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All Journal Ulul Albab: Jurnal Studi Islam Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Abjadia, International Journal of Education Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Nady al-Adab Arabi : Journal of Arabic Studies Arabiyatuna : Jurnal Bahasa Arab Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL EDUCATION AND DEVELOPMENT An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab IJ-ATL (International Journal of Arabic Teaching and Learning) Dialogia: Jurnal Studi Islam dan Sosial Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab International Journal of Arabic Language Teaching IJALT Kalamuna AL-AF'IDAH: Jurnal Pendidikan Bahasa Arab dan Pengajarannya El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Muhadasah : Jurnal Pendidikan Bahasa Arab Al-Fakkaar: Jurnal Ilmiah Pendidikan Bahasa Arab Asalibuna Kilmatuna: Journal Of Arabic Education Borneo Journal of Language and Education Journal of Islamic Education Studies Riyahuna: Jurnal Pendidikan Bahasa Arab Journal of Arabic Language Learning and Teaching RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Penelitian Pendidikan Indonesia Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Nahdlatul Lughah: Journal of Applied Arabic Linguistics
Dewi Chamidah
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Strategi Pembelajaran Berdiferensiasi dengan Model Kelompok Fleksibel terhadap Pembelajaran Bahasa Arab di MA Attaraqqie Yusril Ihza Elyas; Dewi Chamidah; Usfiyatur Rusuly
Muhadasah: Jurnal Pendidikan Bahasa Arab Vol. 8 No. 1 (2026): Muhadasah: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab Institut Agama Islam Sunan Kalijogo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51339/muhad.v8i1.4905

Abstract

Bahasa Arab adalah salah satu materi penting untuk diajarkan di madrasah, hal tersebut disebabkan karena bahasa Arab merupakan salah satu ilmu pokok untuk memahami dan mendalami agama Islam, terkhusus bagi seorang muslim. Namun, pada praktiknya pembelajaran bahasa Arab belum sepenuhnya berjalan dengan efektif dan tepat sasaran. Pembelajaran berdiferensiasi hadir sebagai salah satu cara untuk menangani permasalahan ini melalui strategi pembelajaran kelompok fleksibel. Tujuan dari penelitian ini adalah untuk mengetahui tahapan implementasi strategi pembelajaran kelompok fleksibel dalam pembelajaran bahasa Arab di MA Attaraqqie dan bagaimana respon murid terhadapnya. Metode penelitian yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode pengumpulan data observasi, wawancara, dokumentasi, dan angket. Hasil dari penelitian ini adalah tahapan pembelajaran dilaksanakan dengan pembagian kelompok homogen untuk murid dengan tingkat kompetensi yang sama pada keterampilan menyimak dan berbicara sedangkan kelompok heterogen yang terdiri dari murid dari berbagai tingkat kompetensi pada keterampilan membaca dan menulis. Respon murid menunjukkan bahwa strategi ini dinilai “Sangat Layak” untuk diimplementasikan.
Accelerated Arabic Speaking Instruction through a Multiple Intelligences Framework: Innovation and Pedagogical Transformation at an Indonesian Language Center Amzaludin Amzaludin; R. Taufiqurrochman; Dewi Chamidah; Rico Andrian
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.v4i2.528

Abstract

The growing demand for effective Arabic language instruction has encouraged educational institutions to develop innovative learning models that accelerate communicative competence while accommodating diverse learner characteristics. However, studies examining the integration of accelerated learning and Multiple Intelligences (MI) theory in Arabic speaking instruction remain limited. This study investigates the design and implementation of an MI-based accelerated learning program for Arabic speaking skills at Markaz Arabiyah Kediri, Indonesia. Using a qualitative case-study approach, data were collected through observations, semi-structured interviews with institutional leaders, instructors, staff, and students, as well as document analysis. The data were analyzed through data reduction, categorization, interpretation, and verification. The findings indicate that the AKBARNAS program is an intensive competency-based acceleration model that promotes authentic communication through dialogue, presentations, debates, and collaborative interaction. The program systematically integrates various domains of intelligence, including linguistic, logical-mathematical, bodily-kinesthetic, visual-spatial, and naturalistic intelligences, into instructional and assessment activities. This integration contributes to improved speaking fluency, grammatical accuracy, confidence, engagement, and critical thinking skills among learners. The study highlights the potential of MI-based accelerated learning as an innovative pedagogical framework that aligns instructional intensity with learner diversity, offering valuable insights for advancing communicative Arabic language education in diverse educational settings.
Effectiveness of Flipped Classroom–Based Instruction for Developing Arabic Reading Skills Lalu Maulana Malik; Bakri Muhammad Bakhit; Dewi Chamidah
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.v9i2.12336

Abstract

Reading skill (maharatul qirā’ah) is a fundamental component of Arabic language learning, yet many students experience difficulties due to limited vocabulary mastery and low reading fluency. This study aims to determine the effectiveness of the “flipped classroom” model in improving Arabic reading skills among 5th-grade B students at Madrasah Diniyah Darul Muhajirin. The method employed a quasi-experimental nonequivalent control group design. The sample comprised 60 students, divided into an experimental and a control class. Data collection techniques included oral tests, pretest and posttest written assessments, questionnaires, and observations. The data analysis technique uses SPSS assistance. The results showed an increase in the experimental class's average posttest score to 85.5, compared with the pretest score of 74.8. Meanwhile, the control class did not show a significant increase. The result of the t-test (Sig. 2-tailed) is 0.000. Since the calculated t-value is greater than the critical t-value at the 1% significance level (2.392) and the 5% significance level (1.671), the null hypothesis (H₀) is rejected. The alternative hypothesis (Hₐ) is accepted. These findings suggest that the "flipped classroom" is a practical approach to enhance the quality of Arabic language instruction, particularly in the aspect of maharah qirā’ah at-tafailiyah (interactive reading skills). This study contributes empirical evidence that the flipped classroom model effectively enhances pronunciation accuracy, reading fluency, and text comprehension in Arabic reading instruction. It is recommended that educators integrate flipped learning strategies to promote active, independent, and meaningful Arabic language learning. 
Exploring The Difficulty Level of Arabic Language Questions in The Fahmil Qur’an Book: The Key to Developing Students' Critical Thinking Abdurrauf Abdurrauf; Dewi Chamidah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.9933

Abstract

Research on the contribution of Musabaqah Fahmil Qur'an (MFQ) materials to developing critical thinking skills remains limited, particularly regarding its Arabic language questions. This study analyses the role of Arabic questions in the 2022 MFQ guidebook in enhancing the critical thinking skills of university students, focusing on the El-Faqih community at UIN Malang. Using a descriptive qualitative approach, data were collected through Arabic tests and critical thinking questionnaires based on Angelo's framework. The results reveal that MFQ questions are designed with a scaffolded difficulty level, peaking in the final round. This structure effectively stimulates higher-order thinking skills, such as interpreting, analysing, and evaluating Qur'anic content. The findings confirm that MFQ significantly sharpens critical thinking. Therefore, educators and competition organisers should design questions that promote deeper cognitive engagement. Further research is recommended to explore additional pedagogical strategies to maximise MFQ's critical thinking benefits.
ما وراء ثنائية الصواب والخطأ النحوي: إعادة بناء البيداغوجيا النيوليبرالية في تعليم اللغة العربية عبر التكامل بين نظرية الذكاءات المتعددة، وملكة ابن خلدون، ونظرية النظم للجرجاني Habib Luthfi; Safira Budiaty Nafi'a; Muhammad Ikhlasul Amal; Bima Riansyah; Dewi Chamidah
Al-Fakkaar Vol. 7 No. 2 (2026): Agustus
Publisher : Program Studi Pendidikan Bahasa Arab Unisda Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Contemporary Arabic Language Teaching (ALT) is critically paralyzed by a neoliberal pedagogical paradigm characterized by market-driven performativity, rigid standardization, and a restrictive "halal-haram" grammatical prescriptivism. This study deconstructs this reductionist framework by synthesizing three distinct theoretical pillars: Howard Gardner’s Multiple Intelligences (MI), Ibn Khaldun’s concept of linguistic malakah (organic competence), and Abd al-Qahir al-Jurjani’s Nazm (theory of syntactic-semantic integration). Employing a philosophical-pedagogical approach through a critical literature review, the study reveals that this theoretical synthesis constructs a transformative epistemology that transcends mere grammatical compliance. First, Gardner’s MI dismantles the cognitive homogenization inherent in standardized language assessments. Second, Ibn Khaldun’s malakah shifts the instructional focus from syntactic accumulation (ṣinā‘ah) to the cultivation of an intuitive linguistic habitus. Third, Al-Jurjani’s Nazm contextualizes grammatical correctness, demonstrating that syntax is inherently meaningless devoid of its structural, semantic, and functional dynamics. Ultimately, this study contributes an emancipatory pedagogical framework that liberates ALT from the trap of commodification and structural reductionism, restoring the language to its dynamic, humanistic, and communicative essence.
دور البيئة اللغوية في ترقية مهارة الكلام على ضوء نظرية رشدي أحمد طعيمة دراسة ميدانية في معهد هداية الله باتو Faqih Zaenal Abidin; Bakri Mohamed Bakheit Ahmed; Dewi Chamidah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44624

Abstract

يهدف هذا البحث إلى بيان دور البيئة اللغوية في تحسين مهارة الكلام لدى طلاب معهد هداية الله باتو، وذلك بالاعتماد على نظرية رشدي أحمد طعيمة في تعليم اللغة العربية لغير الناطقين بها. تنطلق هذه الدراسة من ملاحظة ضعف مهارة الكلام عند كثير من الطلاب، على الرغم من دراستهم القواعد والمفردات العربية، مما يدل على أن البيئة اللغوية لم تُفعَّل بشكل كافٍ في عملية تعلم اللغة. استخدم الباحث المنهج الكيفي بنوع دراسة الحالة، وجُمعت البيانات من خلال الملاحظة، والمقابلات، وتحليل الوثائق. وأظهرت نتائج البحث أن البيئة اللغوية في المعهد لها دور مهم في تنمية مهارة الكلام، وذلك من خلال كثرة استخدام اللغة العربية في الأنشطة اليومية، واستمرار التدريب والممارسة، وتنوع البرامج اللغوية، إضافة إلى دور المعلمين في توجيه الطلاب وتشجيعهم على استخدام اللغة العربية. كما بيّنت النتائج وجود عوامل تساعد على نجاح البيئة اللغوية، وأخرى تعيقها، مثل ضعف دافعية بعض الطلاب وتأثير اللغة الأم. ويخلص البحث إلى أن تفعيل البيئة اللغوية وفق نظرية رشدي أحمد طعيمة يُسهم بشكل كبير في تحسين مهارة الكلام وتنمية القدرة التواصلية لدى متعلمي اللغة العربية. الكلمات المفتاحية: البيئة اللغوية، مهارة الكلام، نظرية رشدي أحمد طعيمة
Co-Authors A'yuni, Qurrotul Abdul Fatah Muhtar Abdurrauf Abdurrauf Abdurrauf, Abdurrauf Adama, Habibia Ahmed, Bakri Mohammad Bkheet Akhirudin Akhmad Muzakki Akhsan Akhsan Alif Saida Al Husna Amalia, Dian Risky Amzaludin Amzaludin Anwar, M. Syahrul Azis, Abdul Jalil Bahri, Muhammad Riza Salsabila Bahrun, Muhammad Farhan Bakheet, Bakri Muhammad Bakhiet, Bakrie Muhammad Baklizi, Mai Khalied Mahmoud Bakri Mohamed Bakheit Ahmed Bakri Muhammad Bakheet Bakri Muhammad Bakhiet Bakri Muhammad Bakhit Basit, Sitti Najmianti Rahma Bima Riansyah Bisri Mustofa CM, Taqyuddin ibnu syafi'i Daroini, Slamet Faisol Faisol Faqih Zaenal Abidin Fatiha, Belgheddouche Fauzan, Ahyar Firdausy, M. Anwar Fitra, Muh. Naufal Fitri Amelia Fitriani, Ismatul Hidayah Gautama Veri Vetiana Ghufron Ghufron Gufron Gufron Gufron Gufron, Gufron Habib Luthfi Habibia Adama Hamid, M. Abdul Husna, Wardiyatul Ibadurrahman Ali Inayatur Rosyidah Islam, Nur Izzatul Istiqomah, Rosyida Khairil Anwar Lalu Maulana Malik M Sholih Salimul Uqba M. Anwar Firdausy M. Rofik Fitrotulloh M. Syahrul Anwar Maf'udah, Syafiyatul Mamluatul Hasanah Miftahul Huda Moh. Buny Andaru Bahy Muassomah Muassomah Muhammad Ikhlasul Amal Muhammad Jundi Muhsin Muis Puti Rindang Sari R. Taufiqurrochman Renni Hasibuan Renti Yasmar Rico Andrian Safira Budiaty Nafi'a Sakinah, Naila sardiyanah, Sardiyanah Sarif, Abdullah Siti Mufarokah Siti Sara Binti Haji Ahmad Sri Wahyuni Sri Wahyuni Syuhadak Umi Machmudah Umma Fatayati Uril Bahruddin, Uril Usfiyatur Rusuly Wanti, Adella Ira Waro, Ruhamaul Yusril Ihza Elyas Zaharo, Zaharo Zahirotu Cholilah Zuhri, Achmad Syaifuddin