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All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Journal on Education AL-ISHLAH: Jurnal Pendidikan Islam Alsinatuna
Saepudin
Institut Agama Islam Negeri Parepare
Religion Humanities Education Languange, Linguistic, Communication & Media

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TEORI LINGUISTIK DAN PSIKOLOGI DALAM PEMBELAJARAN BAHASA Saepudin Saepudin
Al-Ishlah: Jurnal Pendidikan Islam Vol 16 No 1 (2018): Al-Ishlah: Jurnal Studi Pendidikan
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.893 KB) | DOI: 10.35905/alishlah.v16i1.738

Abstract

This article discusses several language theories and psychological theories thatinfluence the educator's point of view in teaching languages both mother tongueand second language learners. Among the linguistic theories described arestructuralism theories pioneered by Ferdinand de Saussure in Europe; the firstfigure to do a study of language with scientific principles and codified so that it canbe analyzed using systematic and clear methods. Other figures in this genre areLeonardo Bloomfield, Edward Saphier, Charles Hokait and Charles Fries. Second,the transformational generative theory pioneered by Noam Chomsky, who wasborn in 1928 in Pennsylvania, United States. Psychological theories discussed arethe theories of behaviorism, nativism, cognitivism, functional, constructivism,humanism and cybernetics
Penggunaan Media Teknologi Artificial Intelligence Dalam Meningkatkan Kemampuan Berbahasa Arab Di PPM Rahmatul Asri Ilham MR; Saepudin Saepudin; Herdah Herdah; Darmawati Darmawati; Kaharuddin Ramli
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6994

Abstract

This thesis discusses the use of Artificial Intelligence technology media in improving Arabic language skills at Rahmatul Asri Islamic Modern Boarding School. This research aims to explore the differences in improving Arabic language skills between the use of Artificial Intelligence technology media and the use of Power Point media or conventional learning media as a comparison. The research used a Quasi Experimental method with a two group pretest-posttest design, involving 56 samples of students from classes X and XI MA PPM Rahmatul Asri. Data was collected through Arabic language proficiency tests before and after treatment. The results showed a significant increase in the students' Arabic language skills. The average learning outcome score based on the students' pre-test (72.00) increased to (88.86) based on the average post-test score after treatment. Data analysis using the t-test shows that this increase is significant, with a sig (2-tailed) value of 0.000 < 0.05, which indicates that this difference did not occur by chance. The conclusion of this research is that the use of Artificial Intelligence technology media is effective in improving students' Arabic language skills. Interactive and interesting learning media has been proven to be able to create a more active and enjoyable learning atmosphere. It is recommended that this method be applied more widely in other Islamic boarding schools, and that teachers be given training to optimize the use of Artificial Intelligence media in learning.
Unleashing the Power of Reading: Effective Strategies for Non-Native Arabic Language Learners Saepudin Saepudin; M. Taufiq Hidayat Pabbajah; Mustaqim Pabbajah
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.v9i2.7826

Abstract

This study addresses the pressing need for effective reading strategies among non-native Arabic language learners, who often encounter considerable obstacles in decoding and understanding Arabic texts due to the language’s complex morphology and diglossic nature. The main aim is to identify and classify strategic approaches that enhance Arabic reading proficiency and, in doing so, support broader language acquisition. Framed within the discourse of second language pedagogy, the research draws attention to the lack of focused studies on Arabic reading skills, emphasizing its theoretical and pedagogical significance. Using a systematic literature review, the study synthesizes findings from recent scholarship to evaluate cognitive, affective, and metacognitive strategies that benefit non-native learners. Results indicate that Direct Memory Strategies are essential for vocabulary retention and text recall, while Direct Cognitive and Compensation Strategies help bridge comprehension challenges. In addition, Indirect Cognitive, Affective, and Social Strategies contribute to learner motivation and collaboration, which are vital for maintaining sustained engagement with Arabic texts. These findings confirm that a multimodal strategic framework can meaningfully enhance Arabic reading competence as a second language. The study offers both theoretical insights and practical guidance for educators, curriculum developers, and policymakers working in Arabic language education.
Pengembangan Media Pembelajaran Bahasa Arab Berbasis Artificial Intelligence untuk Siswa Kelas V Nurul Atika; Saepudin Saepudin; Hamsa Hamsa; Herdah Herdah; Darmawati Darmawati
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6037

Abstract

This study aims to develop an artificial intelligence–based Arabic language learning medium suitable for fifth-grade elementary school students. The research employed a research and development (R&D) approach using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The development process focused on using artificial intelligence to produce learning content by integrating Canva AI, Whisk, and Suno to create a web-based learning platform with visual, auditory, and interactive features. A limited trial was conducted with 18 fifth-grade students at SDIT Al-Insan Pinrang. Data were collected using validation sheets completed by material and media experts, as well as response questionnaires administered to students and teachers to assess the practicality of the developed media. The results indicated that the learning medium achieved a very high level of validity, with a score of 92% from the material expert and 88% from the media expert. Furthermore, the practicality test showed that the medium was categorized as very practical, with scores of 83% from students and 90% from teachers. These findings suggest that the developed media is feasible and practical for use as a supporting medium in Arabic language learning at the elementary school level. The novelty of this study lies in the use of artificial intelligence to produce Arabic learning content that integrates visual, auditory, and interactive elements within a single web-based platform, offering an innovative alternative for Arabic language learning in basic education.
Interferensi Bahasa Ibu Terhadap Bahasa Arab di SMA PPM Rahmatul Asri Ririn Anisa Fitri; Herdah Herdah; Hamsa Hamsa; Saepudin Saepudin; Kaharuddin Kaharuddin
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6030

Abstract

Mother tongue interference remains a challenge in Arabic language learning at SMA PPM Rahmatul Asri, despite the pesantren environment that encourages active use of Arabic. Such interference appears in phonological, morphological, and syntactic aspects in both spoken and written Arabic, as well as in maharah al-qira’ah in the form of mispronunciation, inaccurate vowel length, and inappropriate pauses that affect meaning. This study employed a quantitative correlational design. The population consisted of 150 students, with 60 respondents selected using the Slovin formula and purposive sampling. Data were collected through questionnaires, Arabic grammar tests, and reading performance assessments, and analyzed using descriptive and inferential statistics. The results show that mother tongue interference was predominantly at a moderate level (78.3%), while low and high levels accounted for 11.7% and 10%, respectively. Grammar mastery was also dominated by the moderate category (65%), followed by low (21.7%) and high (13.3%) categories. Meanwhile, maharah al-qira’ah was mostly at a moderate level (48.3%), with 33.3% of students in the high category and 18.3% in the low category. Simple linear regression analysis revealed that mother tongue interference had no significant effect on grammar mastery (Sig. = 0.598 > 0.05) or on maharah al-qira’ah (Sig. = 0.966 > 0.05); therefore, the alternative hypothesis was rejected, and mother tongue interference is understood as a natural linguistic phenomenon in a bilingual context.
Co-Authors Darmawati Darmawati Darmawati Darmawati Hamsa Hamsa Herdah Herdah Herdah Herdah Ilham MR Kaharuddin Kaharuddin M. Taufiq Hidayat Pabbajah Mustaqim Pabbajah Nurul Atika Ramli, Kaharuddin Ririn Anisa Fitri