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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Al Mahara: Jurnal Pendidikan Bahasa Arab Kilmatuna: Journal Of Arabic Education Ummul Qura : Jurnal Ilmiah Institut Pesantren Sunan Drajat (INSUD) Lamongan Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Ghaitsa: Islamic Education Journal Funun Arabiyyah: Journal of Arabic Education and Literature Annusfy JIPENDIKA: Jurnal Inovasi Pembelajaran dan Pendidikan Tashfiyatuna: Jurnal Pendidikan Keislaman Lughoti: Jurnal Pendidikan Bahasa Arab
Arif Widodo
Universitas Sunan Drajat Lamongan, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Social Sciences Other

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Pembelajaran Bahasa Arab Berbasis Youtube untuk Meningkatkan Keterampilan Istima’ Arif Widodo
Kilmatuna: Journal Of Arabic Education Vol. 6 No. 1 (2026): April : KILMATUNA: Jurnal Pendidikan Bahasa Arab
Publisher : Institut Pesantren Sunan Drajat Lamongan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/pba.v6i1.2839

Abstract

: Perkembangan teknologi digital telah membawa perubahan signifikan dalam praktik pembelajaran bahasa, termasuk dalam pembelajaran bahasa Arab. Salah satu platform digital yang banyak digunakan dalam pembelajaran bahasa adalah YouTube. Platform ini menyediakan berbagai konten audiovisual yang dapat dimanfaatkan sebagai sumber belajar yang autentik. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran bahasa Arab berbasis YouTube dalam meningkatkan keterampilan istima’ (listening skill) Mahasiswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data penelitian diperoleh melalui observasi kelas yang diikuti oleh Mahasiswa, serta dokumentasi proses pembelajaran. Analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan YouTube dalam pembelajaran bahasa Arab mampu meningkatkan keterampilan istima’ Mahasiswa melalui tiga aspek utama, yaitu penyediaan input bahasa yang autentik, peningkatan motivasi belajar Mahasiswa, dan fleksibilitas akses pembelajaran. Selain itu, penggunaan video pembelajaran membantu Mahasiswa memahami konteks komunikasi bahasa Arab secara lebih konkret melalui dukungan visual dan audio secara bersamaan. Penelitian ini juga menemukan bahwa integrasi YouTube dengan metode pembelajaran konvensional dapat menciptakan lingkungan belajar yang lebih interaktif dan kontekstual. Dengan demikian, pemanfaatan YouTube sebagai media pembelajaran dapat menjadi alternatif inovatif dalam meningkatkan kualitas pembelajaran bahasa Arab, khususnya dalam pengembangan keterampilan istima’
Arabic Language Learning Based on Local Wisdom within the Framework of Global Citizenship Education Arif Widodo
Jurnal Inovasi Pembelajaran dan Pendidikan Vol. 1 No. 1 (2025): Jurnal Inovasi Pembelajaran dan Pendidikan
Publisher : CV. Berkah Cakrawala Inspirasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66959/p063bf34

Abstract

Arabic language learning in pesantren (Islamic boarding schools) generally focuses on understanding linguistic structures and analyzing traditional religious texts, while the integration of relevant values and global issues remains minimal. This research aims to conceptually explore the possibility of incorporating the local wisdom of pesantren into Arabic language teaching as a means to strengthen Global Citizenship Education. The research method employed is a literature study, examining international journal articles, research books, reports from international agencies, and studies related to pesantren education and language pedagogy. The findings indicate that the values of pesantren local wisdom such as tawassuth (moderation), tasamuh (tolerance), musyawarah (deliberation), and tata krama (etiquette) possess strong relevance to the cognitive, socio-emotional, and behavioral dimensions of GCE. The novelty of this research resides in the integrative synthesis of Arabic language learning, pesantren local wisdom, and Global Citizenship Education, while its originality is reflected in positioning the pesantren as an alternative locus for global education that remains under-explored in international discourse.
Integrating Artificial Intelligence in Arabic Language Pedagogy: Toward a Human - AI Collaborative Framework for Indonesian Higher Education Arif Widodo; Norhayati Binti Hj Abd Karim
Funun Arabiyyah: Journal of Arabic Education and Literature Vol. 2 No. 2 (2026): Funun Arabiyyah: Journal of Arabic Education and Literature
Publisher : Yayasan Mutiara Hati Moeslem

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64131/fununarabiyyah.v2i2.144

Abstract

Advances in generative artificial intelligence (GenAI) have brought about significant changes in higher education practices, including in the teaching of Arabic. Technologies based on large language models (LLMs), such as ChatGPT, offer the ability to generate text, provide feedback, simulate conversations, assist with translation, develop learning materials, and support more personalised learning. This article aims to analyse the paradigm shift in Arabic language pedagogy within Indonesian higher education resulting from the development of artificial intelligence, and to formulate a pedagogical framework that positions AI as a cognitive and pedagogical partner, rather than a substitute for lecturers. The research employs an integrative literature review approach, examining scholarly literature on artificial intelligence in education, generative AI, AI-assisted language learning, ChatGPT in higher education, AI literacy, and Arabic language education. The literature was selected based on conceptual relevance, academic quality, the presence of a DOI, and its contribution to the discussion of Arabic language pedagogy. The findings of the study indicate that the integration of AI opens up opportunities in five key areas of transformation: personalised learning, enhanced interactivity and language practice, automated feedback, the development of adaptive materials and assessments, and the promotion of learner autonomy. This study contributes to the development of the discourse on Arabic language pedagogy by offering a conceptual framework for the integration of AI that is critical, ethical, human-centred, and relevant to the nature of higher education in Indonesia.
Islamic Values-Based Learning to Improve Arabic Language Proficiency Using the Guided Reading Strategy and the Snowball Throwing Model at Madrasah Mamba’ul Ulum Dagan Arif Widodo; Isna Finurika; Yufridal Fitri Nursalam; Rahmat Iswanto
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2957

Abstract

This classroom action research investigated the implementation of Islamic value-based Arabic learning through the integration of Guided Reading and Snowball Throwing to improve students’ Arabic speaking proficiency (maharah al-kalām) at class VII of MTs Mamba’ul Ulum Dagan, Lamongan. The study involved 27 students and was conducted in two cycles using the planning, action, observation, and reflection procedures. Guided Reading was positioned as an input stage that scaffolded students’ comprehension, pronunciation, and vocabulary acquisition, while Snowball Throwing functioned as an interactive output stage that stimulated oral question-and-answer, participation, confidence, and peer interaction. The instructional process was contextualized through Islamic classroom values such as greeting, prayer, respectful communication, mutual encouragement, and moral reinforcement. The findings show a consistent improvement in speaking performance. The mean score increased from 66 in the pre-cycle to 71 in Cycle I and 86 in Cycle II. Learning mastery rose from 25% to 40% and reached 100% in Cycle II. Teacher activity increased from 82% to 97%, while student activity increased from 80% to 93%. The study indicates that combining guided literacy input with playful cooperative oral practice can create an active, communicative, and value-oriented Arabic classroom. The practical implication is that Arabic teachers in madrasah can use the two-stage design to bridge comprehension and production while simultaneously cultivating confidence, cooperation, discipline, and adab in language learning.
Co-Authors Ahmad Assyayud Al-Irsyad Ahmad Bagus Sugiantoro Alfina Nuris Sa'adah Alifa Nur Indah Sari Arif Satria Arif Satria Eli Safitri Eva Zahrotus Sa’adah Hana Chebaiki Hana Chebaiki Hasan Abdul Alim Abdul Jawad Yusuf Isna Finurika Izzatul Aini M Syafiq Irwansyah Syafiq Norhayati Binti Hj Abd Karim Nurul Fahmi Nurul Fahmi Nurul Janah Rahmat Iswanto Roihanatul Ainak Yufridal Fitri Nursalam Zakiyatul Abidah