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Umi Hanifah

UIN Sunan Ampel Surabaya

Author-ID : 274660

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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Language Anxiety and Deep Learning Integration in Arabic Language Learning under the Independent Curriculum Anisah Firdausi; Maftukh Ghulam; Umi Hanifah
Al-Kilmah: Jurnal Pendidikan Bahasa Arab dan Humaniora Vol. 4 No. 2 (2025): December 2025. Al-Kilmah: Jurnal Pendidikan Bahasa Arab dan Humaniora
Publisher : Faculty of Education and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/al-kilmah.v4i2.3032

This study aims to analyze language anxiety among students in Arabic learning under the Merdeka Curriculum and to apply a deep learning approach to detect and predict the factors causing such anxiety. The research method employed is descriptive qualitative, with data collected through in-depth interviews, classroom observations, and documentation analysis at MTs Nurul Islam Mojokerto. The findings indicate that language anxiety is closely related to the fear of making mistakes in pronunciation and sentence structure, as well as the lack of speaking practice in more informal contexts. However, students who demonstrate greater self-confidence in speaking tend to experience lower levels of anxiety. The application of deep learning in this research shows that technology can identify anxiety patterns based on students’ interactions with speaking and writing tasks. In light of these findings, it is recommended that Arabic learning place stronger emphasis on flexible speaking practices and the use of deep learning tools to analyze students’ anxiety. The study also suggests further research to develop more specific deep learning models to address language anxiety across different levels of education.

Implementation of the Mimicry-Memorization Method through flashcards in learning Arabic vocabulary Sholihah, Desy Abidatus; Hanifah, Umi
JURNAL IJ-ATL Vol 9, No 2 (2025): Arabic Teaching And Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i2.12541

Arabic vocabulary mastery is a critical factor in developing students’ language competence and communication skills. This study aimed to examine the implementation of the Mimicry-Memorization method assisted by flashcards to enhance Arabic vocabulary learning. The research employed a qualitative phenomenological case study involving eighth-grade students, an Arabic teacher, and the school principal. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using interactive data analysis and triangulation to ensure validity. Findings revealed that integrating Mimicry-Memorization with flashcards increased students’ motivation, fostered interactive classroom participation, and improved vocabulary retention, as evidenced by worksheets, quizzes, and classroom activities. The study’s novelty lies in combining auditory imitation, structured repetition, and visual stimuli to create a holistic learning approach. Practically, the findings provide guidance for teachers to design engaging, student-centered vocabulary lessons. The research implies that multimodal strategies can enhance language acquisition and support long-term retention in Arabic learning.

The AI Revolution in Arabic Language Learning: An Analysis of ChatGPT’s Role in Autonomous Learning Humairoh, Sitti Wardatul; Nurul Hadi; Umi Hanifah
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22479

The rapid advancement of artificial intelligence (AI) has increasingly influenced language education, including Arabic as a foreign language. This study examines the role of ChatGPT as an AI-based conversational model in supporting autonomous Arabic language learning and explores the pedagogical implications of its use in the digital era. Employing a qualitative conceptual library research approach, the study synthesizes academic literature published between 2020 and 2025 on AI-assisted language learning, learner autonomy, and Arabic language pedagogy. This synthesis is complemented by structured interaction simulations with ChatGPT, which are employed as analytical artifacts. Through conceptual and thematic analysis, the study identifies three core pedagogical functions of ChatGPT: (1) providing interactive and adaptive linguistic input, (2) delivering corrective feedback, and (3) functioning as a co-writing partner that supports text revision. These functions enable flexible, iterative, and reflective language practice while maintaining learner control over the learning process. The findings suggest that the use of ChatGPT should be integrated within a well-defined pedagogical framework, underscoring the continued importance of human instructors and the need for further empirical research. This study proposes a conceptual framework that positions ChatGPT as a learning companion in Arabic language education.

Embroidering Innovation in Madrasah Tsanawiyah Arabic Curriculum: Teacher's Perspective as Learning Architect/Menghadirkan Inovasi dalam Kurikulum Bahasa Arab Madrasah Tsanawiyah: Perspektif Guru sebagai Arsitek Pembelajaran Dewi, Metha Kusuma; Hanifah, Umi; Ihsan, Wildanul
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 2 (DESEMBER 2025): LOGHAT ARABI
Publisher : UI DDI AD Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i2.477

Arabic language instruction at the Madrasah Tsanawiyah level faces growing challenges in staying relevant and meaningful for students in today’s dynamic world. A rigid and overly standardized curriculum often hinders students from engaging with the language in a practical and contextual way. In this situation, teachers are increasingly expected to act not only as curriculum implementers but also as creative designers of learning experiences. This study aims to explore conceptually how Arabic language teachers can serve as agents of innovation in curriculum development at the Madrasah Tsanawiyah level. Using a library research approach, the study draws upon various scholarly works, curriculum documents, and educational policies to build a comprehensive understanding of the teacher’s role in shaping innovative learning practices. The analysis employs content analysis techniques to uncover key ideas related to innovation strategies and the role of teachers in curricular design. The study concludes that empowering teachers as contextual curriculum designers, fostering innovation beyond technological tools, and supporting reflective practice are essential for addressing the challenges in Arabic language instruction.Pembelajaran Bahasa Arab di Madrasah Tsanawiyah saat ini dihadapkan pada tantangan untuk tetap relevan dengan perkembangan zaman. Kurikulum yang kaku dan tidak kontekstual sering kali menyulitkan siswa dalam memahami dan mengaplikasikan bahasa secara fungsional. Dalam situasi seperti ini, guru tidak lagi cukup berperan sebagai pelaksana semata, tetapi juga dituntut menjadi perancang pembelajaran yang kreatif dan responsif terhadap kebutuhan siswa. Penelitian ini bertujuan untuk mengkaji secara konseptual bagaimana guru dapat berperan sebagai agen inovasi dalam pengembangan kurikulum Bahasa Arab di Madrasah Tsanawiyah. Dengan menggunakan metode studi kepustakaan, kajian ini menelaah berbagai literatur, kebijakan, dan dokumen akademik yang relevan untuk membangun pemahaman yang utuh tentang peran strategis guru dalam menciptakan pembelajaran yang lebih bermakna. Analisis dilakukan melalui pendekatan analisis isi guna menemukan gagasan-gagasan utama terkait strategi inovasi dan peran guru dalam konteks kurikulum. Hasil kajian ini menegaskan pentingnya peran guru sebagai perancang kurikulum yang kontekstual, menunjukkan bahwa inovasi tidak harus berbasis teknologi, serta menekankan perlunya refleksi diri dan dukungan sistemik bagi guru dalam menghadapi tantangan pembelajaran Bahasa Arab.

Improving the Skills of Junior High School Mathematics Teachers in Developing Deep Learning-Oriented Lesson Plans Using ChatGPT Masriyah; Rosyidi, Abdul Haris; Ismail; Setianingsih, Rini; Hanifah, Umi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p106-113

Advances in artificial intelligence (AI) technology offer significant opportunities for education to create more innovative and adaptive learning experiences. Mojokerto Regency, East Java, with over 100 junior high schools, faces challenges in integrating modern technology into learning, particularly in mathematics. These challenges include teachers' limited understanding of AI technologies such as ChatGPT, limited resources, and limited access to technology-based training. This study aims to describe the improvement of junior high school Mathematics teachers' understanding and competency in developing deep learning of lesson plans using the ChatGPT after participating in technology-based training. This study was conducted through training on an introduction to AI (ChatGPT), discussions on the ChatGPT-assisted deep learning of Mathematics lesson plans and mentoring in developing the ChatGPT-assisted deep learning of Mathematics lesson plans. Participants were given a pretest before the activity and a post test after the training. Furthermore, participants were assessed as a group on their performance in developing the ChatGPT-assisted deep learning Mathematics lesson plan. Based on the results of the pretest and posttest analysis, and group performance, it can be concluded that there is an increase in the understanding and competence of Mathematics teachers in using AI (ChatGPT), to develop a deep learning of lesson plan that is interactive, relevant, and supports the implementation of the Merdeka Curriculum

IMPLEMENTATION OF FULLY ONLINE MICROTEACHING MODEL TO IMPROVE THE TEACHING COMPETENCE OF ARABIC LANGUAGE PRE-SERVICE STUDENT TEACHERS Hisbullah Huda; Umi Hanifah
ALSINATUNA Vol 8 No 2 (2023): June 2023
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v8i2.1746

Pandemic has changed microteaching models from offline to fully online. This requires skills that integrate technology into the lesson planning and teaching practice. This study aims to describe the implementation of fully online microteaching models to improve the teaching competence of Arabic language pre-service student teachers, its problems and solutions. This study uses qualitative descriptive method. Data were collected using observation, interviews, and documentation techniques and analyzed with Miles, Huberman, and Saldana interactive model of qualitative analysis technique. The study results show that the Arabic Microteaching course at the Faculty of Education and Teacher Training of Sunan Ampel Islamic State University was designed to be fully online using two models, namely synchronous and asynchronous models, using the media of Google Classroom and Google Meet. This model has its problems. The limited internet package made the students unable to turn on their cameras. This made the teaching practice less interactive. It also hampered the development of the social skills of the teaching practice students. The problem was overcome by regulating the turn to turn on the camera in the synchronous model and maximizing the offline asynchronous model by getting the students to attend [the class] and by recording the teaching practice in video. In this way, the fully online microteaching model can make Arabic language pre-service student teachers more competent in designing their lesson plans and in practicing digital-based learning creatively and innovatively.

Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Rosyidi, Abdul Haris; Saadah, Nurus; Hafidz, Abdul; Hanifah, Umi; Hariyanti, Firda; Sari, Ayu Silvi Lisvian
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed

Co-Authors ., Andriyansyah A'imah, Syarifatul A'yun, Qurrota Ab. Aziz Bin Sulaiman Abd. Azis, Abd. Abdul Gofur, Muhamad Abdul Hafidz Abdul Haris Rosyidi Abdul Wahab Naf'an Abdurrahman, Zahron Affandi, Johan Agus Suyatno Ahmad Zeid Ardiansyah Al Fayyadh, Moh. Alallah, Ikhlasul Amal Alfisyah Alfisyah Ali Mudlofir Amelia Putri, Friska Amelia Putri Andi Taufan Anggie Maulidia Anisah Firdausi Aprilianti Pratiwi Ardiansyah, Ahmad Zeid Arifah, Tri Hanum Arsiva Alifia Gati Asikin, Ahmad Shofiyyul Mubarok Asyiqin, Nor' Aulia Agustin Baihaqi, Abdullah Barid, Bintan Nuruzzakiyah Bayu Tri Cahya Bintan Nuruzzakiyah Barid Binti Adam, Zalika Chusna, Ufiq Ashfiyatul Devi Sulistyaningrum Dewi, Metha Kusuma Dhea , Ayu Resky Dian Nurkholiza Putri Doddy A. Darmajana Eka Kurnia Patmasari Erimson Siregar Ety Meikhati Faiqoh Fajar Juliantono fauziyah, luqi Feriansyah Sesunan Firda Hariyanti Firdaus, Ahmad Yanif Firdaus, Nida Anisah Friska Amelia Putri Gita Diah Prasasti Habibah, Muzayyidatul Hairani Hairani Haji Abdullah, Hajah Rafidah binti Hamid, Alif Alvian Mawaddi Haryanto , Zelania In Hidayah, Muhfidatul Winda Winda Huda, Hisbullah Humairoh, Sitti Wardatul HUSNUL ABDI I Ketut Budayasa Ida Miftakhul Jannah Ihsan, Wildanul Ilzam, Ahmadur Inayah, Ine Inayah Intan Safitri, Intan Ismail Jannah, Ulfiyatul Jauharoh, Titin Joharman Joharman Kamal Yusuf KHOIRUL ANAM Khoirun Nisa Alwachidah Lestari, Retna Dewi Luddin, Jalal Maftukh Ghulam Maharani, Nadila Putri mahmudi, imam Maisyanah Maisyanah, Maisyanah Makarima, Naeli Mar'atus Sholikah Masriyah Masturi Masturi Mawaddah, Abdilah Lina Afifah Meila Weeke Alfulana Mhd Zakiul Fikri Miranti, Liana Mohammad Thoha Mufidah, Nur Muflihah Muflihah Muflihah Muhammad Khafid Muhammad Thohir Mukhoiyaroh, Mukhoiyaroh Nadiroh, Umi Natasia, Bella Nerra Nur Elvandari Niesa Hanum Mistoro Ning Mukaromah Ningsih, Ayu Widya Nok Afifah Novemy Triyandari Nugroho Novrinaldi Novrinaldi Nurul Hadi Nurul Hidayah Almubarokah Nurul Islamiyah Nurul Safitri Nurvianti, Nurvianti Pranawa, Rahmat Dandan Puji Alawiyah Putri Intan Prastiwi Putri, Retno Karunia RADEN SULAIMAN Rahajeng Risma Rahmat Dandan Pranawa Rangga Firdaus Ratih Paramitasari, Ratih Ratna Hidayah Restuti, Dwi Putri Ria Yunitasari Rifia, Riza Rifki Baskara Kuncorojati Rini Setianingsih Risma Kartika Rohmawati, Anis Nur Diah Saadah, Nurus Safitri, Zuliyah Salsabilla, Nurhanifah Sari, Ayu Silvi Lisvian Sari, Dita Apriliana SEPTIAN DWI CAHYO Setiawati, Anandita Galuh Sholihah, Desy Abidatus Siti Julaikha Siwi, Puput Ranu Suhartono Suhartono Suhatmi, Erna Chotidjah Sujanah, Inu Sulfiatin, Sulfiatin Syafi’I Syafi’i Syafi’i Syafi’i, Syafi’i Taufikur Rohman Thohir, Mohamad Ulfida Aisya Laishela Utomo Hadibroto, Joko Vanisa Ratna Sari Wahyuningsih, Rita Wayan Suana Widiyani, Tri Purna Windi Shilvia Puspitasari Wulandari, Inayah Yuyun - Widyawati Zainal Abidin Hajib Zam Ani, Ahmad Faisal

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