskan dan mengimplementasikan model transfer lintas bahasa Arab–Inggris dalam pendampingan pembelajaran bahasa Inggris dasar di Pondok Pesantren Ribath Imam Al Ghazali selama satu bulan. Pendekatan yang digunakan bersifat partisipatif dan kolaboratif dengan memanfaatkan prinsip cross-linguistic transfer dan scaffolding, di mana struktur dan makna bahasa Arab diaktivasi sebagai jembatan konseptual untuk memahami bahasa Inggris. Kegiatan dilaksanakan melalui tahapan orientasi konseptual, integrasi struktur dasar, pemetaan semantik kosakata, serta praktik komunikatif sederhana, dengan evaluasi melalui observasi, tes pemahaman awal dan akhir, serta angket persepsi peserta. Hasil pengabdian menunjukkan bahwa model transfer lintas bahasa efektif dalam menurunkan beban kognitif awal, mempercepat pemahaman struktur kalimat nominal dan fungsi kata tanya, serta memperkuat penguasaan kosakata dasar melalui pemetaan semantik antara kedua bahasa. Selain itu, pendekatan ini meningkatkan kepercayaan diri santri dalam menggunakan bahasa Inggris secara sederhana. Secara konseptual, pengabdian ini menghadirkan model pedagogis kontekstual bagi pesantren bilingual yang memanfaatkan bahasa Arab sebagai modal linguistik strategis dalam penguatan kompetensi bahasa global. Model ini berpotensi direplikasi pada lembaga pendidikan Islam serupa untuk mendukung pengembangan pembelajaran bahasa asing yang lebih efektif dan berkelanjutan.
Procreate-Based Material Design for Arabic Language Education: A Digital Art Approach to Interactive Learning Segaf Baharun; Muhamad Solehudin; Sultan Abdus Syakur; Aufa Hanin Salsabil; Adham Hasif
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10670

Abstract

This study investigates the pedagogical value of Procreate-based material design for Arabic language education within an Islamic boarding school. Addressing the gap in visually rich, learner-created resources for Arabic, we implemented a four-week mixed-methods intervention with 40 intermediate learners using a station-rotation model (five iPads across five groups). Procreate tasks focused on illustrated vocabulary cards, posters, and short dialogues, grounded in Multimedia Learning and constructivist principles. Quantitative results show significant vocabulary gains from pre-test (M = 62.4, SD = 8.2) to post-test (M = 79.6, SD = 6.9), t (39) = 7.81, p < .001, Cohen’s d = 0.97. Observational indicators of engagement rose 35–47.5% (e.g., peer collaboration = 92.5%, creative initiative = 70% by Week 4). Student surveys indicated high acceptance (overall M = 4.45/5), and external ratings of digital portfolios were strong (overall quality M = 8.4/10), with cultural appropriateness highest (M = 8.9). Qualitative data highlighted increased orthographic awareness, aesthetic-mnemonic effects, and peer-mentored creativity despite device constraints. Findings suggest that Procreate can transform Arabic learning from text-centered delivery to multimodal, culturally grounded creation, enhancing motivation, memory, and participation. Limitations include limited devices and short duration; implications point to scalable integration of digital art for interactive Arabic pedagogy and teacher professional development.
استخدام لعبة "الحية والسلم" في تعليم التصريف الاصطلاحي: حيا نلعب فنحفظ ثم نتعود: The Use of the Snake and Ladder Game as a Medium in Tashrif Ishtilahi Learning Activities Ladders: Let’s Play and Memorize Faris Maturedy; Muhammad Nidom Hamami Abicandra; Segaf Baharun; Wildana Wargadinata
Journal of Arabic Language Teaching Vol. 5 No. 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2252

Abstract

Tashrif Ishtilahi learning at Muhammadiyah Senior High School has become monotonous for students. The teacher implemented a "fun learning" strategy supported by a snakes and ladders game as instructional media to address this issue. This study aims to: describe the use of the snakes and ladders media in Tashrif Ishtilahi instruction, and examine classroom learning activities involving this media. This research adopts a qualitative approach. Data were collected through observation, interviews, and documentation. Observations and interviews were conducted to explore the classroom activities utilizing the Snakes and Ladders media, while interviews specifically captured teachers' responses to these learning activities. Documentation was used to gather visual data during the implementation process. Data were analyzed using Miles and Huberman's model, which involves three stages: data condensation, data display, and conclusion drawing. To ensure data validity, source triangulation was applied. The study yielded two main findings: the snakes and ladders media was designed using Canva, printed on A3 paper, and equipped with four tokens and one die to accommodate group play; and the gameplay resembled that of a conventional snakes and ladders game, with students required to correctly pronounce Tashrif Ishtilahi forms before moving to the next square.
Lexicalization, Ideology, and Identity in Kyai Salih Darat's Javanese Pegon Exegesis of Surah Al-Fatihah: A Critical Discourse Analysis Segaf Baharun; Ali Wafa
Jurnal Lektur Keagamaan Vol 24 No 1 (2026): Jurnal Lektur Keagamaan Vol. 24 No. 1 Tahun 2026
Publisher : Center for Research and Development of Religious Literature and Heritage, Agency for Research and Development and Training, Ministry of Religious Affairs of the Republic of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31291/jlka.v24i1.1413

Abstract

Nineteenth-century Indonesian scholars developed a distinctive mode of ijtihad by producing local Nusantara interpretations of Qur'anic exegesis. Despite extensive research on Javanese tafsir traditions, the systematic study of lexicalization as an ideological and identity-constructing mechanism remains conspicuously absent. This study addresses that gap through Critical Discourse Analysis (CDA), examining how lexicalization constructs the ideology and identity of Islam Jawa (Javanese Islam) within Kyai Salih Darat's Javanese Pegon exegesis of Surah al-Fatihah. The central research question asks: how do lexical choices in Fayd al-Rahman construct Javanese Islamic ideology and identity through the exegesis of Surah al-Fatihah? Using van Dijk's socio-cognitive framework of lexicalization, ideology, and identity, this descriptive qualitative study employs discourse-linguistic analysis of digital manuscripts. The findings disclose three lexicalization patterns: the preservation of Arabic lexical items to maintain the epistemic authority of Qur'anic referents; the adaptation of Javanese honorifics and speech-level terms to recontextualize Islamic ethics within culturally intelligible moral frameworks; and the hybridization of Arabic and Javanese expressions to negotiate localized Muslim identity while preserving doctrinal orthodoxy. These patterns demonstrate that lexicalization functions as a socio-cognitive and discursive mechanism through which religious authority, ideological meanings, and collective identity are simultaneously reproduced in vernacular Qur'anic interpretation. This study extends van Dijk's framework by demonstrating its applicability in a non-Western religious manuscript context and contributes to comparative scholarship on Islam Nusantara
Ta'zir (Punishment) at Islamic Boarding Schools; Between Tradition, Conception, and Shadows of Human Rights Violations: Asep Rahmatullah; Segaf Baharun
Tribakti: Jurnal Pemikiran Keislaman Vol. 34 No. 2 (2023): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v34i2.3517

Abstract

This article examines the practice of Ta'zir, a form of discretionary punishment, within the context of Islamic boarding schools. Ta'zir holds a significant place in Islamic jurisprudence, allowing authorities to determine penalties for offenses not explicitly addressed in religious texts. However, the application of Ta'zir has raised concerns, particularly in the context of Islamic boarding schools, where traditional practices intersect with modern notions of human rights. Drawing upon a multi-disciplinary approach, this study delves into the historical, cultural, and religious aspects of Ta'zir, elucidating its evolution from its inception to its current manifestations within Islamic boarding schools. By analyzing primary sources, legal texts, and case studies, the article underscores the diverse interpretations of Ta'zir and its malleability in adapting to contemporary circumstances. Furthermore, the article critically evaluates the potential conflicts between the traditional practice of Ta'zir and international human rights standards. It examines instances where Ta'zir punishments might be perceived as infringing upon human dignity, bodily integrity, and freedom from cruel, inhuman, or degrading treatment. The study also explores the role of Islamic boarding schools in shaping and perpetuating these practices, considering the interplay between religious education, discipline, and the protection of children's rights. The findings of this research reveal a complex landscape where tradition clashes with modern sensibilities. The article advocates for a nuanced dialogue between religious scholars, educators, and human rights advocates to strike a balance between preserving cultural heritage and upholding universally recognized human rights. It highlights the importance of reinterpretation and contextualization of Ta'zir in line with the principles of justice, mercy, and human dignity as emphasized within Islamic teachings. In conclusion, this article contributes to the ongoing discourse on the compatibility of traditional Islamic practices with contemporary human rights frameworks. It calls for a thoughtful reevaluation of Ta'zir within Islamic boarding schools, promoting an inclusive approach that safeguards both religious heritage and fundamental human rights.
Exploring Arabic Synonyms for Beginner Learners: A Vocabulary-Based Approach Segaf Baharun; Nur Hanifansyah
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.
The I’rab Method of Habib Hasan Baharun: Impact on Arabic Grammar Instruction Segaf Baharun; Muhamad Solehudin; Masnun; Syarif Muhammad Syaheed
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.
Repeat After Me: Affective Scaffolding for Arabic Speaking Fluency Segaf Baharun; Moh. Tohiri Habib; Nurul Azira; Adham Hasif
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.
Co-Authors Abdul Kholiq Abicandra, Muhammad Nidom Hamami Abidin, Zainal Adham Hasif Ahmad Makki Lazuardi Ahmad Qusairi Akhmad Fauzi Hamzah Al-Farizi, Abdul Qowi Ali Wafa Asep Rahmatullah Asep Rahmatullah Asep Rahmatullah Atiyah, Nur Adilah Aufa Hanin Salsabil Badrus Shalih Batrisya , Nur Aunie Bulhayat Bulhayat Faris Maturedy Fauzi Hamzah, Achmad Fawwazul Farisi Haddad, Faishol Hamzah, Akhmad Fauzi Hanafi Hanafi Hasan, Ainul Husein, Achmad Fairuz Husni, Zidan Muhtadin Iswan, Syahrul Jaudi Jaudi Jaudi, Jaudi Juliari Agustian Kholili Hasib, Kholili Khonsa&#039; Nabila M. Solehudin M. Yusuf Harun M. Yusuf Harun, M. Yusuf Maliki, Mu'azam Masnun Masnun Masnun Masnun Maturedy, Faris Menik Mahmudah Moh. Tohiri Habib Moh. Tohiri Habib Moh. Tohiri Habib Muhamad Solehudin Muhamad Solehudin Muhammad Imamul Arifin Muhammad Imamul Arifin Muhammad Nidom Hamami Abicandra Muhammad Sofwan bin Harizan Muhammad Solahudin Muhammad Solahudin, Muhammad Mukhasibi, Abdullah Munapi Nur Aunie Batrisya Nur Hanifansyah Nur Hanifansyah Nurin Sakinah Nurul Azira Rabbani, Syauqi Rabbany, Ahmad Syauqi Rahmatullah, Asep Sahri Salsabil, Aufa Hanin Sodikin Sultan Abdus Syakur Sultan Abdus Syakur Suwandi Suwandi Suwandi Suwandi Syahrul Iswan Syakur, Sultan Abdus Syam, Andi Rahmat Syarif Muhammad Syaheed Umam, Muhammad Khairul Wardana, Mustahar Ali Wildana Wargadinata Yusuf Arisandi Zain, Mohammad Zainal Abidin