Article Per Year (5 Year)
p-Index From 2021 - 2026
1.235
P-Index
This Author published in this journals
All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra EGALITA ARABIYAT Abjadia, International Journal of Education Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Istawa: Jurnal Pendidikan Islam ALSINATUNA SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION)
M. Abdul Hamid
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
AI-Mediated Discourse in Arabic Grammar Acquisition: Linguistic Interaction Patterns in ChatGPT-Assisted Nahwu Learning Tamim Mulloh; M. Abdul Hamid; Ahmad Mubaligh
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 21, No 1 (2026): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v21i1.41800

Abstract

This study investigates discourse dynamics emerging when undergraduate students engage ChatGPT as an interlocutor in classical Arabic grammar (nahwu) learning, examining how such engagement alters academic discourse structure in an Islamic university. An explanatory sequential mixed-methods design was adopted with 34 students at UIN Maulana Malik Ibrahim Malang—17 in a ChatGPT-integrated class and 17 in a conventional class. Pre- and post-tests of nahwu competence were analyzed using Paired Sample T-Test, Independent Sample T-Test, and Cohen’s d. Classroom observations and semi-structured interviews provided qualitative data, analyzed thematically. ChatGPT-assisted learners demonstrated significantly stronger grammatical gains (p 0.05; Cohen’s d = 2.9), while qualitative data revealed a clear shift from passive teacher-centered discourse toward student-driven analytical dialogue. These results illuminate how AI-mediated interaction reshapes the pragmatic and interactional conditions of second-language grammar acquisition.
Project-Based Learning in Arabic Speaking Instruction: Students’ Perceptions from a Muhadatsah Course in Higher Education Sugirma Sugirma; M. Abdul Hamid; Zakiyah Arifa
SYAMIL: Journal of Islamic Education Vol. 14 No. 1 (2026): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v14i1.12782

Abstract

Developing speaking proficiency remains a major challenge in Arabic language education, particularly in foreign language contexts where students often face limited opportunities for authentic communication and low confidence in oral interaction. Although Project-Based Learning (PjBL) has been widely promoted as a student-centered approach for enhancing communicative engagement, existing studies have predominantly focused on learning outcomes or technological integration, with limited attention to how learners experience project-based speaking instruction in Arabic classrooms. Addressing this gap, the present study investigates students’ perceptions of the implementation of Project-Based Learning in Arabic speaking instruction within a Muhadatsah course. This study employed a qualitative case study design involving twelve undergraduate students in the Arabic Education Program at IAIN Ternate during the 2024/2025 academic year. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns in students’ experiences during the project-based learning process. The analysis identified six interconnected dimensions shaping students’ learning experiences: increased speaking confidence through repeated communicative practice, active participation in project tasks, collaborative peer interaction, technology-supported rehearsal and reflection, contextualized linguistic development, and the emergence of creativity and problem-solving skills. These findings suggest that PjBL functions as an integrated learning environment that simultaneously supports communicative practice, learner engagement, and reflective language use. However, the findings are limited to a single institutional context and rely primarily on students’ perceptions. Future research should examine project-based speaking instruction across diverse educational settings and incorporate mixed-method approaches to assess its impact on measurable speaking proficiency development.
Project-Based Learning in Arabic Speaking Instruction: Students’ Perceptions from a Muhadatsah Course in Higher Education Sugirma Sugirma; M. Abdul Hamid; Zakiyah Arifa
SYAMIL: Journal of Islamic Education Vol. 14 No. 1 (2026): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v14i1.12782

Abstract

Developing speaking proficiency remains a major challenge in Arabic language education, particularly in foreign language contexts where students often face limited opportunities for authentic communication and low confidence in oral interaction. Although Project-Based Learning (PjBL) has been widely promoted as a student-centered approach for enhancing communicative engagement, existing studies have predominantly focused on learning outcomes or technological integration, with limited attention to how learners experience project-based speaking instruction in Arabic classrooms. Addressing this gap, the present study investigates students’ perceptions of the implementation of Project-Based Learning in Arabic speaking instruction within a Muhadatsah course. This study employed a qualitative case study design involving twelve undergraduate students in the Arabic Education Program at IAIN Ternate during the 2024/2025 academic year. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns in students’ experiences during the project-based learning process. The analysis identified six interconnected dimensions shaping students’ learning experiences: increased speaking confidence through repeated communicative practice, active participation in project tasks, collaborative peer interaction, technology-supported rehearsal and reflection, contextualized linguistic development, and the emergence of creativity and problem-solving skills. These findings suggest that PjBL functions as an integrated learning environment that simultaneously supports communicative practice, learner engagement, and reflective language use. However, the findings are limited to a single institutional context and rely primarily on students’ perceptions. Future research should examine project-based speaking instruction across diverse educational settings and incorporate mixed-method approaches to assess its impact on measurable speaking proficiency development.
Innovative Thinking Approach in Designing Teaching Materials for Ilm Badi Course: A Comprehensive Framework for Enhancing Students' Writing Skills Muhammad Dalle; Muhammad Jundi; M. Abdul Hamid; Umi Machmudah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v12i1.7944

Abstract

Students face several challenges in learning Ilm Badi, including difficulty understanding learning objectives, a lack of comprehension regarding the classification in Ilm Badi materials, insufficient visual stimuli in teaching materials, and challenges in generating new sentences. These issues indicate a mismatch between theoretical understanding and practical language skills. Therefore, this study aims to design teaching materials for Ilm Badi with an innovative thinking approach to stimulate students' writing creativity. The research method employed is Research and Development (R&D), integrating the instructional material design procedure by Sa'ud with the ADDIE model. Data were collected through interviews, observations, and questionnaires. The results indicate that the innovative thinking approach is relevant in strengthening creative thinking processes in general and supports the teaching of Ilm Badi with a more progressive and contextual approach. The teaching materials produced through detailed design stages involve composing content in Arabic and Indonesian, utilizing additional visualizations, and designing exercises to encourage students' innovative thinking abilities. The teaching materials design process includes collaboration with relevant experts. It undergoes expert assessments, resulting in teaching materials that meet standards for use in Ilm Badi learning, emphasizing innovative thinking. Further studies are necessary to test the designed teaching materials' effectiveness empirically.
Co-Authors Ahmad Mubaligh Anwar Sanusi Dian Tsuroya Patria Ummah Imam Asrori Lia Nurasriah Maulia Moh. Ainin Muhammad Dalle Muhammad Jundi Muhammad Yusuf Salam Nur Hasan Nurul Wahdah Nurul Wahdah Nurul Wahdah, Nurul Sugirma Sugirma Tamim Mulloh Umi Machmudah Yayan M.A Nurbayan Zawawi Bin Ismail