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All Journal MediaTor: Jurnal Komunikasi Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Kindergarten: Journal of Islamic Early Childhood Education EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Ijaz Arabi Journal of Arabic Learning Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini El-Thumuhat as-sibyan : Jurnal Pendidikan Anak Usia Dini Perspektif Pendidikan dan Keguruan Jurnal Pendidikan dan Konseling SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Al-Mutharahah: Jurnal Penelitian dan Kajian Sosial Keagamaan Community Education Engagement Journal LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal Of Human And Education (JAHE) Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) The International Journal of Education Management and Sociology Jurnal Internasional Prosiding Seminar Nasional Hasil Penelitian dan Pengabdian Kepada Masyarakat Kreasi: Jurnal Pengabdian Masyarakat Hawa : Jurnal Pemberdayaan Dan Pengabdian Masyarakat (HAWAJPPM) Al-ihsan : Jurnal Pengabdian Agama Islam
Yenni Yunita
Universitas Islam Riau
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Social Sciences Transportation Other

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Strengthening Arabic Language Learning Through Language Environment: A Case Study in Pesantren Riau Samin, Saproni Muhammad; Pebrian, Rojja; Alfitri, Alfitri; Supriady, Harif; Yunita, Yenni; Yasin, Mohammad Dhiya'ul Hafidh bin Fatah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10565

Abstract

A critical gap exists between the theoretical importance of Arabic language environments in Islamic boarding schools (pesantren) and their practical implementation effectiveness. While previous research has identified various obstacles in Arabic language learning, comprehensive analysis of implementation conditions and systemic challenges in Riau Province remains underexplored. This study addresses this gap by examining Arabic language environment implementation conditions in 12 pesantren in Riau Province using qualitative exploratory case study design. Data were collected through semi-structured interviews with pesantren leaders, participant observation, and document analysis. Thematic analysis with triangulation was used for data analysis. Findings reveal a significant gap between policy and practice: 58.3% of pesantren have formal regulations but only 33.3% require full Arabic communication. Main challenges include Santri psychological factors (58.3% shyness/lack of confidence), limited competent teachers (50%), and inadequate facilities (41.7% have no supporting facilities, 0% have language laboratories). Program effectiveness is low (58.3% rate as less effective) with traditional approaches dominating (66.7% daily vocabulary memorization). However, 100% of leaders support the program and 66.7% of Santri are religiously motivated. The study recommends a holistic implementation model integrating five components: strengthening regulations, improving human resources, developing facilities, implementing communicative programs, and establishing evaluation systems. This research contributes to theoretical understanding of language environment implementation and provides practical recommendations for strengthening Arabic language programs in pesantren.
Integration Portal of Arabic Language and Islamic Education in the Digital Era Akzam, Ismail; Yunita, Yenni; Zubaidah
The International Journal of Education Management and Sociology Vol. 3 No. 5 (2024): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v3i5.162

Abstract

The digital era has brought significant changes to the learning of the Arabic language and Islamic education. This study explores the potential and challenges of using an integration portal as an innovative solution in this context. Through a descriptive qualitative approach, involving literature review, content analysis of existing learning portals, and interviews with experts, this research identifies the key features of an effective integration portal, its benefits, and the challenges of implementation. The results show that the integration portal can enhance student motivation, learning efficiency, and access to quality materials. However, challenges such as resistance to change and infrastructure limitations need to be addressed. The integration of artificial intelligence (AI) opens new opportunities for personalized learning. This study concludes that the success of the integration portal lies in its ability to blend traditional values with technological innovation, and it suggests collaborative development and continuous evaluation to improve its effectiveness.
URGENSI BELAJAR BAHASA ARAB MELALUI METODE KOMUNIKATIF PADA SISWA MTS MUHAMMADIYAH LUBUK JAMBI - KUANTAN SINGINGI Yunita, Yenni
BHAKTI NAGORI (Jurnal Pengabdian kepada Masyarakat) Vol. 1 No. 2 (2021): BHAKTI NAGORI (Jurnal Pengabdian kepada Masyarakat) Desember 2021
Publisher : LPPM UNIKS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36378/bhakti_nagori.v1i2.1825

Abstract

Bahasa Arab merupakan salah satu bahasa dunia yang telah mengalami perkembangan social masyarakat dan ilmu pengetahuan. Pembelajaran bahasa Arab dapat didefinisikan suatu upaya membelajarkan siswa untuk belajar bahasa Arab dengan guru sebagai fasilitator dengan mengorganisasikan berbagai unsur untuk memperoleh tujuan yang ingin dicapai dan bahsa Arab ini merupakan salah satu mata pelajaran yang wajib diajarkan kepada siswa salah satunya seperti yang diajarkan di MTS Muhammadiyah Lubuk Jambi Kuantan singing dan kami menawarkan salah satu metode yang tepat untuk mengajarkan bahasa Arab yaitu metode Komunikatif. Metode komuikatif adalah sebuah metode yang lebih mengandalkan kreativitas para pelajar dalam melakukan latihan. Pada tahap ini keter libatan Guru secara langsung mulai dikurangi untuk member kesempatan kepada mahasiswa untuk mngembangkan kemampuan sendiri. Para siswa pada tahap ini ditekankan untuk lebih banyak berbicara dari pada Guru. Adapun bentuk pengabdian ini adalah berupa seminar tentang Urgensi belajar bahasa Arab Metode Komunikatif dengan metode sebagai berikut, yaitu: Narasumber menyampaikan materi seminar dengan metode Ceramah kemudian para Peserta menyimak materi terakhir diskusi dan tanya-jawab. Tujuan dari pengabdian masyarakat ini adalah membekali para guru dan santri dengan Urgensi Belajar Bahasa Arab melalui Metode Komunikatif, memperbaiki cara pandang dan asumsi yang salah tentang belajar bahasa Arab melalui Metode Komunikatif, serta memberikan solusi terhadap hambatan dalam pembelajaran Bahasa Arab melalui Metode Komunikatif.
Measuring What Matters: Goal‑Free Evaluation Of Holistic Assessment In Arabic Language Education Samin, Saproni Muhammad; Jaafar, Azhar; Supriady, Harif; Pebrian, Rojja; Zulkifli, Alfitri; Yunita, Yenni
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.36779

Abstract

Outcome-Based Education (OBE) requires assessment that captures not only knowledge but also professional dispositions and observable performance. Program-level evidence in Arabic Language Education (ALE) remains limited, especially studies that link holistic assessment design to institutional quality indicators and graduate outcomes. The study aims to appraise the effectiveness of a holistic assessment system (cognitive–affective–psychomotor) in the ALE Study Program at Universitas Islam Riau using Goal Free Evaluation (GFE) and to examine its association with academic attainment and graduate outcomes. This study is a mixed-methods, descriptive dominant design employing GFE to evaluate effectiveness through actual outcomes rather than predetermined targets. Data sources included three academic years (Y2 [2022] to Y [2025]) of institutional records, quality assurance documents (GLOs•CLOs•sub-CLOs; rubrics), micro-teaching artefacts, student satisfaction surveys, and a tracer study. Association with academic attainment was examined through temporal trends in GPA and on-time graduation; association with graduate outcomes through employment rates and time-to-job. Findings: GFE evaluation revealed system effectiveness across all domains: (i) cognitive—mean GPA remained consistently high (3.69–3.78) and on time graduation reached 52% in Y; (ii) affective—“very good” ratings ≥75% across service dimensions; (iii) psychomotor—standardized micro teaching ecosystem (≥4 practices/semester; ≥10 core skills; B threshold). Association with academic attainment: The 40–30–30 design, explicitly linked to GLOs→CLOs, showed a strong association: stable, high GPAs across three years and improved on-time graduation indicate that the system effectively supports quality and efficiency. Association with graduate outcomes: Strong positive association demonstrated—97.5% placement, 4.8-month time-to-job, with education sector dominance (~77%) corresponding to psychomotor emphasis on teaching skills. The integrated competence (cognitive mastery, affective dispositions, psychomotor skills) developed through the holistic assessment system directly contributed to favorable employment outcomes. Conclusion: A 40–30–30 assessment design explicitly linked to GLOs→CLOs effectively sustains performance across three domains and employability. GFE evaluation demonstrated apparent effectiveness and strong associations with both academic attainment and graduate outcomes. Recommendations include rubric standardization, assessor moderation, analytics dashboards, and longitudinal tracking.
Co-Authors Abu Anwar Abu Bakar Ain, Siti Quratul Ain Akzam, Ismail Alfitri Alfitri Alfitri, Alfitri Alpizar Alpizar Alucyana Alucyana Alucyana Alucyana, Alucyana Amril .M Anggun Ary Antoni Putra Ary Antoni Putra Ary Antony Putra Aulia Fitri, Safa Azlin Atika Putri Dian Tri Utami Dian Tri Utami Dian Tri Utami Dilla Wahyuni Safitri Dilla Wahyuni Safitri Fadillah, Siti Febrian, Rojja Gamal Abdul Nasir Harif Supriyadi Ismail Akzam Ismail Akzam Ismail Akzam Ismail Akzam Izzati Abror, Nadia Jaafar, Azhar Jefry Hasibuan Karim, Nazir Kudwatun Nisa Lenny Julia Lingga Mawardi Ahmad, Mawardi Mayang Belia Sameto Mohamad Syarif Sumantri Muhammad Alwi Saputra MUNZIR HITAMI Musaddad Harahap Nabila, Restu Namora, Dian Nazir Karim Nelti Rizka Novalita Utari, Ria Nur Anisa Nur Annisa Pebrian, Rojja Permata Sari, Diana Irma Popi Ramadani Quratul Ain, Siti Rahmah Rahmah Raihana, Raihana Rani Nofrianti Restu Nabila Restu Nabila Ria Safitri Ria Safitri Riski Rohima Riski Rohima Rojja Febrian Rojja Pebrian Rukia Siregar Saproni Muhammad Samin Sari Siregar, Lina Maya Simbolon, Berby Rumiati Siti Quratul Ain Siti Rofi'atin supriady, harif Supriyady, Harif Syarifah Fahriah Taufik Hidayatulloh Utami, Dian Tri Yasin, Mohammad Dhiya'ul Hafidh bin Fatah Yesi Novitasari Yulia Herawati Zubaidah zulkifli, alfitri