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الأفعال المتعدّية بحرف الجرّ في كتاب القراءة الوافية المقرّر للصّفّ السّادس دلالية / Transgressive verbs (Harf Jar) in the sixth-grade reading book (Grammatica / Transgressive verbs (Harf Jar) in the sixth-grade reading book (Grammatical semantic study) Abdul Hafidz Said; Ibnu Fitrianto; Hasna Awwaliyah Jamilah
Diwan : Jurnal Bahasa dan Sastra Arab Vol 8 No 1 (2022): KAJIAN BAHASA DAN SASTRA ARAB
Publisher : Jurusan Bahasa dan Sastra Arab Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/diwan.v8i1.24736

والهدف من هذا البحث هو الكشف عن حروف الجرّ التي يتعدّى بها الفعل في كتاب القراءة الوافية المقرّر للصّفّ السّادس والكشف عن معاني الأفعال المتعدّية بحروف الجرّ فيه، ولتحقيق الهدف المرجوّ استخدم الباحثون المنهج المكتبيّ حيث قاموا بمطالعة الكتب مما يتعلّق بالأفعال المتعدّية. ولتحليل المسألة البحثية انتهجوا المنهج الوصفيّ التّحليليّ وتحليل المحتوى للحصول على النتائج الوثيقة. أمّا نتيجة البحث فهي: أنّ حروف الجرّ التي يتعدّى بها الفعل في الكتاب المذكور فهي: "على" وتتمثل في 28 جملة و"عن" وتتمثل في 12 جملة وحرف "من" وتتمثل في جملة واحدة، و"إلى" وتتمثل في 9 جمل، و"في" وتتمثل في 7 جمل والباء وتتمثل في 25 جملة و" اللام" وتتمثل في 10 جمل، إذ تقع هذه ألافعال المتعدّية بـ "في" في 92 جملة مشتملة على 58 فعلا. و قد اختلفت معاني الأفعال بسبب اختلاف حروف الجرّ التي تتعدّى بها، فتسمّى الأفعال المتعدّية بحرف الجرّ، وقد ثبتت معاني الأفعال المتعدّية بحرف الجرّ وتبقى معانيها. الكلمة المفتاحية : الأفعال؛ المتعدّية؛ حروف الجرّ؛ القراءة الوافية Abstract The goals of this study are to discover the prepositions through which the verb transcends in the comprehensive reading book for class six, as well as the meanings of transitive verbs with prepositions in the comprehensive reading book for class six. To achieve the desired results, the researcher used the literature method, which entailed reading books about transitive verbs. The researcher adopted the descriptive-analytical approach and analyzed the content to obtain the documented results. As for the result of the research, it is that the prepositions that transcend the verb in the adequate reading book for the sixth grade are Harf ̔ala on in 28 sentences and Harf an in 12 sentences, and Harf min in one sentence, Harf il in 9 sentences, Harf fī in 7 sentences, Harf ba̕ in 25 sentences, and Harf lam in 10 sentences. These transitive verbs with a preposition are found in 92 sentences, in which 58 verbs are included. The meanings of the verbs have differed because of the different prepositions that transitive verbs have, so transitive verbs are called prepositions. The meanings of transitive verbs with a preposition have been established, and their meanings remain.

Innovation and Technology in Arabic Language Learning in Indonesia: Trends and Implications Ibnu Fitrianto
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 3 September 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i3.375

This study investigates the role of technological innovations in Arabic language education in Indonesia, focusing on the adoption of digital tools and innovative teaching methods. The research examines the current trends in the use of mobile applications, e-learning platforms, and social media, as well as the implementation of methods such as flipped classrooms, gamification, and collaborative online learning. Data were collected from various educational institutions to assess the impact of these technologies on student engagement, motivation, and language proficiency. The findings reveal that while technological integration has significantly enhanced the learning experience and accessibility of Arabic language education, it also presents challenges, including digital infrastructure limitations, teacher preparedness, and potential disparities in access among students. This study highlights the need for targeted interventions, such as comprehensive teacher training and infrastructure development, to maximize the benefits of technology in Arabic language learning. The research contributes to the growing body of literature on the intersection of language education and technology, offering insights for educators, policymakers, and stakeholders aiming to improve Arabic language instruction in Indonesia

Critical Reasoning Skills: Designing an Education Curriculum Relevant to Social and Economic Needs Ibnu Fitrianto; Al Mukaromah Hidayat
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 4 December 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i4.393

This research explores the integration of critical thinking skills into educational curricula to meet 21st-century social and economic demands. Critical thinking empowers students to analyze information, make informed decisions, and solve problems creatively, making it vital in modern education. The study reviews practices in Finland, Singapore, and Canada, focusing on student-centered methods like inquiry-based learning and collaborative activities that enhance cognitive skills and academic performance. However, challenges include inconsistent teaching, varied assessments, and inadequate teacher training. A qualitative approach was used, employing case studies and comparative analysis of Finland, Singapore, and Canada’s educational systems. Data were collected through interviews with educators, surveys of students and parents, and curriculum analysis. Findings emphasize the need for standardized critical thinking education, clear assessment frameworks, and more educator support to optimize implementation, enhancing student engagement, academic success, and lifelong learning. Future research should explore long-term impacts and best practices to ensure equitable access to critical thinking education.

Integrating Local Wisdom into 21st Century Skills: A Contextual Framework for Culturally Relevant Pedagogy in Rural Classrooms Ibnu Fitrianto; Muhammad Farisi
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 2 June 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i2.444

This study explores the integration of local wisdom into 21st-century education within rural classrooms, focusing on how culturally relevant pedagogy can enhance learning experiences and outcomes. By examining the intersection of local knowledge and the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), the research aims to identify effective instructional strategies and their impact on student engagement and academic success. Through qualitative methods, including interviews with teachers, observations, and community involvement, the study highlights the ways in which local wisdom—such as traditional stories, agricultural practices, and community values—is utilized in teaching practices. The findings suggest that the incorporation of these elements not only fosters deeper connections to the students' cultural identities but also cultivates essential skills for the 21st century. Additionally, the study discusses the challenges faced by educators in implementing these practices, including resource limitations and the need for professional development, while emphasizing the role of the local community in supporting the integration of culture into formal education. Ultimately, the research contributes to a more comprehensive understanding of how localized pedagogical approaches can be leveraged to create more inclusive, relevant, and engaging educational experiences in rural settings.

The Paradigm of Physical Punishment from the Perspective of Islamic Education and Its Implementation in Indonesia and Malaysia Ibnu Fitrianto; Nurhuda Alfina Layalin; Aunillah Ahmad
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 3 No. 3 September 2025: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v3i3.474

This study explores the paradigm of physical punishment within Islamic educational institutions in Indonesia and Malaysia, examining its theological justifications, cultural roots, institutional frameworks, and practical implications. Using a qualitative comparative case study approach, data were collected through interviews with educators, students, and community leaders; classroom observations; and analysis of policy and curriculum documents. The findings indicate that while both countries share normative references to Islamic teachings, their interpretations and applications of physical discipline vary. In Indonesia, especially in traditional pesantren, physical punishment is often viewed as a tool for moral formation under the concept of ta’dib. In contrast, Malaysia demonstrates a gradual shift toward more compassionate and rights-based approaches to discipline, driven by stronger regulatory frameworks and public discourse. However, challenges such as lack of teacher training, uneven policy implementation, and persistent cultural beliefs continue to shape practices in both countries. The study concludes that a transformative approach to Islamic education requires balancing religious values with child protection principles and contemporary pedagogical thought, encouraging a shift toward holistic, non-violent educational practices.

Utilizing Artificial Intelligence for Personalized Arabic Language Learning Plans Ibnu Fitrianto; Cahya Edi Setyawan; Malikus Saleh
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 1 March 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i1.273

This study investigates the utilization of artificial intelligence (AI) in designing personalized Arabic language learning plans tailored to individual needs. In the context of evolving globalization, the demand for strong Arabic language proficiency is increasing, prompting the need for more adaptive and effective learning approaches. In this research, an AI-based learning approach is employed to provide personalized learning experiences, considering individual learning styles, proficiency levels, and preferences. Through surveys, interviews, and field testing, the study analyzes the effectiveness and potential of AI technology in enhancing motivation, engagement, and learning outcomes in Arabic language education. The findings indicate that AI-driven personalized learning approaches can enhance satisfaction and learning achievements among participants, while promoting inclusivity and accessibility in Arabic language education. The implications of this research for education and the development of more adaptive and personalized curricula are also discussed.

Utilizing Artificial Intelligence for Personalized Arabic Language Learning Plans Ibnu Fitrianto; Cahya Edi Setyawan; Malikus Saleh
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 1 March 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i1.273

This study investigates the utilization of artificial intelligence (AI) in designing personalized Arabic language learning plans tailored to individual needs. In the context of evolving globalization, the demand for strong Arabic language proficiency is increasing, prompting the need for more adaptive and effective learning approaches. In this research, an AI-based learning approach is employed to provide personalized learning experiences, considering individual learning styles, proficiency levels, and preferences. Through surveys, interviews, and field testing, the study analyzes the effectiveness and potential of AI technology in enhancing motivation, engagement, and learning outcomes in Arabic language education. The findings indicate that AI-driven personalized learning approaches can enhance satisfaction and learning achievements among participants, while promoting inclusivity and accessibility in Arabic language education. The implications of this research for education and the development of more adaptive and personalized curricula are also discussed.

The Role of Virtual Reality in Enhancing Experiential Learning: A Comparative Study of Traditional and Immersive Learning Environments Ibnu Fitrianto; Ali Saif
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 2 June 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i2.300

This study explores the role of Virtual Reality (VR) in enhancing experiential learning, comparing traditional and immersive learning environments through a descriptive qualitative design. By integrating VR into educational settings, we aim to understand how this technology affects student engagement and comprehension. Data were collected through interviews, observations, and content analysis of VR-based and traditional classroom activities. The findings reveal that VR significantly increases student engagement and understanding by providing immersive, interactive, and hands-on learning experiences. Students demonstrated higher levels of participation, deeper understanding of complex concepts, and improved retention of knowledge in VR environments compared to traditional methods. The study also identifies technical and pedagogical challenges, including the need for robust infrastructure, teacher training, and curriculum alignment. Based on these insights, recommendations are made for curriculum design, teacher professional development, and equitable access to VR technology. Future research should focus on the long-term impacts of VR, its application across different subjects, and strategies for overcoming implementation barriers. This research underscores the transformative potential of VR in education, advocating for its thoughtful integration to enhance learning outcomes.

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