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All Journal AT TA´DIB Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Ijaz Arabi Journal of Arabic Learning Alsuna: Journal of Arabic and English Language Saliha : Jurnal Pendidikan dan Agama Islam ALSINATUNA Al-Manar : Jurnal Komunikasi dan Pendidikan Islam Al-Misbah : Jurnal Islamic Studies Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Al-Bidayah: Jurnal Pendidikan Dasar Islam Alsina : Journal of Arabic Studies Ihtimam : Jurnal Pendidikan Bahasa Arab Jurnal Kajian Islam Interdisipliner Alsinatuna At Turots: Jurnal Pendidikan Islam
Cahya Edi Setyawan
STAI Masjid Syuhada Yogyakarta
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PENGEMBANGAN BAHAN AJAR BAHASA ARAB DENGAN PENDEKATAN KEMAHIRAN BERBICARA M Kholison; Aidillah Suja; Cahya Edi Setyawan; Ramandha Rudwi Hantoro
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab Vol. 4 No. 1 (2023): Lahjah Arabiyah - January
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/lahjah.v4i1.90-102

Abstract

Teaching materials are one the crucial elements in the execution of the learning process, so an educator must be able to put up their best efforts to present teaching materials that can support learning goals. Teaching materials serve as a source of knowledge and media for learning, which is something that is crucial, especially to boost learning effectiveness and meet learning goals quickly and effectively. Education professionals must put the most effort into the preparation of teaching materials since they can utilize them to define the direction and goals of learning outcomes. As a result, the creation of teaching materials is crucial to the process of learning and teaching. There have been certain schools where learning Arabic has not been successful or efficient, particularly at the junior high school level. This is brought on by the wide range of educational backgrounds and limited Arabic proficiency of the students. Teachers and students therefore require educational tools that can enhance learning in order to address learning issues that may arise. The creation of instructional resources that are in line with student requirements and learning objectives is one of the learning innovations that may be used to address the aforementioned issues. In order to improve students' speaking abilities, this study intends to provide Arabic teaching materials.
Role of AI Assistance In Academic Writing: A Case Study of Arabic Language Students From Prompt To Publication Cahya Edi Setyawan; Hunainah; Nurhapsari Pradnya Paramita; Widi Astuti; Siti Rauhillah; Ahmad Taufiq
ALSINATUNA Vol 10 No 2 (2025): June 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v10i2.10928

Abstract

This research aims to explore in depth how students of the Arabic Language Education Study Program utilize artificial intelligence (AI) in the academic writing process, and how such practices reshape pedagogical, cognitive, and ethical dimensions within higher education. This research use qualitative approach with an exploratory-interpretive case study design, data were collected through semi-structured interviews, limited participant observations, and analysis of student manuscripts before and after AI-assisted revisions. The findings reveal that students employ AI across three core functions: as a catalyst for  conceptual development and structural planning, as a linguistic and cohesive revision tool, and as a facilitator of academic self-efficacy. However, significant ethical dilemmas emerge, including ambiguity in intellectual attribution, unclear boundaries of AI contribution, and the absence of institutional regulation. Patterns of AI interaction varied by institutional context: reflective at UIN Sunan Kalijaga Yogyakarta, pragmatic at Universitas Muhammadiyah Yogyakarta, and philosophical at STAI Masjid Syuhada. This research recommends the development of AI literacy and digital ethics curricula, along with clear institutional policies regarding the use of AI in academic writing. Additionally, continuous training and equitable digital access are needed to ensure that AI integration occurs fairly and reflectively.
CAF Dimensions As Measures Of University Students’ Writing Proficiency In Arabic As A Foreign Language Syaifullah Syaifullah; Rumpoko Setyo Jatmiko; Malia Fransisca; Ahdiyat Mahendra; Atin Kurniawati; Cahya Edi Setyawan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.37691

Abstract

Writing in Arabic remains a persistent challenge for non-native university learners, primarily due to the interplay between structural limitations and affective barriers—an intersection that has received limited integrative investigation. This study aims to identify and analyze the main obstacles faced by students in Arabic academic writing using the CAF (Complexity, Accuracy, Fluency) framework, as conceptualized by Barrot and Agdeppa (2021), which serves as the primary analytical lens. A descriptive-qualitative approach was employed, involving textual analysis of student writing samples and thematic analysis of responses collected through a Google Form questionnaire. The findings reveal that students struggle to construct complex syntactic structures, maintain grammatical accuracy, and sustain coherent idea development. These three dimensions are interdependent and further exacerbated by psychological factors such as fear of making mistakes and low self-confidence. The study concludes that writing difficulties are not purely linguistic but are also shaped by affective and cognitive dimensions. Theoretically, this research contributes to a deeper understanding of the interrelationship between linguistic competence and psychological readiness in academic writing. Practically, the findings offer pedagogical implications for designing more integrative writing instruction that emphasizes syntactic exploration, functional grammar internalization, and the development of metacognitive strategies.
Critical Review of the 2023 Tenth Grade Arabic Textbook for Madrasah Aliyah under Kurikulum Merdeka Siti Fahimatul llmia; Rizqi Karimatul Khilmi; Cahya Edi Setyawan; Maskanah Maskanah
Alsina : Journal of Arabic Studies Vol. 5 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.5.2.20893

Abstract

This research aims to examine the Arabic language textbook for Class linguistic appropriateness and graphic appropriateness. This research method uses descriptive qualitative with content analysis methods. The research results indicate this book is suitable because it meets the content, presentation, language, and graphics criteria. The contents of this book are prepared based on the Independent Curriculum Arabic Learning Outcomes (CP) in madrasas. They are equipped with Pancasila Student Profiles and Raḥmatan lil-‘Ālamīn Student Profiles. The presentation is equipped with picture illustrations appropriate to the student's age level of development. The linguistic aspects in this book have met the criteria, but the language used is considered relatively high for tenth-grade students. In terms of graphics, it is in a suitable category because the book meets all the criteria set for textbook printing.
Implementasi Penilaian Non-Tes Mahārah Kalām: Studi Kasus Multisitus di Perguruan Tinggi Yogyakarta Cahya Edi Setyawan; Zulaeha; Akhsan; Nada Ibrahim Alribdi; Ahmadi M
Alsina : Journal of Arabic Studies Vol. 7 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.7.1.26108

Abstract

Non-test assessment is an evaluation method that focuses on students’ processes and performance in real contexts without relying on written examinations. This study aims to analyze the implementation of non-test assessment in the mahārah kalām (speaking skills) course at three higher education institutions: STAI Masjid Syuhada (STAIMS), Universitas Muhammadiyah Yogyakarta (UMY), and UIN Sunan Kalijaga Yogyakarta (UIN Suka). Employing a multi-site case study with a descriptive qualitative approach, data were collected through in-depth interviews, participatory classroom observations, and analysis of assessment documents and student outputs. The findings reveal diverse strategies tailored to each institution’s characteristics. STAIMS applies a project-based assessment by producing Arabic-language vlogs to enhance communication, creativity, and digital literacy. UMY adopts a process-based approach through simulations and role-play, enabling gradual skill development with direct feedback. UIN Suka relies on intensive muḥādathah and khiṭābah minbarīyah practices to refine fluency and formal rhetoric. All three models are grounded in authentic and performance-based assessment principles, evaluating competence contextually, applicatively, and holistically. This study underscores that diverse approaches can complement one another in developing Arabic speaking proficiency, offering comparative insights into locally adapted pedagogical innovations aligned with learners’ needs and learning contexts.
DESAIN KONSEP PEMBELAJARAN BAHASA ARAB DENGAN MODEL QUANTUM TEACHING Cahya Edi Setyawan; Muhamad Fathoni
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 6 No 1 (2018)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v6i1.1010

Abstract

في عملية تعلم اللغة العربية أن مشكلة تشبع من الطلاب، ومصلحة الطالب في التعلممنخفضة، والطلاب هم بالملل في التعلم، والطلاب لم يهتموا في التعلم، وتجدونصعوبة، خائفون لاستكشاف أنفسهم كل ما كان هناك من الأول حتى الآن منالصعب العثور على الحل، لأن الواقع في تعلم اللغة العربية هذه المرة، المعلم يؤكد فقطكيف الطلاب قادرين على فهم المواد وعلى حفظ قيمة العلامة التجارية كبيرة جداأثناء الامتحان. على الرغم من أن المعلم يعرف بالفعل أن المجال الهدف ليس فقطالتعلم المعرفي، ولكن أيضا العاطفي والنفسي. ولذلك فإن الهدف الأول في التعلم هوكيفية تنمية الطاقة في روح الطلاب من أجل الحصول على رغبة قوية، والعاطفة،والعاطفة عالية في تعلم اللغة العربية. حتى في هذه الورقة تحاول تصميم تعلم اللغةالعربية باستخدام نهج التدريس الكم تهدف إلى تحديد كيفية الفكرة العامة تعلمها،بحيث يكون حقا قادرة على أن تعتمد من قبل المعلمين في الممارسة العملية في هذاالمجال .الكلمات الرئيسية: التدريس الكم، مشاكل التعلم, رغبة قوية
Development of digital based infographic and interactive timeline media for the daulah abbasiyahtopic at SMP IT Harapan Umat Karawang Diah Iskamtini; Indrya Mulyaningsih; Zaenal Masduqi; Cahya Edi Setyawan
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1391

Abstract

This study developed and evaluated a web-based learning medium combining infographics and an interactive timeline for teaching the Abbasid Caliphate (Daulah Abbasiyah) in Grade 8 Islamic Cultural History (SKI) at SMP IT Harapan Umat Karawang. Using the ADDIE research and development framework, the product was created through needs analysis, design, development, implementation, and evaluation. Feasibility was assessed through expert validation of content and media quality, followed by revisions to ensure instructional accuracy and usability. Effectiveness was examined through paired pretest–posttest measures across five parallel classes (A–E), supported by descriptive statistics, paired difference testing, and effect size reporting. Student perceptions were also captured through a questionnaire to document acceptance and perceived usefulness of the media. The findings indicate that the developed media is highly feasible and positively received by students, and overall learning outcomes improved after the intervention, although gains varied across classes. These results suggest that chronology-oriented digital media can support learning of complex historical content, but its impact depends on classroom context and how the media is orchestrated within instructional activities.
Co-Authors Ahdiyat Mahendra Ahmad M Ahmad Taufiq Ahmadi M Aidillah Suja Akhsan Akhsan Akhsan Alam Budi Kusuma Atin Kurniawati Diah Iskamtini Hantoro, Ramandha Rudwi Hunainah Indrya Mulyaningsih M Kholison Mahdir Muhammad Malia Fransisca Maskanah Maskanah Mega Primaningtyas Muhamad Fathoni Muhamad Fathoni Munadi Munadi Nada Ibrahim Alribdi Nurhapsari Pradnya Paramita Rizqi Karimatul Khilmi Rubini Rumpoko Setyo Jatmiko Siti Fahimatul llmia Siti Rauhillah Sugeng Sholehuddin, Sugeng Syaifullah Widi Astuti Zaenal Masduqi Zulaeha