Article Per Year (5 Year)
p-Index From 2021 - 2026
2.633
P-Index
This Author published in this journals
All Journal ARABIYAT Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Al Ishlah Jurnal Pendidikan Al-Hayat: Journal of Islamic Education Ijaz Arabi Journal of Arabic Learning IZDIHAR El-Tsaqafah: Jurnal Jurusan PBA Kalamuna Asalibuna Al-Muyassar: Journal of Arabic Education Kitaba : Journal of Interdisciplinary Arabic Learning Alsinatuna Journal of Arabic Language Learning and Teaching Al-Irfan: Journal Of Arabic Literature and Islamic Studies EL TSAQAFAH Indonesian Journal of Arabic Education and Learning
Mamluatul Hasanah
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 19 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 19 Documents
Search

 1   2 
The Role of Problem-Based Mufradat Learning on “ISMU fil Arabia” Activity Muhammad Kusuma Wardhana; Mamluatul Hasanah; Syaiful Mustofa
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v5i1.13125

Abstract

Nativism has been a pessimistic topic when discussing its implementation in the context of children's education. This happens because the flow of its universal ability, which has been carried since birth, is not influenced by external elements like an Arabic language environment gifted by teacher value. In fact, the understanding of Nativism is not that shallow; there are several indicators that are missed when looking at implicit phenomena in the role of Arabic language acquisition without involving this understanding. Using a phenomenological approach related to the "ISMU fil Arabia" activity, the researcher would explain the Nativism learning method in the Muhammadiyah Elementary environment, which has been proven to have produced students who are able to speak Arabic without external limitations from the school environment and teachers, Among them are the ability of students to find their own vocabulary based on the results of observations with their friends based on competitive learning themes; students are psychologically more emotionally mature and have quite high confidence because they are indoctrinated to carry the name of the school through this activity approach; the themes taught in this activity are structural and can be evaluated temporally through the implementation of Arabic-based competitions that have been determined by the school. There are indications that this finding is the starting point for increasing the trust of parents in the school. this phenomenon has become one of the sources of school promotion to get a higher accreditation value that can be achieved for free.
Postmethod Pedagogy in Arabic-Speaking Instruction: A Contextual Case Study in an Indonesian Modern Islamic Boarding School Abdul Muid; Bisri Mustofa; Faisal Mahmoud Adam; Mamluatul Hasanah; Muassomah Muassomah; Zakiyah Arifa
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.534

Abstract

This study arises from the need to understand the learning of speaking skills in a more contextual way within the Modern Islamic Boarding School environment, given that previous studies still tend to highlight only the partial effectiveness of language methods or programs. This study aims to analyze how the learning strategy for speaking skills at Darul Qiyam Kerinci Modern Islamic Boarding School is constructed and implemented within the framework of postmethod pedagogy, particularly through the parameters of particularity, practicality, and possibility. The research uses a qualitative approach with a case study design. The subject of this study is the practice of learning Arabic Speaking skills in the pesantren environment, while the informants are the teachers of the boarding school who are directly involved in teaching Arabic and developing the language environment, who are purposively selected for their active involvement and willingness to participate. Data were collected through semi-structured interviews, observations, and document analysis, and then analyzed using thematic analysis. The results of the study show that speaking learning strategies are constructed contextually through the language environment, teachers' pedagogical reflections, and layered language practices. This strategy not only strengthens students' Speaking skills, but also shapes their courage, linguistic agency, and social identity. The practical implication of this study is that speaking skills instruction needs to be designed holistically by connecting language policy, authentic communicative practice, and the teacher’s role as a reflective practitioner.
IMPLEMENTASI TEORI BELAJAR KONSTRUKTIVISME DALAM PEMBELAJARAN MAHARAH KALAM MENGGUNAKAN COOPERATIVE LEARNING DI MADRASAH TSANAWIAH Fauzie Muhammad Shidiq; Aprilianing Tyas Tri Tungga Dewi; Langgeng Budianto; Mamluatul Hasanah
El-Tsaqafah : Jurnal Jurusan PBA Vol. 23 No. 1 (2024): April 2024
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v23i1.9571

Abstract

Constructivism theory is a learning theory that is oriented towards forming the structure of thought patterns and students' understanding of the material through experience and the learning process. This form of implementation in the field, especially in learning maharah kalam in Arabic, can be supported using the cooperative learning method. This research aims to determine the implementation of constructivist learning theory in maharah kalam learning using the cooperative learning method. This type of research is field research with a descriptive qualitative approach carried out at Madrasah Tsanawiah Satu Atap Al-Hidayah, Batu City, East Java. Data collection techniques use observation techniques and interview techniques. The data analysis used is the Miles, Huberman and Saldana analysis technique with three steps, namely condensing data, presenting data, and drawing conclusions or verification. The results of this research include the following (1) implementation of constructivist learning theory in maharah kalam learning at Madrasah Tsanawiah Satu Atap Al-Hidayah, Batu City with the cooperative learning method applied according to the steps and principles of learning, so as to provide a pleasant learning experience for students . (2) the problems encountered in implementing constructivist learning theory are a lack of initiative in discussing learning material and a lack of motivation in learning Arabic, so that efforts to deal with the problem of implementing constructivist learning theory are for teachers to provide encouragement and motivation in learning Arabic and make improvements- improvements in learning.
Translating in the AI Era: A Phenomenological Study of Arabic Language Students' Use of DeepL Translate Muh Thahihal Jahidul Hasyb; Mamluatul Hasanah; Faisol Faisol
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.516

Abstract

This study explores students’ perceptions of using DeepL Translate in translating Arabic assignments. The increasing adoption of AI-based translation tools among students offers convenience and efficiency, yet raises issues of accuracy, contextual understanding, and academic dependency. Using a qualitative phenomenological approach, five active students of the Arabic Language Education Study Program at IAIN Kendari were purposively selected as participants. Data were collected through in-depth semi-structured interviews and analyzed thematically. The findings reveal three major perception patterns: (1) critical use, where two students utilized DeepL as an initial aid while revising outputs manually; (2) pragmatic dependence, where two others relied entirely on the tool due to limited mastery of nahwu and sharaf; and (3) reflective evaluation, where one participant verified translations through peer discussion and comparison with other sources. Although all participants acknowledged DeepL’s speed and ease of use, they also noted frequent inaccuracies in translating Islamic and scientific texts. The study concludes that DeepL can enhance comprehension and efficiency when used reflectively, but pedagogical guidance is essential to strengthen linguistic awareness, translation competence, and ethical responsibility in AI-assisted translation.
Team Game Tournament with Crossword Puzzle Media as a Pedagogical Tool for Balaghah Learning in Higher Education Renni Hasibuan; Mamluatul Hasanah; Faisol; Siti Nur'ain Binti Ahmad Radzuanuddin
Indonesian Journal of Arabic Education and Learning Vol. 1 No. 1 (2025): August
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58363/ijael.v1i1.558

Abstract

Using diverse methods enhances student interest and creativity, making learning more engaging. This research aimed to explore how the Team Game Tournament (TGT) method using crossword puzzles is applied in teaching Balaghah, focusing on three key activities: the preliminary activity, the main activity, and the final activity, and how students responded to the application of this method. This research used a descriptive qualitative method, with data collection techniques including observation and questionnaires. The results of this research are as follows: 1) The preliminary activity included greetings, opening the lesson with a prayer, and reminding students of previously learned concepts or knowledge. 2) In the main activity, five organized stages were applied: in-class presentation, group learning, the game, the tournament, and finally, the group reward. 3) In the final activity, the session's conclusions were presented, along with the ideas gained during the learning process, and the lesson was concluded with a prayer. 4) The students' response to the application of this method received a score of 82.2%, rated as "Good," indicating that the method successfully garnered a positive response from the respondents. Overall, these findings underscore the importance of integrating varied teaching methodologies to cater to diverse learning styles and needs, ultimately enriching the educational experience.
Reframing Arabic Language Learning through Peer Teaching: A Constructivist Case Study of Student Learning Experience Makhiulil Kirom; Mamluatul Hasanah; Miftahul Huda
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.8168

Abstract

Although peer teaching has been widely examined as a collaborative learning strategy, relatively few studies have explored how it shapes students' learning experiences from a constructivist perspective within intensive Arabic language programs. This study examines the implementation of peer teaching and interprets how it shapes students' learning experiences within a constructivist learning framework. The study employed a descriptive case study at the Arabic Intensive Program (PKPBA), UIN Maulana Malik Ibrahim Malang, integrating a student perception questionnaire completed by 50 students with classroom observations as contextual evidence. Questionnaire data were analyzed descriptively using mean scores, while classroom observations were used to support the interpretation of the findings. The questionnaire indicated consistently positive student perceptions across the five measured constructs, with mean scores ranging from 3.45 to 3.60 on a five-point Likert scale, covering learning motivation, psychological safety, collaborative interaction, confidence in using Arabic, and reflective learning strategies. Classroom observations corroborated these descriptive findings and demonstrated how peer interaction encouraged students to negotiate meaning, participate more actively, and gradually assume greater responsibility for their own learning. The findings suggest that peer teaching functions as a constructivist learning practice that supports students' gradual shift from passive recipients of knowledge toward active learning agents. These findings provide practical implications for integrating peer teaching into Arabic language instruction and may also inform constructivist learning design in other second-language (L2) contexts.   Abstrak Meskipun peer teaching telah banyak diteliti sebagai strategi pembelajaran kolaboratif, relatif sedikit studi yang mengeksplorasi bagaimana hal itu membentuk pengalaman belajar mahasiswa dari perspektif konstruktivis dalam program bahasa Arab intensif. Studi ini meneliti implementasi peer teaching dan menafsirkan bagaimana hal itu membentuk pengalaman belajar mahasiswa dalam kerangka pembelajaran konstruktivis. Studi ini menggunakan studi kasus deskriptif di Program Khusus Perkuliahan Bahasa Arab (PKPBA), UIN Maulana Malik Ibrahim Malang, dengan mengintegrasikan kuesioner persepsi mahasiswa yang diisi oleh 50 mahasiswa dengan observasi kelas sebagai bukti kontekstual. Data kuesioner dianalisis secara deskriptif menggunakan skor rata-rata, sementara observasi kelas digunakan untuk mendukung interpretasi temuan. Kuesioner menunjukkan persepsi siswa yang konsisten positif di kelima konstruk yang diukur, dengan skor rata-rata berkisar antara 3,45 hingga 3,60 pada skala Likert, yang mencakup motivasi belajar, keamanan psikologis, interaksi kolaboratif, kepercayaan diri dalam menggunakan bahasa Arab, dan strategi pembelajaran reflektif. Observasi kelas menguatkan temuan deskriptif ini dan menunjukkan bagaimana interaksi teman sebaya mendorong mahasiswa untuk menegosiasikan makna, berpartisipasi lebih aktif, dan secara bertahap memikul tanggung jawab yang lebih besar atas pembelajaran mereka sendiri. Temuan ini menunjukkan bahwa peer teaching berfungsi sebagai praktik pembelajaran konstruktivis yang mendukung pergeseran bertahap mahasiswa dari penerima pengetahuan pasif menuju agen pembelajaran aktif. Temuan ini memberikan implikasi praktis untuk mengintegrasikan pengajaran oleh teman sebaya ke dalam pengajaran bahasa Arab dan juga dapat memberikan informasi untuk desain pembelajaran konstruktivis dalam konteks bahasa kedua (L2) lainnya.
Reading Guide and Students' Arabic Reading Ability Desriliwa Ade Mela; Mamluatul Hasanah; Muhammad Fadli Ramadhan
Kitaba Vol 1, No 2 (2023): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v1i2.21277

Abstract

Reading is one of the literacy skills set as Indonesia's national education goal and become a necessary skill in the 21st century. The reading skill of students of MTs Al-Hidayah Batu has not met the ideal standard. Achieving reading skills requires adequate vocabulary mastery and selecting appropriate methods. This study was designed to measure the influence of the reading guide method on students' knowledge of Arabic reading skills. The design of this study is quasi-experiments. There are 30 samples taken from a total population of 120 people using the purposive sampling technique. Data collected through tests, questionnaires, and interviews are analyzed using a t-test. The results show that the reading guide method can improve students' reading skills. Proven by the t-test result of the reading ability with a sig (2-tailed) value of 0.010 < 0.05. This statistical test implied that Ho was rejected. Ha is accepted, which means that there is a positive influence on the use of the reading guide method in improving students' reading skills, indicated by increasing the ability to read appropriately, mentioning the meaning of vocabulary in the text, answering questions based on the text, summarizing and retelling the content.
Pragmatics of Prophetic Pedagogy: A Discourse Analysis of Directive Speech Acts in Hadith Literature Dien Nur Chotimah; Sutaman Sutaman; Mamluatul Hasanah
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.v13i1.52192

Abstract

This study aims to analyze the forms of directive speech acts in al-Rasūl al-Mu’allim and explain it’s the pedagogical functions. This research uses a descriptive qualitative approach with a pragmatic perspective and speech act theory. The research data is in the form of utterances that contain directive illocution in the hadīths collected in al-Rasūl al-Mu’allim. Data were analyzed through identification, classification, and interpretation of the illocution function based on the context of hadīth. The results of the study show that the directive speech act is realized through three main forms, namely instruction as a pedagogical directive, advice as a persuasive directive, and guiding and instructional directive. These findings show that the Prophet's pedagogical communication is not only oriented to the direction of actions and behaviour, but also to the formation of understanding and internalization of values. This research contributes to enriches the understanding of prophetic pedagogy from a linguistic-pragmatic perspective.
Mobile-Assisted Language Learning Apps: The Analysis of Duolingo Muchsinul Khuluq; Mamluatul Hasanah; Muasshomah Muasshomah; Nurul Imamah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 12 No 2 (2024)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v12i2.8806

Abstract

The Duolingo application offers foreign language learning, specifically Arabic, to learners worldwide. Although effective, the material within it must meet international language learning standards. This research aims to assess the suitability of Duolingo's material in accordance with the international standards set by ACTFL. This study employs a descriptive qualitative approach, with primary data consisting of Duolingo's materials and secondary data comprising relevant literature. Both data sets are analyzed using Milles and Hubberman's theory. The results indicate that Duolingo complies with the international standards established by ACTFL, covering proficiency levels from Distinguished, Superior, Advanced, Intermediate, to Novice. Each proficiency level ensures that learners can learn a foreign language gradually and systematically according to their language abilities.
Co-Authors Abdul Muid Abul Ma'ali Agung Prasetyo Ahmad Barizi Alfa Naja Imamuna Alfiatus Syarofah Aprilianing Tyas Tri Tungga Dewi Bakri Mohamed Bakheit Bisri Mustofa Desriliwa Ade Mela Dien Nur Chotimah Faisal Mahmoud Adam Faisol Faisol Faisol Fauzie Muhammad Shidiq Imam Asrori Imam Muttaqin Junaedi Junaedi Lailatul Qomariyah Langgeng Budianto Lateef Onireti Ibraheem M. Zainuddin Makhiulil Kirom Miftahul Huda Muasshomah Muasshomah Muassomah Muassomah Muassomah Muchsinul Khuluq Muh Thahihal Jahidul Hasyb Muhammad Fadli Ramadhan Muhammad Jundi Muhammad Kusuma Wardhana Muhammad Walid Nur Ali Nuraini Nuraini Nurhadi Nurhadi Nurul Imamah Renni Hasibuan Renni Hasibuan Septia Solihati Siti Nur'ain Binti Ahmad Radzuanuddin Sutaman Syaiful Mustofa Uril Bahruddin, Uril