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Namādhiju Ta’līmi al-Lughah al-‘Arabiyah ‘alā Ḍaw’i al-Dhakā’āt al-Muta’addidah Lada al-Ṯalabah al-Mawhūbīn fī Madrasah Malik Ibrāhīm al-Mutawassiṯah Bikirsīk Saiul Anah; Yusuf Arisandi
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 3 No. 1 (2020): Lughowiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Institut Agama Islam Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v3i1.171

There are three objectives of this research: 1) to identify the the multiple intelligences learning models of Arabic learning for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto, 2) to analyze the techniques of multiple intelligences learning models of Arabic learning for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto, and 3) to describe the benefits of Multiple Intelligences in learning Arabic for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto. The researcher applied a qualitative approach namely case study method. The data was taken from recording observation and interview and was analyzed by using interactive model analysis. The substantive findings from this study were: (a) the multiple intelligences learning models of arabic learning for smart and gifted student at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto were multiple model and interdisiplinary towards the development of learning activities. 2) The techniques of Multiple Intelligences in learning Arabic were: a) Question and Answer technique. There were two varieties of discussion: closing question (a-one-possible-answer question) and opening question(a-many-possible-answer question). b). Speech Tehnique. Speech tehnique is weekly interdisiplinary learning activity which requires the student to deliver a speech with a theme based on their arabic book. c). Discussion Tehnique 3) Multiple Intelligences had some benefits for every learning model; there were motivation, customisation learning and easy for learning activity. The formal research findings showed that multiple-intelligence learning model brings impacts on the students’ motivation dan characters based on their intelligence. Keywords: learning models, multiple intelligences, gifted students

Namādhiju Ta’līmi al-Lughah al-‘Arabiyah ‘alā Ḍaw’i al-Dhakā’āt al-Muta’addidah Lada al-Ṯalabah al-Mawhūbīn fī Madrasah Malik Ibrāhīm al-Mutawassiṯah Bikirsīk Saiul Anah; Yusuf Arisandi
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 3 No. 1 (2020): Lughowiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v3i1.171

There are three objectives of this research: 1) to identify the the multiple intelligences learning models of Arabic learning for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto, 2) to analyze the techniques of multiple intelligences learning models of Arabic learning for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto, and 3) to describe the benefits of Multiple Intelligences in learning Arabic for Smart and Gifted students at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto. The researcher applied a qualitative approach namely case study method. The data was taken from recording observation and interview and was analyzed by using interactive model analysis. The substantive findings from this study were: (a) the multiple intelligences learning models of arabic learning for smart and gifted student at Malik Ibrahim Junior High School of Gresik and Amanatul Ummah Junior High School of Mojokerto were multiple model and interdisiplinary towards the development of learning activities. 2) The techniques of Multiple Intelligences in learning Arabic were: a) Question and Answer technique. There were two varieties of discussion: closing question (a-one-possible-answer question) and opening question(a-many-possible-answer question). b). Speech Tehnique. Speech tehnique is weekly interdisiplinary learning activity which requires the student to deliver a speech with a theme based on their arabic book. c). Discussion Tehnique 3) Multiple Intelligences had some benefits for every learning model; there were motivation, customisation learning and easy for learning activity. The formal research findings showed that multiple-intelligence learning model brings impacts on the students’ motivation dan characters based on their intelligence. Keywords: learning models, multiple intelligences, gifted students

Using Kahoot! Application in the Daily Evaluation of Arabic Lesson: Experimental Studies at Islamic Senior High School in Indonesia | Istikhd?m Kahoot! F? Al-Taqw?m Al-Yaum? li-M?dah Al-Lughah Al- Muhammad Infithar Al Ahqaf; Khaled Eslayeh; Mustafa Farouq Abdul-Aleem Mahmoud; Saiul Anah; Usfiyatur Rusuly
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 10 No 2 (2022)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v10i2.4204

The lack of technology to make practical Arabic learning evaluation is a concerning problem for researchers. The purpose of the study is to test the effectiveness of Kahoot! in the daily evaluation of Arabic lessons for students at Islamic Senior High School 1 Tapin in Indonesia. This study uses field research with a quantitative approach. The desain used is quasi-experimental with the pretest-posttest control group. The population of this study is students in eleventh grade, with a total of 190. The sample is taken using purposive sampling, and 58 students are divided into experimental and control group. The data collection method is a test. The data analysis to answer the research hypothesis is the Mann-Whitney U test. The results show that the posttest average score from the experimental group was 83.62 and the control group was 73.79, which means that the experimental group's Arabic learning outcome is higher than the control group's. On the other hand, the results of the Mann-Whitney U test show Asymp. Sig. (2-tailed) 0.013 <0.05 means that the hypothesis Ha is accepted, and H0 is rejected. It can be concluded that using Kahoot! in the daily evaluation of Arabic learning effectively enhances student learning outcomes.

Wayang-based muhadatsah learning design in inclusive arabic language education from an islamic educational psychology perspective Laili Mas Ulliyah Hasan; Siti Durotun Naseha; Saiul Anah; Dewi Sholeha Maisaroh
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): 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.v7i2.1242

Inclusive Arabic language learning requires instructional designs that accommodate students’ diverse cognitive, emotional, and learning characteristics, particularly those with special educational needs. Muhadatsah, as the core skill in Arabic speaking competence, often poses challenges for inclusive learners due to anxiety, low memory retention, limited exposure, and reduced verbal confidence. This study aims to design and analyze the implementation of the Wayang Puppet Theater as an innovative Muhadatsah learning medium rooted in Islamic educational psychology, emphasizing holistic development, positive emotion, and spiritual-humanistic learning values. Using a qualitative descriptive method, data were collected through classroom observations, reflective evaluations, and interviews with teachers and students in inclusive secondary schools. The learning design was developed based on William Francis Mackey’s theory of language learning and the principles of Islamic educational psychology related to motivation, emotional regulation, and affective learning behavior. The results indicate that Wayang-based Muhadatsah learning enhances students’ verbal participation, reduces speaking anxiety, encourages storytelling interaction, and supports cooperative communication. Students with special needs exhibited greater focus, emotional stability, and expressive responses compared to conventional textbook-based instruction. Teachers also noted that Wayang media simplifies lesson delivery, strengthens contextual understanding, and maintains classroom engagement without cognitive overload. This study concludes that the Wayang-based Muhadatsah design is pedagogically effective and culturally relevant for inclusive Arabic language education. Theoretically, it integrates Islamic educational psychology with culturally embedded media, while practically offering a feasible model for adaptive and inclusive learning environments. Future research is recommended to expand this model into digital-based applications to improve accessibility, sustainability, and broader implementation across Islamic educational institutions.

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