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All Journal Arabia: Jurnal Pendidikan Bahasa Arab Dharmakarya : Jurnal Aplikasi Ipteks Untuk Masyarakat Arabiyatuna : Jurnal Bahasa Arab Alfaz (Arabic Literatures for Academic Zealots) Studi Arab IZDIHAR PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Aphorisme: Journal of Arabic Language, Literature, and Education Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Maharaat: Jurnal Pendidikan Bahasa Arab Tanwir Arabiyyah: Arabic as Foreign Language Journal Al Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab Alsinatuna
Anisatu Thoyyibah
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Alsinatuna

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Enhancing Students’ Arabic Learning Outcomes Using Kinemaster-Based Audiovisual Media: A Case in Al-Irsyad Junior High School, Banyuwangi, East Java Syarofah, Syarofah; Murdiono, Murdiono; Thoyyibah, Anisatu
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.2280

Abstract

Persistent underachievement in Arabic language learning particularly within post-COVID-19 online learning environments remains a critical concern. This study explores the impact of Kinemaster-based audiovisual media on improving Arabic learning outcomes among seventh-grade students at Al-Irsyad Junior High School in Banyuwangi, East Java. Positioned within the growing discourse on technology-integrated pedagogy, the research evaluates how digital media tools influence student engagement and academic success. Employing a quantitative associative design with pretest-posttest methodology, data were gathered from 23 students through observations, tests, questionnaires, and documentation. Statistical analysis via SPSS, including normality tests, paired sample T-tests, and N-Gain calculations, indicated a significant performance increase from a total posttest score of 1424 to 1882 with a significance value of 0.001. The N-Gain score of 52.28 categorized the improvement as moderately effective. These results affirm the pedagogical potential of Kinemaster-based audiovisual media in Arabic instruction, offering promising implications for fostering student-centered, multimedia-enhanced learning. Further investigations are recommended to assess scalability and the mediating role of individual learner characteristics.
Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication Putri, Annindita Hartono; Thoyyibah, Anisatu
ALSINATUNA Vol 9 No 2 (2024): June 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i2.7076

Abstract

This study explores the phenomenon of Arabic diglossia specifically the coexistence and functional differentiation between fusha (formal) and ‘amiyah (informal) varieties in the instruction of speaking skills (kalām) at Markaz Arabiyah Pare, an Arabic learning center in Kediri, East Java, Indonesia. Centering on the Akbarnas (Akselerasi Bahasa Arab Nasional, National Arabic Language Acceleration) class program, the research seeks to identify the types, contexts, and underlying factors influencing diglossic language use in daily communicative practices. Situated within the broader discourse of sociolinguistics and Arabic language pedagogy, this study addresses a notable gap in empirical research concerning the implementation of diglossia within non-formal educational settings. Employing a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and ethnographic documentation, and analyzed using the Miles and Huberman model. The findings demonstrate that fusha predominates in formal classroom instruction, while ‘amiyah is more commonly employed in informal, non-academic interactions thus enhancing students’ communicative adaptability. This dual usage reflects the institution’s language policy. It is also shaped by instructors’ backgrounds many studied in the Middle East and students’ prior exposure to Arabic-speaking contexts. The study concludes that integrating both varieties into instructional design fosters pragmatic competence and contextual fluency. These findings offer significant implications for Arabic language educators and curriculum developers seeking to bridge the divide between formal instruction and real-world language use.
Co-Authors Ahmad Fatoni Ahmed Mohamed Eltoukhy Aini Alifatin Dini Kurniawati Fathoni, Ahmad Fatimah, Nia Rindah Kinanti, Sheila Sabrina Kurniawati, Marshelyna M. Ainur Raziqi Mauludiyah, Lailatul Minatullah Minatullah Minatullah, Minatullah Mochammad Firdaus Murdiono Murdiono, Murdiono Nikmatul Makfiro Nur Hayatin Putra, Wahyu Hanafi Putri, Annindita Hartono Richard, Muhammad Haddad Rizki Safitri Yanwari Rusady, Achmad Tito Sheila Sabrina Kinanti Sumekar, Panji Adipura Sunarto Sunarto Syarofah, Syarofah Thathit Manon Andini Wildan Suharso