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All Journal RETORIKA: Jurnal Ilmu Bahasa ARABIYAT Jurnal Pendidikan Islam Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Diwan : Jurnal Bahasa dan Sastra Arab DAYAH: Journal of Islamic Education Pioneer: Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan Edunesia : jurnal Ilmiah Pendidikan International Journal of Arabic Language Teaching IJALT Alibbaa': Jurnal Pendidikan Bahasa Arab Didaktika: Jurnal Kependidikan Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Jurnal Pendidikan dan Pembelajaran Lisanudhad: Jurnal Bahasa, Pembelajaran, dan Sastra Arab
Maman Abdurrahman
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Pembelajaran Mufradat Anak Usia Dini Menggunakan Youtube Berdasarkan Teori Behaviorisme Thorndike Inas Dhia Fauziah; Maman Abdurrahman; Shofa Musthofa Khalid
RETORIKA: Jurnal Ilmu Bahasa Vol. 10 No. 3 (2024)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.10.3.2024.695-703

Abstract

Learning Arabic vocabulary in early childhood is essential for developing basic language skills. However, more attention must be paid to applying digital media, such as YouTube, to language learning with a behaviorist approach, specifically Thorndike's theory. This study aims to analyze Arabic vocabulary teaching in early childhood using YouTube based on Thorndike's behaviorism theory at Asy-Syukuriyah TPA. The research method is descriptive qualitative, with a purposive sampling technique involving teachers as informants. Data were collected through observation, in-depth interviews, and documentation. The results showed that using YouTube as a medium for learning Arabic vocabulary is to the principles of the law of readiness, practice, and consequences in Thorndike's behaviorism theory. The law of readiness can be seen from the teacher ensuring the children's readiness before starting learning. Furthermore, the law of practice is seen by repeating material through videos to strengthen memory and questions about the material provided. Finally, the law of consequences is seen in the praise given by the teacher when children successfully answer the questions presented. In conclusion, if used strategically and systematically, YouTube as a learning media can be an effective tool in teaching Arabic in early childhood and can strengthen the association between stimulus and response through repetition. The findings have implications that YouTube-based learning based on Thorndike's theory of behaviorism has the potential to be applied more widely, with further research on different age groups and subjects as well as in-depth analysis of student characteristics.
Balancing Language Skills in Arabic Assessment: Challenges of Curriculum Implementation in an Islamic Integrated School Adibah Ulaya Putri; Maman Abdurrahman; Mad ‘Ali
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.13326

Abstract

This study examines Arabic language assessment practices within curriculum implementation at an Islamic Integrated Junior High School (SMPIT), employing a qualitative instrumental case study design with teacher as participant. Data were collected through semi-structured interviews and document analysis, then analyzed using inductive thematic analysis. The findings reveal that, within this specific institutional context, assessment practices are predominantly structured around written tests that emphasize vocabulary (mufradat), grammar (qawa'id), and translation activities, a pattern driven primarily by the school's curriculum requirements rather than the teacher's individual choices. Assessment of the four language skills is imbalanced: speaking is partially addressed through dialogue and video projects, while listening, reading, and writing receive limited attention in the formal assessment system. Digital platforms such as Google Forms and Quizizz have been integrated into assessment, though their alignment with pedagogical goals requires further development. Key challenges include low student motivation, limited hijaiyyah literacy, and demanding curriculum targets. The study concludes that Arabic language assessment practices in this context are shaped more by institutional curriculum structures rather than by individual teacher agency.
Al-Simā ‘Inda Sībawaih fī Ushul An-Nahwi Ika Mahmudah Fauziah; Maman Abdurrahman; Asep Sopian
Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab Vol. 8 No. 1 (2021): Lisanudhad: Jurnal Bahasa, Pembelajaran dan Sastra Arab
Publisher : Department of Arabic Teaching, Faculty Tarbiyah, Universitas Darussalam Gontor

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Abstract

Al-simāʿ (linguistic attestation) constitutes one of the fundamental principles in the development of Arabic grammatical theory and serves as the primary basis for establishing its rules and methodological framework. Rather than being a simple process of listening, al-simāʿ involves a systematic and rigorous linguistic procedure that begins with the collection of authentic language data and proceeds through classification, categorization, comparison, and inductive analysis before arriving at grammatical principles. Consequently, al-simāʿ represents the essential empirical foundation upon which Arabic grammar is constructed. This study examines the role of al-simāʿ in the formulation of Arabic grammatical theory and its relationship with other methods of grammatical reasoning. Using a qualitative library research approach, the study analyzes classical Arabic grammatical literature to explore how authentic linguistic evidence is employed in establishing grammatical rules. The findings indicate that al-simāʿ extends beyond the mere collection of linguistic evidence. It functions as the basis for subsequent analytical methods, including qiyās (analogy), taʿlīl (causal explanation), taqsīm (classification), istikrāʾ (induction), and other forms of grammatical inference. These methods are utilized either to validate grammatical rules or to explain and evaluate linguistic phenomena. The study also highlights the significant contribution of Sibawayh, whose pioneering work laid the foundation of Arabic grammar through the systematic application of al-simāʿ and rational analysis. His masterpiece, Al-Kitāb, became a landmark in the history of Arabic linguistics and established methodological standards that profoundly influenced the Basran school of grammar and subsequent generations of Arab grammarians.
Analisis Penggunaan Memrise sebagai Media Pembelajaran Kosakata Bahasa Arab melalui Pendekatan Andragogi Hanny Khairunisa Qatrunada; Maman Abdurrahman; Nalahuddin Saleh
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.5383

Abstract

This study presents analysis by the increasing interest of adults in learning Arabic, but they still face various obstacles such as limited time, low motivation to learn, and limited access to flexible learning media. This study aims to analyze the use of the Memrise application as a medium for learning Arabic vocabulary using an andragogical approach. The approach used is descriptive qualitative, with data collection through observation, semi-structured interviews, and documentation. The research subjects were adult beginners who have never studied Arabic and have used the Memrise app for 14 days. Data analysis was conducted using the Miles and Huberman model, including data reduction, data presentation, and drawing conclusions. The results of the study indicate that Memrise is effective for adult learners because it supports independent, flexible, and adaptive learning processes. Features such as native speaker audio, spaced repetition, and gamification help with vocabulary retention and learning motivation. User score documentation shows consistent daily improvement, reflecting the success of independent and continuous learning. Furthermore, the vocabulary material presented is relevant to the context of learners' daily lives, thereby accelerating the process of internalizing meaning. Despite the limitations of the free version's features, learners can still maximize the learning process. This study concludes that Memrise is a relevant digital learning medium for adult learners in mastering Arabic vocabulary in a practical and sustainable manner.
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

Abstract

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 Quality of Arabic Textbooks in Indonesia in Achieving SDG 4: An Analysis of Content Quality, Pedagogical Values, and Cultural Relevance Salsabila Zahra; Ella Relawanti; Maman Abdurrahman; Mad ’Ali
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 2 (2026)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i2.24779

Abstract

This study aims to analyze the quality of Arabic textbooks in Indonesia from the perspective of achieving Sustainable Development Goal (SDG) 4, particularly in terms of content quality, pedagogical effectiveness, and cultural relevance. The study employed a descriptive qualitative approach using the Systematic Literature Review (SLR) method. The data sources were derived from various scientific articles, national journals, and previous studies related to the evaluation of Arabic textbooks in Indonesia. Data were collected through documentation techniques and analyzed using content analysis based on indicators of content quality, pedagogical values, and cultural integration associated with SDG 4 targets. The findings reveal that most Arabic textbooks have been aligned with the national curriculum and support the development of basic literacy skills. However, there are still imbalances in the development of the four language skills (maharah), limited communicative activities, and a predominance of mechanical exercises. From a pedagogical perspective, several textbooks have adopted active and contextual learning approaches, yet they have not fully supported student-centered learning. Meanwhile, the cultural dimension demonstrates the integration of Arab-Islamic culture, local Indonesian culture, and values of religious moderation, although the development of intercultural competence remains limited. This study concludes that Arabic textbooks in Indonesia have partially contributed to the achievement of SDG 4; however, they still require more communicative, inclusive, integrative, and culturally relevant development to effectively support quality education and 21st-century learning.
Co-Authors Adibah Ulaya Putri Agil Husein Al Munawar Ahmad Faqih Asep Sopian Azzahrah Istira Oktiva Pradini Ella Relawanti Eneng Komariyah Maimun RNM Fahmi Yahya Abdil Haq Fahrudin Fahrudin Faiz Dzul Fahmi Hamdan Hanny Khairunisa Qatrunada Hikmah Maulani Ika Mahmudah Fauziah Inas Dhia Fauziah M. Wildan Bin H.M. Yahya Mad ‘Ali Mad ’Ali Makhmud Syafei Mia Nurmala Muhammad Rizal Munawar Rahmat Nalahuddin Saleh Nunung Nursyamsiyah Salma Sabila Yusuf Salsabila Zahra Shofa Musthofa Khalid, Shofa Musthofa Shofwan Sholahudin Tiara Nurfingkan Priantiwi Ulfa febriyanti