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Asep Sopian

Universitas Pendidikan Indonesia

Author-ID : 2522764

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Arabic Language Learning in a Multicultural Context at Pesantren Asep Sopian; Maman Abdurahman; Mad 'Ali; Yusuf Ali Tantowi; Ani Nur Aeni; Hikmah Maulani
Jurnal Pendidikan Islam Vol 11 No 1 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i1.44104

Arabic language education in Indonesia faces the challenge of being perceived as mono-cultural and narrowly religious, often excluding broader multicultural contexts. This study explores Arabic language learning in pesantren (Islamic boarding schools) across culturally diverse regions in Indonesia to identify how multicultural values are integrated into the curriculum. Employing a qualitative phenomenological approach, the research was conducted in six provinces: West Java, Central Java, East Java, Lombok, Bali, and Sulawesi. Data were collected through in-depth interviews and surveys involving 50 Arabic teachers and 300 students in pesantren institutions. The findings reveal that Arabic learning in pesantren reflects four key dimensions of multicultural integration: cultural, social, intellectual, and spiritual. These dimensions shape learners’ engagement with Arabic not only as a religious language but also as a medium for intercultural dialogue and identity negotiation. Additionally, regional cultural influences significantly affect teaching strategies and learners’ motivations. The research highlights the potential of pesantren to serve as transformative spaces for multicultural Islamic education, bridging religious values with local cultural diversity. This study underscores the importance of recontextualizing Arabic instruction within Indonesia’s multicultural society, promoting inclusivity while maintaining pesantren’s core religious missions in the evolving landscape of education in the era of the Industrial Revolution 4.0.

ANALYSIS OF THE QUALITY OF SUMMATIVE ARABIC TEST ITEMS FOR GRADE V AT AT-TAQWA ISLAMIC ELEMENTARY SCHOOL BASED ON HALADYNA’S THEORY Rani Asyiami; Asep Sopian; Hikmah Maulani
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 14, No 1 (2026): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN & BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v1i1.19642

The quality of test items plays an important role in ensuring the validity of learning assessments, particularly in language learning, which heavily depends on wording clarity and item construction. Previous research, however, has mostly relied on quantitative analyses and has only partially examined the quality of item wording and construction through qualitative approaches, particularly in Arabic-language assessments at the elementary school level. This study aims to analyse the quality of test items in the Arabic summative assessment of Grade V at SD IT At-Taqwa by using Haladyna’s item-writing guidelines. The research was qualitative in nature and employed directed content analysis. Comprised all multiple-choice items from the 2025 summative assessment, gathered through document analysis, and analysed using Miles and Huberman's interactive model. The results show that the test items are generally of good quality, particularly in language clarity, content relevance, and structural consistency. Some weaknesses were identified, however, such as a lack of contextual variation, repetitive item patterns, and distractors that are less effective than they could be. Additionally, some items still focus on lower-level thinking skills and do not sufficiently assess language proficiency. These findings underscore the need to improve the measurement of language ability, the quality of distractors, and contextual variation in a more holistic way

Visualizing Abstract Grammar: How Augmented Reality Shapes Student Technology Acceptance in Nahwu Instruction Anisa Anisa; Maman Abdurahman; Asep Sopian
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.50143

Nahwu is often considered difficult because the structure of nahwu is too theoretical. As a result, students show a low willingness to learn. The integration of Augmented Reality (AR) through Assemblr Edu Web is considered capable of attracting students' attention and increase willingness to learn. So, the aim of this research is to analyze the effect of perceived usefulness (PU) and perceived ease of use (PEOU) of AR on students' willingness to learn. The quantitative explanatory method was utilized in this research with PLS-SEM analysis techniques. This research provides evidence that the construct of PU has a significant effect on willingness to learn with a t-statistic value of 6.406 and a p-value of 0.000. The construct of PEOU has a significant effect on willingness to learn with a t-statistic value of 7.596 and a p-value of 0.000. This implies that when AR is regarded as useful and easy of use, the more students' willingness to learn in nahwu learning increases.

Is Historical Study of Nahwu on Madrasah Basra and Kufa Important to Teach? The Analysis of Opinion on Indonesian AFL Students Ulfa febriyanti; Maman Abdurrahman; Asep Sopian
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v9i1.2522

The knowledge of nahwu has been taught in many universities in Indonesia. However, the study of the nahwu taught is still limited to a study oriented to the science of tools in learning Arabic and ignores historical, theoretical aspects such as Madrasah Basra and Kufa. Therefore, this study aims to prove whether this historical, academic study is essential to be taught to Indonesian AFL students. This research uses a quantitative approach with a descriptive type. The questionnaire was given to several 20 fifth-semester AFL students with three open-ended questions about their knowledge of Madrasah Basra and Kufa. The results of this study indicate that 60% of students are familiar with Madrasah Basrah and Kufa. Most of them hear about Madrasah Basrah and Kufa for the first time in college (75%), in pesantren (8.3%), on the internet (8.3%), at high school (8.3%), and from the sermon (8.3%.). Moreover, the students generally know about Madrasah Basrah and Kufa's differences, but it is only limited to the differences in terms and I'rab. Therefore, the learning of nahwu needs to be developed by paying attention to the historical aspects of the nahwu development, especially the differences from Madrasah Basrah and Kufa.

The Development of Qawā’idul I’lāl Teaching Materials by an Inductive Approach Isnainiyah Isnainiyah; Mohamad Zaka Al Farisi; Asep Sopian
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.v10i2.4666

TThe teaching and learning process of I'lāl (vocal deviation) in Islamic boarding schools generally uses the book of Qawā'idul I'lāl. However, the book of Qawā'idul I'lāl is still very simple and has several shortcomings as follows: (1) it only contains simple i'lāl rules, (2) there is no explanation of the rules, (3) there are only a few examples, and (4) there is no material for practice. Therefore, the researcher intends to develop Qawā'idul I'lāl teaching materials with an inductive approach accompanied by practice questions. On another note, this research aims to describe the product's feasibility and legibility. This study uses a research and development (R&D) design with a stage model developed by Borg & Gall. The study results indicate that, in the aspect of feasibility, this development product is declared feasible after it is tested by experts on the material and media’s morphology and visual communication design, with a result of 82.6%. Regarding readability, the product development is categorized as independent after conducting the gap test with 86.1% and the Fog Index formula with a value of 2.543. Therefore, the results of developing the Qawā'idul I'lāl book with an inductive approach have implications for the ideal product of teaching materials for I'lāl learning (vocal deviation), especially in the pesantren environment.

Direct method in learning speaking skills in extracurricular activities: AFL student's perspectives Alfi Nur Tazkiyah; Asep Sopian; Hikmah Maulani
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75638

Developing Arabic speaking skills is essential in foreign language education, especially in effectively supporting students' communication abilities. However, teaching Arabic in educational institutions often challenges practicing active conversation. One of the methods considered effective in overcoming this obstacle is the direct method, which emphasizes the intensive use of the target language without translation. This study aims to explore students' perceptions of the application of direct methods in learning Arabic speaking skills in the extracurricular activities of MA Persis Tarogong. The research method is qualitative with a case study approach, involving 26 students actively participating in extracurricular activities for one semester. Data are collected through a Likert scale questionnaire and in-depth interviews. The results show that most students feel comfortable and confident with the method and report increased vocabulary. However, the main challenges students face are the application of grammar in conversation and the lack of confidence in speaking outside the classroom. The implications of this study suggest the need for further support through grammar exercises and strategies to increase student’s confidence in using Arabic spontaneously. Abstrak Pengembangan keterampilan berbicara bahasa Arab menjadi fokus penting dalam pendidikan bahasa asing, terutama dalam mendukung kemampuan komunikasi siswa secara efektif. Akan tetapi, pengajaran bahasa Arab di lembaga pendidikan sering menghadapi kendala dalam praktik percakapan aktif. Salah satu metode yang dianggap efektif untuk mengatasi kendala ini adalah metode langsung, yang mengutamakan penggunaan bahasa target secara intensif tanpa penerjemahan. Penelitian ini bertujuan untuk mengeksplorasi persepsi siswa terhadap penerapan metode langsung dalam pembelajaran keterampilan berbicara bahasa Arab pada kegiatan ekstrakurikuler di MA Persis Tarogong. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus, melibatkan 26 siswa yang aktif berpartisipasi dalam kegiatan ekstrakurikuler selama satu semester. Data dikumpulkan melalui kuesioner skala Likert dan wawancara mendalam. Hasil penelitian menunjukkan bahwa mayoritas siswa merasa nyaman dan percaya diri dengan metode tersebut, serta melaporkan adanya peningkatan kosakata. Namun, tantangan utama yang dihadapi siswa adalah penerapan tata bahasa dalam percakapan dan kurangnya rasa percaya diri untuk berbicara di luar kelas. Implikasi penelitian ini menunjukkan perlunya dukungan lebih lanjut melalui latihan tata bahasa dan strategi untuk meningkatkan kepercayaan diri siswa dalam menggunakan bahasa Arab secara spontan. Kata Kunci: bahasa Arab; ekstrakurikuler; keterampilan berbicara; metode langsung; persepsi siswa

Research Trends in Arabic Language Learning Based on Contrastive Analysis: A Bibliometric Study in the Scopus Database (2020–2025) Asep Sopian; Salma Nur Istiqomah; Sri Yulia Yuliani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.2583

This study aims to map the development and research trends in Arabic language learning through a contrastive analysis using a bibliometric approach. The data were obtained from the Scopus database for the period 2020–2025 using the keywords "contrastive analysis" and "Arabic learning." The analysis was conducted using VOSviewer to identify publication trends, leading contributors, collaboration patterns, and the conceptual structure of the research field. The results indicate a significant increase in publications since 2023, reflecting growing academic interest in this area. Research contributions are predominantly led by Middle Eastern countries, particularly Saudi Arabia, with a strong pattern of collaborative authorship. Thematically, the studies focus on contrastive analysis and error analysis in comparisons between Arabic and English. In addition, there is an emerging trend toward integrating technologies such as artificial intelligence and deep learning. These findings suggest that the field is evolving toward a more interdisciplinary and data-driven approach. These findings indicate that research on contrastive-analysis-based Arabic language learning is evolving toward a more interdisciplinary and data-driven approach. Beyond providing an overview of current research trends and future directions, this study contributes to the development of more effective, evidence-based, and technology-enhanced Arabic language learning practices through the integration of linguistic theory, digital innovation, and learner-centered approaches.

Deep Learning from a Qur’anic Perspective: An Analysis of Mindful, Meaningful, and Joyful Learning in Arabic Language Education Isnaeni Khoerul Bariyyah; Asep Sopian
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.7224

Arabic language learning continues to face challenges related to surface-level instructional practices that emphasize memorization and structural mastery, often failing to foster learners’ awareness, meaning-making, and meaningful learning experiences. In response to shallow learning, the concept of deep learning has emerged in contemporary educational discourse; however, it has largely been developed within Western cognitive frameworks that tend to overlook the spiritual dimension of human learning. This article aims to analyze the concept of deep learning from a Qur’anic perspective through the framework of Mindful, Meaningful, and Joyful Learning and to examine its implications for Arabic language education. This study adopts a qualitative approach with a library research design. The data sources include selected Qur’anic verses related to learning, classical and contemporary Qur’anic exegesis, and relevant educational literature. Data were analyzed using a thematic–interpretative approach. The findings indicate that Qur’anic deep learning constitutes a holistic learning process that begins with awareness-based learning grounded in reason (mindful learning), progresses toward meaning-making grounded in the spiritual dimension (meaningful learning), and culminates in spiritual happiness rooted in the heart (joyful learning). These three dimensions are integrative and form a unified, transformative learning process. The implications of this study suggest that Arabic language learning should be reoriented from purely technical-linguistic approaches toward learning experiences that cultivate learners’ awareness, deep understanding, and spiritual joy. This article contributes theoretically by offering a Qur’anic-based framework of deep learning and provides a conceptual foundation for more holistic and meaningful Arabic language education.

Pengembangan Buku Digital Interaktif Berbasis Lumi Education pada Pembelajaran Qira̅’ah Tingkat Madrasah Tsanawiyah Milda Fathur Rahmi Putri; Asep Sopian; Farhan Fuadi; Hizbi Dzilarsy Priatna
Journal of Education Research Vol. 7 No. 3 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4147

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan qirā’ah siswa serta belum optimalnya penggunaan media pembelajaran digital interaktif dalam pembelajaran bahasa Arab di MTs. Penelitian ini bertujuan untuk mengembangkan buku digital interaktif berbasis Lumi Education pada pembelajaran qirā’ah siswa kelas VII MTs. Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, Disseminate) yang dibatasi hingga tahap develop. Pengumpulan data dilakukan melalui wawancara, angket validasi ahli materi dan ahli media, serta angket kepraktisan guru dan siswa, yang kemudian dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan produk yang dikembangkan dikategorikan “sangat valid” dengan persentase validasi ahli materi sebesar 87,2% dan ahli media sebesar 90%. Pada uji kepraktisan, produk memperoleh penilaian 95% dari guru “sangat praktis” dan 68% dari siswa “praktis”. Diharapkan media ini dapat digunakan sebagai alternatif media pembelajaran qirā’ah yang lebih interaktif serta menarik bagi para siswa kelas VII MTs.

Comparing DeepL and Google Translate in Translating Arabic Expressive Speech Acts in Masameer: al-Film Annisa Zharfan Muthilillah; Asep Sopian; Rinaldi Supriadi
Anaphora : Journal of Language, Literary, and Cultural Studies Vol. 8 No. 1 (2025): JULY
Publisher : Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/anaphora.v8i1.132082

In cross-language communication, machine translation is an important tool that supports the understanding of meaning between speakers from different cultural backgrounds. This study compares the translation quality of expressive speech acts in the Masameer animation using two automatic translation engines: DeepL and Google Translate. Expressive speech acts rely heavily on pragmatic context and emotional expression, which presents a challenge due to the presence of implicit meanings, cultural values, and social nuances that are often difficult to translate automatically. This study employs a qualitative-comparative approach by analyzing 19 representative data points. The translations were assessed by two experts using Nababan’s model and validated through method triangulation, including interviews, content analysis, and theory-based discussions. The results show that Google Translate is superior in terms of accuracy (2.00 and 2.68) and acceptability (2.63), compared to DeepL, which scored 1.84 and 2.68 in accuracy and 2.36 in acceptability. However, both engines remain weak in translating metaphorical expressions and culturally specific contexts. This research fills a gap in comparative studies on Arabic-Indonesian machine translation and contributes to the development of translation technology and Arabic language learning, particularly in the areas of pragmatics and intercultural communication.

Co-Authors Aan Hasanah Abdulkhaleq, Al-Rawafi Abdulkhaleq, ⁠Al-Rawafi Abdullah, Muhammad Yahya Abdurrahman Do. Muhamad Naser Abdurrohman, Roni Adawiah, Siti Robiatul Adib Alfalah Adib Alfalah Ahmad Sarbini, Ahmad Aji Rizqi Ramadhan Ajie, Syahrani Dewi Akmalia, Frida Al-Rawafi Abdulkhaleq Alamin, Fajar Alfan Haidar Alfarizi, Muhammad Faqih Alfi Nur Tazkiyah Ali Farhan Ali, Mad Alpan Noor Habib Rangkuti Amelya, Asy Syifa Reza Anggraeni, Fajar Anggraini, Dwi Puspa Anggraini, Fajar Ani Nur Aeni, Ani Nur Anisa Anisa Anisa Anisa Anjaswara, Bening Annisa Zharfan Muthilillah Aqwam, Sena Zaeni Arifin, Bambang Samsul Arina Dienana Aris Junaedi Abdilah Arsyad, Hairuddin Aspani, Rony Astri Ddahliani Aulia, Jihan Aulia, Robithah Auliannisa, Tazqia Bariyyah, Isnaeni Khoerul Bariyyah, Isnaeni Khoirul Damanhuri, Joni Haryadi Desak Made Malini Dewi, Dita Puspita Diding Nurdin Dienana, Arina Elfrida Ratnawati Elsayed, Shady Eneng Komariyah Maimun RNM Erni Haryanti Fadila, Miftah Fadlurrahman, Irsyad Fahmi Alhubilah Fahmi Yahya Abdil Haq Fasya Fatharani Mumtaz Fauziah Fauziah Fauziyah, Widad Nur Fera Purnama Fuadi, Farhan Ghifari, Ahmad Hafid Hafid, Hafid Hairuddin Arsyad Halimatus Sa'diyah Hanifa, Zahra Aulia Hanifah Nurfitri Hanip Hidayatulloh Hary Krettiawan Haryono, Abdullah Hibatullah, Fairuz Azhar Hidayat Agusvian Hidayat, Nada Qaulan Sadida Hikmah Maulani Hizbi Dzilarsy Priatna Hudri, Mawaddah Husni, Ahmad Ika Mahmudah Fauziah Ikhsan Khasani Ilham, Muhammad Arifin Imron Imron, Imron Indradewa, Rhian Irfa Amalta Irsyad Fadlurrahman Irzal Effendi Isnaeni Khoerul Bariyyah Isnainiyah Isnainiyah, Isnainiyah Istiqomah, Salma Nur Japakiya, Rusdee Joni Haryadi, Joni Jubaidah Jubaidah Juhana, Hendri Khairul Syahputra, Khairul Khalis, Salsabila L. Alfalaq Bangkit Sanjaya Latifah Fauziah, Ismi Layla, Olivia Noufal Lidinillah, Rahma M Syarifuddin Mad 'Ali Maman Abdurahman Maman Abdurahman Maman Abdurahman Maman Abdurrahman Maman Abdurrahman Maman Abdurrahman Maman Abdurrahman Mamnunah, Mamnunah Mayasari, Annisa Mia Nurmala Milda Fathur Rahmi Putri Mohamad Erihadiana, Mohamad Mohamad Zaka Al-Farisi Muhammad Faris Imaduddin Muhammad Jaohar Tsani MUHAMMAD RIZAL Muhammad Rizal Mumtaz, Fasya Fatharani Mustafa , Izzuddin Mutia Insani Najili, Hakin Nalahuddin Saleh Nani Hartini Natsir, Nanat Fatah Nazrailman, Alqan Nisa, Andini Zahrotun Nunung Nursyamsiyah Nur Latifah Nurkomala, Rima Nurmala, Ima Nursyamsiah, Nunung Nurul Fitriyah Pauzi, Miftah Poetri Febryani Princessa Fathiyah Azoes Putri, Adibah Ulaya Rahmah, Lutfiah Rahmi Nur Fauziah, Indah Ramadhan, Aji Rizqi Rangkuti, Alpan Noor Habib Rani Asyiami Ridlo, Akhmad Rima Nurkomala Rizqia, Ana Sabila Robithah Aulia Rohmah, Meiza Miftachul Rony Aspani Ruswandi, Uus Sa'diyah, Halimatus Sabila, Dzihni Azka Said, Uswah Mujahidah Rasuna Salamah, Nur Salma Nur Istiqomah sanusi, Anwar Sarah Sarah, Sarah Setra, Lajuardi Shady Elsayed Shofa M Khalid Shofa Musthofa Khalid, Shofa Musthofa Shofwan Sholahudin Sholahudin, Shofwan Siregar, Sri Dewi Priwarti Siswahyudianto Sofyan Sauri Sofyan Sauri Sofyan Sauri, Sofyan Sri Dewi Priwarti Siregar Sri Yulia Yuliani Sri Yulia Yuliani Sulthan Zainul Amin Supriadi, Rinaldi Syah, Muhibbin Syihabuddin Syihabuddin Tantowi, Yusuf Ali Tarisha Naila Sahrudin Tatang Tatang, Nunung Nursyamsiyah Tsani, Muhammad Jaohar Ucu Siti Shafa Zakiah Ulfa febriyanti Umam, Ahmad Zaimul Uswah Mujahidah Rasuna Said Wagino Hamid Hamdani Wahyu Pamungkas Wawan Ridwan Yayan M.A Nurbayan Yulia Yuliani, Sri Yulia, Hana Zakiyah, Febri Nur Zalfa Zuhri, Najwa

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