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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning Edu Riligia: Jurnal Ilmu Pendidikan Islam dan Keagamaan IZDIHAR An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab EDU RILIGIA: Journal of Islamic and Religious Education Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Edumatika Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Jurnal Aplikasi IPTEK Indonesia
Ahmad Fikri
IAIN KERINCI
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PERAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU SEKOLAH: STUDI KASUS DI MTS 1 KERINCI Aria, Sri Sudewi; Fadhlan, Muhammad; Fikri, Ahmad; Harisah, Harisah
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 6, No 3 (2022): Juli-September
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v6i3.21962

Abstract

Kegagalan lembaga pendidikan dalam mempertahankan mutu pendidikan di Sekolah dasar disebebkan kurangnya peran kepala sekolah dalam mempertahakan Eksistensi Pendidikan. Penelitian ini merupakan penelitian kualitatif dengan pendekatan diskriptif.  Tujuan penelitian ini adalah: 1) Mendeskripsikan peran kepala sekolah dalam perancangan, peroganasasian, pelaksanaan, pengawasan dan evaluasi, 2) Menjelaskan dampak peran kepala sekolah. Instrument penelitian ini terdiri dari dua Istrumen yaitu Instrumen kunci dan Instrumen pendukung. Teknik pengumpulan data pada penelitian ini meliputi 3 cara yaitu: observasi, wawancara, dan dokumentasi. Sedangkan teknik analisis data pada penelitian ini meliputi 4 cara yaitu: Pengumpulan data, penyajian data, kondenisasi data, dan memberi kesimpulan pada data. Hasil temuan pada penelitian ini meliputi: 1) pembentukan visi dan misi sekolah serta penentuan kegiatan intrakurikuler, ekstrakurikuler, dan pengadaan rapat merupakan suatu rancangan yang dilakukan untuk mempertahankan eksistensi pendidikan di sekolah, 2) pengadaan koordinator dengan guru-guru mata pelajaran dan guru pembimbing kegiatan ekstrakurikuler 3) pemberian reward dan motivasi kepada guru, 4) pengadaan evalusi mingguan, triwulan, dan semesteran dalam mempertahankan eksistensi pendidikan dan keberhasilan peserta didik disekolah. 
Paradigms of Arabic Language Learning: A Critical Review of Religious Linguistics, Interdisciplinary Perspectives, and Arabic for Specific Purposes (ASP) Widiya Yul; Ahmad Fikri; Riko Andrian
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.11233

Abstract

The increasing diversification of Arabic language education in Islamic higher education has generated competing learning paradigms that often operate in isolation and produce fragmented learner competencies. This study critically examines three dominant paradigms of Arabic language learning at the State Islamic Institute of Kerinci: Religious-Linguistics, the Interdisciplinary Approach, and Arabic for Specific Purposes (ASP). Employing a qualitative critical review design, the study analyzes the epistemological foundations, pedagogical orientations, strengths, and limitations of each paradigm within contemporary Arabic language education. The findings reveal that the Religious-Linguistics paradigm effectively develops classical textual literacy and Islamic scholarship but provides limited support for communicative competence in modern contexts. The Interdisciplinary Approach enhances academic relevance across disciplines, yet its engagement with turāth-based literacy remains insufficient. Meanwhile, ASP strengthens professional and academic communication skills but tends to emphasize technical language functions at the expense of broader epistemological and value-oriented dimensions. The analysis demonstrates that the separation of these paradigms contributes to an imbalance in students’ intellectual, communicative, and professional competencies. In response, this study proposes an Integrative Arabic Learning Paradigm that synthesizes epistemological, dialogical, and pragmatic dimensions into a unified framework. This model offers a conceptual foundation for developing more holistic, context-responsive, and globally competitive Arabic language curricula in Islamic higher education.
Using Wayground as a Cognitivist Learning Medium to Teach Nahwu: A Descriptive Study on the Implementation of Pedagogy and Students’ Perception Abdul Muid; Uril Bahruddin; Isnainiyah Isnainiyah; Miftahus Sa'diyah; Budi Santoso; Ahmad Fikri
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.189-210

Abstract

Background: Nahwu learning often faces challenges due to students’ low motivation and difficulties in understanding abstract grammatical concepts. These challenges are frequently intensified by traditional teaching approaches that lack interactivity and provide limited opportunities for active practice with grammatical rules. Research Objectives: This study aims to describe the implementation of Wayground in nahwu learning based on cognitivist theory and to examine students’ attitudes toward its use. Methodology: This study employed a qualitative approach supplemented by quantitative descriptive data on student perceptions. Conducted at Madrasah Aliyah Darul Qiyam Kerinci, it involved 40 twelfth-grade students selected through total sampling. Data were collected through observation, documentation, and a four-point Likert-scale questionnaire, and analyzed descriptively and thematically using frequencies, percentages, means, and standard deviations. Results: The implementation of Wayground-based nahwu learning consisted of five stages: (1) preparation of materials and quizzes, (2) activation of prior knowledge, (3) guided use of Wayground, (4) interactive quizzes, and (5) feedback through discussion. These stages reflected cognitivist principles, including schema activation, information processing, repetition, reinforcement, and immediate feedback. Students responded positively, reporting that Wayground helped them understand nahwu concepts, organize grammatical information, connect new knowledge with prior knowledge, and increase motivation and confidence. Unique Contribution: This study contributes to technology-supported nahwu learning by demonstrating the pedagogical integration of Wayground with cognitivist theory and offering a theoretically grounded instructional approach that does not claim causal effectiveness. Conclusion: Wayground can function as a useful supplementary tool for cognition-based Nahwu learning when supported by structured instructional stages, carefully designed questions, teacher facilitation, and follow-up discussions. However, positive student perceptions should not be interpreted as direct evidence of improved learning outcomes. Recommendations: Future research should involve larger samples, different nahwu topics, and more rigorous designs, such as pretest/posttest or comparative studies, to more directly assess its impact on students’ achievement and cognitive development.
Error Analysis of Mudzakkar and Muannats Usage among Indonesian University Students Learning Arabic Ahmad Fikri; Harisah Harisah
Al-Lahjah : Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab Vol. 9 No. 1 (2026): Januari
Publisher : LPPM Universitas KH.A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/bseqnz67

Abstract

Grammatical gender is one of the most challenging morphosyntactic features of Arabic, requiring agreement between masculine (mudzakkar) and feminim (muannats) nouns and other sentence elements, including verbs, adjectives, demonstratives, and pronouns. This study aims to analyze students` error patterns in the use of mudzakkar and muannats and identify the factors contributing to these errors. A descriptive qualitative approach employing error analysis was used. Data were collected through a  written tests administered to 28 students enrolled in an Arabic Language Education program at an Indonesian university. The data were analyzed through error identification, classification, and interpretation. The findings indicate that the most frequent errors involved nouns adjective gender agreement, followed by subjects verbs agreement and the use of demonstratives and pronouns. These errors were mainly attributed to first language interference, limited vocabulary, and insufficient contextual practice. The findings highlights the importance of contextualized, usage based Arabic grammar instruction to improve learners` mastery of gender agreement.
Co-Authors Abdul Muid Ahmad Afandi Aminah Zb Aria, Sri Sudewi Aulia Mustika Ilmiani Aulia Mustika Ilmiani Aziz, Mahbub Humaidi Budi Santoso Fachry Abda El Rahman Fadhlan, Muhammad Fadhlan, Muhammad Fauzan Sulman Harisah Harisah Harisah, Harisah Harisah, Harisah Isnainiyah Isnainiyah Miftahus Sa'diyah Muhammad Fadhlan Muhammad Ikhlas Muhammad Reyza Arif Taqwa Norhidayah Norhidayah Noza Aflisia Noza Aflisia, Noza Nufrizal, Afrus Nur Hasan Rafzan, Rafzan Riko Andrian RINI RINI Rosita Ilhami Sartika, Dewi Uril Bahruddin, Uril Widiya Yul Wildana Wargadinata