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THE QUR’ANIC PERSPECTIVE: THE URGENCY OF ARABIC LEARNING TO UNDERSTANDING THE QUR’AN Moh Aman; Husnul Amin
Raudhah - Proud To Be Professional مجلد 9 عدد 3 (2024): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah - Desember 2024
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v9i3.765

Understanding the Qur’an requires the ability to master Arabic, because this holy book was revealed in that language. Arabic has linguistic structures and uniqueness that influence the meaning of the Qur'an texts. This research aims to explore the urgency of learning Arabic in an effort to deepen understanding of the Qur'an. The research method used is literature review and content analysis from various primary and secondary sources related to the urgency of learning Arabic in understanding the Qur'an. The results of this research show that Arabic is not only a medium for conveying revelation, but also as a key to accessing the deep meanings contained in the Qur'an. Many words in the Qur'an have double meanings and special connotations that can only be understood with in-depth mastery of the Arabic language. In addition, the unique structure of the Arabic language has a big influence on understanding meaning and interpretation. Learning Arabic and the use of technology in learning Arabic makes an important contribution in increasing understanding of the texts of the Qur’an more accurately and in depth. Thus, mastery of Arabic is the main prerequisite for understanding the Qur’an correctly, and strengthening the application of its teachings in everyday life.

PENGARUH RUTINITAS TADARUS DALAM MENINGKATKAN MINAT BACA AL-QUR’AN PADA PESERTA DIDIK DI MADRASAH IBTIDAIYAH QURANIAH 8 PALEMBANG Amin, Husnul; Aman, Moh; Shafrianto, Abdhillah
Raudhah - Proud To Be Professional مجلد 8 عدد 1 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah-APRIL 2023
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i1.253

Pada saat ini madrasah mulai menyadari bahwa minat membaca al-Qur’an pada peserta didik mulai menurun, penurunan minat tersebut disebabkan oleh banyak hal. Maka oleh karena itu, madrasah menyelenggarakan kegiatan tadarus al-Qur’an dengan harapan dapat tumbuhnya minat membaca al-Qur’an. Salah satu madrasah yang menerapkan kegiatan tadarus secara rutin adalah MI Quraniah 8 Palembang. Penelitian ini bertujuan untuk melihat bagaimana pengaruh rutinitas tadarus terhadap minat baca al-Qur’an dan melihat faktor apa saja yang menyebabkan menurunnya minat baca al-Qur’an. Metode yang digunakan dalam penelitian ini berjenis kuantitatif dengan pendekatan analisis-deskirptif. Hasil yang didapatkan adalah adanya pengaruh signifikan dari rutinitas tadarus dalam meningkatkan minat baca al-Qur’an peserta didik di MI Quraniah Palembang, hal tersebut terlihat dari hasil angket antara variable X dan Y. Uji hipotesis juga menjelaskan bahwa r lebih besar daripada r, maka hipotesis nol (Ho) ditolak. Kemudian berdasarkan analisa statistik juga dinyatakan bahwa r lebih besar dari r pada taraf signifikan 5% (0,914 > 0,374) dan r lebih besar dari r pada taraf signifikan 1% (0,914 .0,478), maka pada taraf signifikan 5% dan 1% hipotesis alternatif diterima. Terdapat dua faktor yang mempengaruhi minat membaca al-Qur’an pada peserta didik, adalah motivasi dan kemauan peserta didik itu sendiri (faktor internal) serta peran guru disekolah, lingkungan pertemanan di sekolah (faktor eksternal).

Efektivitas Penggunaan Aplikasi Arabits Dalam Meningkatkan Kemampuan Menyimak Bahasa Arab Siswa Kelas VIII MTs Al-Khoeriyatus Sa’adah Tigaraksa Rivai, Akmal Maulana; Moh. Aman; Nikmatullah Kusni
INTIFA: Journal of Education and Language Vol. 2 No. 1 (2025): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v2i1.187

ABSTRACT Listening skill learning at MTs Al-Khoeriyatus Sa’adah Tigaraksa remains suboptimal, with low student engagement and poor outcomes. This study aimed to examine the effectiveness of the Arabits application in improving 8th-grade students’ Arabic listening skills. A pre-experimental method with a one-group pretest-posttest design was used. The sample involved two groups: an experimental class using Arabits and a control class applying conventional methods. Data were collected through listening tests, observation, and documentation. Results showed a significant improvement in the experimental class, with an average post-test score of 87.44 and an N-Gain of 70.85 (high category), while the control class scored 71.36 with an N-Gain of 40.69 (moderate category). The data were normally distributed, supporting the use of parametric statistics. The findings confirm that Arabits effectively enhances students’ listening skills, motivation, and interactivity. Therefore, it is recommended as an alternative digital learning media for more engaging and effective Arabic instruction. ABSTRAK Pembelajaran keterampilan menyimak di MTs Al-Khoeriyatus Sa’adah Tigaraksa belum optimal. Hal ini ditandai rendahnya keterlibatan siswa dan hasil belajar yang kurang memuaskan. Penelitian ini bertujuan mengetahui efektivitas aplikasi Arabits dalam meningkatkan kemampuan menyimak bahasa Arab siswa kelas VIII. Metode yang digunakan adalah pre-eksperimental dengan desain one-group pretest-posttest. Sampel terdiri dari dua kelas, yaitu kelas eksperimen yang menggunakan Arabits dan kelas kontrol dengan metode konvensional. Data diperoleh melalui tes menyimak, observasi, dan dokumentasi. Hasil menunjukkan peningkatan signifikan pada kelas eksperimen, dengan rata-rata nilai posttest 87,44 dan nilai N-Gain 70,85 (kategori tinggi), sedangkan kelas kontrol hanya mencapai 71,36 dengan N-Gain 40,69 (kategori sedang). Data berdistribusi normal dan analisis statistik parametrik dapat digunakan. Temuan ini membuktikan bahwa Arabits efektif dalam meningkatkan kemampuan menyimak, motivasi, dan interaktivitas siswa. Aplikasi ini direkomendasikan sebagai media pembelajaran alternatif dalam pengajaran bahasa Arab yang lebih aktif dan menyenangkan.

Hubungan antara Penggunaan Aplikasi Quizlet dengan Penguasaan Mufradat Bahasa Arab Siswa Kelas VIII SMPI Al Hidayah Tangerang Afrina, Dinda; Moh. Aman; Nikmatullah Husni
INTIFA: Journal of Education and Language Vol. 2 No. 1 (2025): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v2i1.190

ABSTRACT The advancement of digital technology offers great opportunities for the development of learning media, including in Arabic language education. One of the key aspects of mastering Arabic is vocabulary acquisition (mufrodat). This study aims to examine the relationship between the use of the Quizlet application and vocabulary mastery among eighth-grade students at SMPI Al-Hidayah Tangerang. The research employed a quantitative approach with a correlational method. The sample consisted of 25 students selected through a saturated sampling technique. Data were collected using questionnaires to measure the frequency and perception of Quizlet usage and written tests to assess vocabulary mastery. The results of the Pearson Product Moment correlation test revealed a positive and significant relationship between the two variables, with a correlation coefficient of 0.439 and a significance level of 0.028 (p < 0.05). These findings indicate that higher frequency of Quizlet use is associated with better vocabulary mastery. The study recommends the use of digital learning media such as Quizlet as an innovative alternative in Arabic language instruction, particularly to enhance vocabulary acquisition effectively and in line with the learning characteristics of today’s digital-native students. ABSTRAK Kemajuan teknologi digital memberikan peluang besar dalam pengembangan media pembelajaran, termasuk dalam pembelajaran bahasa Arab. Salah satu aspek penting dalam penguasaan bahasa Arab adalah penguasaan mufrodat (kosakata). Penelitian ini bertujuan untuk mengetahui hubungan antara penggunaan aplikasi Quizlet dan penguasaan mufrodat siswa kelas VIII di SMPI Al-Hidayah Tangerang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel terdiri dari 25 siswa yang diambil melalui teknik sampling jenuh. Pengumpulan data dilakukan melalui kuesioner untuk mengukur frekuensi dan persepsi penggunaan Quizlet, serta tes tertulis untuk menilai penguasaan mufrodat. Hasil analisis menggunakan uji korelasi Pearson Product Moment menunjukkan adanya hubungan positif dan signifikan antara kedua variabel, dengan nilai korelasi sebesar 0,439 dan signifikansi 0,028 (p < 0,05). Hasil ini menunjukkan bahwa semakin tinggi intensitas penggunaan Quizlet, semakin baik pula penguasaan mufrodat siswa. Penelitian ini merekomendasikan pemanfaatan media pembelajaran digital seperti Quizlet sebagai alternatif inovatif dalam pembelajaran bahasa Arab, khususnya dalam meningkatkan penguasaan kosakata secara efektif dan sesuai dengan karakteristik peserta didik di era digital.

Pengaruh Metode CEFR Terhadap Peningkatan Kemampuan Membaca dan Memahami Teks Bahasa Arab Siswa Kelas XII Di SMA Plus Darul Hikmah Tangerang Adani, Ahfaz Laudza; Moh. Aman; Nikmatullah Kusni
INTIFA: Journal of Education and Language Vol. 1 No. 3 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i3.195

ABSTRACTThis study aims to determine the effect of the common method of the Foremor of Reference for Languages (CEFR) methods of improving the ability to read and understand the Arabic text of the class XII students at SMA Plus Darul Hikmah Tangerang. This research uses quantitative approach with mastery (quasi-experiment) method, involving two classes as sample, the experimental class and control class. The instrument used in the form of pre-test and post-test tests designed based on the reading indicators of speech according to the CEFR standard. The statistical analysis was presented a significant increase in reading capabilities and understood the Arabic text after the application of CEFR method. The average post-test value of students in experimental class is higher than the control class, supported by the paired sample t-test test and independent sample t-test with significance value of 0.000 (p <0.05). The N-Gain Score calculation also shows an average increase of 52.22% in the experimental class (moderate category) compared with 29.42% in the control class (low category). This mode indicates that the application of the CEFR method is effective in improving reading skills and understanding Arabic text. In addition, this study identifies several supporting factors and inhibitors in the CEFR implementation, including student motivation, teacher readiness, and the availability of teaching materials in accordance with the CEFR standards. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh metode Common European Framework of Reference for Languages (CEFR) terhadap peningkatan kemampuan membaca dan memahami teks bahasa Arab siswa kelas XII di SMA Plus Darul Hikmah Tangerang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experiment), melibatkan dua kelas sebagai sampel, yaitu kelas eksperimen dan kelas kontrol. Instrumen yang digunakan berupa tes pre-test dan post-test yang dirancang berdasarkan indikator pemahaman membaca menurut standar CEFR.Hasil analisis statistik menunjukkan adanya peningkatan signifikan pada kemampuan membaca dan memahami teks bahasa Arab setelah penerapan metode CEFR. Rata-rata nilai post-test siswa di kelas eksperimen lebih tinggi dibandingkan kelas kontrol, yang didukung oleh hasil uji paired sample t-test dan independent sample t-test dengan nilai signifikansi sebesar 0,000 (p < 0,05). Perhitungan N-Gain Score juga menunjukkan rata-rata peningkatan sebesar 52,22% pada kelas eksperimen (kategori sedang) dibandingkan dengan 29,42% pada kelas kontrol (kategori rendah).Temuan ini mengindikasikan bahwa penerapan metode CEFR efektif dalam meningkatkan keterampilan membaca dan memahami teks bahasa Arab. Selain itu, penelitian ini mengidentifikasi beberapa faktor pendukung dan penghambat dalam implementasi CEFR, termasuk motivasi siswa, kesiapan guru, dan ketersediaan materi ajar yang sesuai dengan standar CEFR.

Analisis Metode Task-Based Learning Dalam Mengembangkan Keterampilan Menulis Bahasa Arab Siswa Kelas VIII SMPI Al-Hidayah Jatiuwung Kota Tangerang Holipah, Siti; Kusni, Nikmatullah; Moh. Aman
INTIFA: Journal of Education and Language Vol. 1 No. 4 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i4.215

Bahasa Arab merupakan salah satu mata pelajaran yang penting di tingkat sekolah menengah, terutama dalam konteks pendidikan Islam di Indonesia. Penguasaan keterampilan menulis (maharah kitabah) dalam bahasa Arab menjadi tantangan tersendiri bagi siswa, mengingat menulis merupakan tahapan tertinggi dalam penguasaan bahasa. Siswa dituntut tidak hanya memahami kaidah tata bahasa dan kosakata, tetapi juga mampu menyusun ide secara sistematis dan logis. Namun, keterbatasan waktu belajar, rendahnya motivasi siswa, serta metode pengajaran yang kurang variatif menjadi kendala utama dalam pembelajaran menulis bahasa Arab di kelas. Penelitian ini bertujuan untuk menganalisis pembelajaran metode Task-Based Learning (TBL) dalam mengembangkan keterampilan menulis bahasa Arab siswa kelas VIII di SMPI Al-Hidayah Jatiuwung, Kota Tangerang. Metode penelitian yang digunakan adalah kualitatif deskriptif, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi hasil tugas siswa. Hasil penelitian menunjukkan bahwa pendekatan TBL mampu meningkatkan partisipasi aktif siswa, membangun rasa percaya diri dalam menulis, serta menumbuhkan motivasi belajar melalui penyelesaian tugas-tugas yang kontekstual, seperti menulis percakapan, cerita pendek, surat formal, dan latihan imla’. Meskipun dihadapkan pada kendala teknis seperti perbedaan tingkat kemampuan siswa dan adaptasi arah penulisan Arab, pembelajaran dengan pendekatan TBL terbukti efisien dan relevan dalam konteks pembelajaran bahasa Arab. Tugas-tugas yang diberikan mendorong siswa untuk belajar secara mandiri dan berorientasi pada hasil nyata. Penelitian ini merekomendasikan penggunaan pendekatan TBL sebagai salah satu alternatif metode pembelajaran yang inovatif, komunikatif, dan berpusat pada siswa dalam pengajaran keterampilan menulis bahasa Arab di sekolah menengah. Siti Holipah An Analysis of Task-Based Learning in Developing Arabic Writing Skills of Eighth Grade Students at SMPI Al-Hidayah Jatiuwung, Tangerang City. Arabic is one of the essential subjects at the secondary school level, particularly in the context of Islamic education in Indonesia. Mastering writing skills (maharah kitabah) in Arabic poses a unique challenge for students, as writing represents the highest level of language acquisition. Students are required not only to understand grammatical rules and vocabulary but also to organize ideas systematically and logically. However, limited learning time, low student motivation, and monotonous teaching methods are the main obstacles in teaching Arabic writing in the classroom. This study aims to analyze the implementation of the Task-Based Learning (TBL) method in developing Arabic writing skills among eighth-grade students at SMPI Al-Hidayah Jatiuwung, Tangerang City. The research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation of students’ written assignments. The results show that the TBL approach enhances students’ active participation, builds confidence in writing, and fosters learning motivation through the completion of contextual tasks such as writing dialogues, short stories, formal letters, and imla’ exercises. Despite facing technical challenges such as varying student proficiency levels and the adaptation to Arabic script direction, TBL has proven to be effective and relevant in Arabic language instruction. The given tasks encourage independent learning and are result-oriented. This study recommends the use of the TBL approach as an innovative, communicative, and student-centered method for teaching Arabic writing skills in secondary schools.

THE SELECTIVE METHOD IN UNDERSTANDING, WRITING, AND PRONOUNCING ARABIC NUMERALS IN LEARNING THE ARABIC LANGUAGE AMONG SEVENTH-GRADE STUDENTS AT THE ISLAMIC UNITY SECONDARY SCHOOL IN SERANG Asyrofin, Humam; Aman, Moh; Faedurrohman, Faedurrohman; Nasrullah, Nasrullah
Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 9, No 2 (2023)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ihya.v9i2.27270

This study examines the effectiveness of the selective method in teaching Arabic numeral grammar, particularly in students' understanding of numeral texts' writing and pronunciation, among seventh-grade students at Al-Wahda Islamic Secondary School in Serang. The selective method integrates several teaching methods in proportion to learners' learning needs. The study used a qualitative approach, in addition to classroom procedural research, across the planning, implementation, observation, and evaluation stages in repeated courses. The results showed an apparent increase in students' comprehension, with the average score increasing from 68.33 to 76.42 in the first cycle and from 71.42 to 88.33 in the second cycle, and the normal gain (N-Gain) values improving from 0.28 to 0.61. These results show that the selective method effectively enhanced students' understanding of the rules of Arabic numerals.

Integrating Qur'an-Based Eclectic Methods in Arabic Language Education: A Theoretical and Practical Framework Moh Aman; Husnul Amin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7915

Arabic language education in Islamic institutions is expected to achieve linguistic competence while remaining aligned with Qur’anic educational values. Yet, instruction often oscillates between traditional form-focused practices and contemporary communicative demands without a clear integrative framework. This study aims to conceptualize a Qur’an-based eclectic approach that aligns selected second/foreign language teaching methods with key Qur’anic pedagogical principles.Using a library-based qualitative content analysis, the study reviewed classical Islamic educational works and contemporary scholarship on Arabic language pedagogy and eclectic methodology (2010–2024, with classical sources as foundational references). Sources were thematically coded to identify (1) core Qur’anic educational values and (2) compatible eclectic teaching strategies, then synthesized into an integrative framework.Findings indicate that Qur’anic principles—particularly hikmah (wisdom), mau‘izah hasanah (benevolent counsel), mujādalah (respectful dialogue), tadabbur (deep reflection), and tazkiyah (self-purification)—can be pedagogically operationalized through blended strategies such as guided textual contemplation, narrative-based learning, reflective journaling, dialogic debate, scaffolding for grammar–vocabulary development, and collaborative tasks. The resulting model connects values, teaching strategies, and learning outcomes across cognitive, affective, and psychomotor domains, positioning Arabic learning as both language development and character formation.This conceptual synthesis suggests that a Qur’an-based eclectic framework may enhance instructional coherence in Islamic settings by balancing communicative effectiveness with ethical-spiritual aims. Further empirical studies are recommended to test the model’s feasibility and impact in classroom practice.

Analisis Buku Teks Al-Arabiyyah Linnasyiin 2 Berdasarkan Kriteria Rusydi Ahmad Thu'aimah Budianto, Firman; Nikmatullah Husni; Moh. Aman
INTIFA: Journal of Education and Language Vol. 2 No. 1 (2025): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v2i2.177

ABSTRACT This research aims to determine how the publishing and design, linguistic content and teaching, cultural content and teaching, exercises and evaluation and companion of the Arabic language textbook Al-Arabiyyah Linnasyiin 2 are based on Rusydi Ahmad Thuaimah's criteria. This research was conducted using a qualitative method with the type of library research, data collection methods by means of documentation, and data analysis methods by means of reducing data, presenting data, drawing conclusions, and verifying. The conclusions obtained from this research indicate that the publishing and design of this book are in accordance with Rusydi Ahmad Thuaimah's criteria, except for some basic elements of book preparation. The linguistic content and teaching of this book is in accordance with the criteria, except for some elements of teaching letters and sounds, dealing with differences between students, and elements of grammatical terminology. The cultural content and teaching of this book is in accordance with the criteria, except for the elements of the different cultural content frameworks and the elements of the author's orientation towards culture. The exercises and evaluation of this book are in accordance with the criteria, except for the elements of phonetic exercises and all elements of tests and evaluations. The companion book in this book is in accordance with the criteria for the type of teacher's guide only. ABSTRAK Penelitian ini bertujuan untuk mengetahui bagaimana penerbitan dan rancangannya, konten linguistik dan pengajarannya, konten budaya dan pengajarannya, latihan dan evaluasinya dan pendamping buku teks bahasa Arab Al-Arabiyyah Linnasyiin 2 berdasarkan kriteria Rusydi Ahmad Thuaimah. Penelitian ini dilakukan dengan metode kualitatif dengan jenis penelitian kepustakaan (library research), metode pengumpulan data dengan cara dokumentasi, dan metode analisis data dengan cara mereduksi data, menyajikan data, menarik simpulan, dan melakukan verifikasi. Kesimpulan yang diperoleh dari penelitian ini menunjukkan bahwa penerbitan dan rancangan buku ini sesuai dengan kriteria Rusydi Ahmad Thuaimah, kecuali untuk beberapa unsur dasar-dasar penyiapan buku. Konten linguistik dan pengajaran buku ini sesuai dengan kriteria, kecuali untuk beberapa unsur pengajaran huruf dan bunyi, menghadapi perbedaan antara siswa, dan unsur terminologi tata bahasa. Konten budaya dan pengajaran buku ini sesuai dengan kriteria, kecuali untuk unsur kerangka konten budaya yang berbeda-beda dan unsur orientasi penulis terhadap budaya. Latihan dan penilaian buku ini sesuai dengan kriteria, kecuali untuk unsur latihan fonetik dan semua unsur tes dan penilaian. Pendamping buku pada buku ini sesuai kriteria pada jenis panduan guru saja.

استفادة الإنستجرام كوسيلة تعليمية في تعلم المفردات لدى طلاب الصف الثامن بالمدرسة الإسلامية بيضاء الأحكام بيريوك مدينة تانجيرانج Nurhasanah, Irma; Moh. Aman; Nasrullah
INTIFA: Journal of Education and Language Vol. 1 No. 3 (2024): INTIFA: Journal of Education and Language
Publisher : Penerbit Minhaj Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62083/intifa.v1i3.197

ABSTRACTArabic language learning in schools is often perceived as difficult and less engaging by students. One of the main reasons for this is the limited use of innovative instructional media that align with the advancements of the times. In today’s digital era, social media presents a promising opportunity that can be leveraged as an effective and engaging educational tool. Among the most popular platforms among students is Instagram. Accordingly, this study focuses on Arabic language education, particularly in the area of vocabulary acquisition (mufradat), with the aim of exploring how Instagram can be utilized to support the learning process of eighth-grade students at SMP Islam Baidhaul Ahkam in Tangerang City. It also seeks to identify Instagram’s features that contribute to increasing student engagement and improving learning outcomes.This research adopts a qualitative descriptive approach, employing data collection techniques such as observation, interviews, documentation, and tests using the polling feature in Instagram Stories. The findings reveal that students showed greater interest and became more actively involved in the learning process. The average student score increased from 33.63% to 90.91% after using Instagram as a learning medium. Furthermore, features such as feed posts, short videos (reels), and stories proved to be effective in delivering content visually and attractively. ملخّص البحثيعد تعليم اللغة العربية في المدارس غالبا صعب الفهم وقليل الجاذبية بالنسبة للطلاب، ومن أبرز أسبابه قلة استخدام الوسائل التعليمية المبتكرة التي تواكب تطور العصر. وفي هذا العصر الرقمي، أصبحت وسائل التواصل الاجتماعي فرصة واعدة يمكن استغلالها كوسيلة تعليمية فعالة وجذابة. وتعد منصة إنستجرام من أشهر هذه الوسائل لدى فئة الطلاب. لذلك، يركز هذا البحث على تعليم اللغة العربية، وبشكل خاص على جانب المفردات، بهدف معرفة كيفية توظيف إنستجرام لدعم عملية التعلم لدى طلاب الصف الثامن في المدرسة الإسلامية بيضاء الأحكام بمدينة تانجيرانج، بالإضافة إلى تحديد الخصائص التي تسهم في تعزيز الاهتمام والنتائج التعليمية. يعتمد هذا البحث على المنهج الوصفي النوعي، باستخدام تقنيات الملاحظة، والمقابلة، والتوثيق، والاختبار من خلال خاصية الاستطلاع (Polling) في قصص إنستجرام. وقد أظهرت نتائج البحث أن الطلاب أصبحوا أكثر اهتماما وتفاعلا خلال عملية التعلم. وقد ارتفع متوسط درجات الطلاب من ‎%33.63 إلى ‎%90.91 بعد استخدام إنستجرام كوسيلة تعليمية. كما تبين أن خصائص النشر (Feed)، والمقاطع القصيرة (Reels)، والقصص (Stories) فعالة في تقديم المحتوى بشكل بصري وجذاب.

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