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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Arabi : Journal of Arabic Studies Ijaz Arabi Journal of Arabic Learning Khazanah: Jurnal Studi Islam dan Humaniora EL-MAQALAH: Journal of Arabic Language Teaching and Linguistics Muhadasah : Jurnal Pendidikan Bahasa Arab JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) Tarling : Journal of Language Education Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Journal of Education Sciences (Edusci) Jurnal Pendidikan Islam
Muhammad Afifudin Dimyathi
UIN Sunan Ampel Surabaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating the Whoop It Up Strategy with the AIR (Auditory, Intellectually, Repetition) Learning Model in Arabic Language Learning Taufik, Taufik; Febriani, Nailin Nabilah; Dimyathi, Muhammad Afifudin; Abdullah, Rafidah Binti Hj
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 10 No. 2 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v10i2.35973

Abstract

This research comprehensively describes implementing the "Whoop it Up" strategy in Arabic language learning integrated with the AIR model (Auditory, Intellectually, Repetition) Learning Model in Arabic Language Learning at MTs Bilingual NU Pucang. The research employs a qualitative descriptive approach through detailed observation and analysis, enhancing active student engagement, peer interaction, and reflection on the learning material. Within the AIR model, Arabic language learning goes beyond a passive process, involving students actively in language use, encouraging peer interaction, and fostering reflection on their understanding of the material. The combination of these two approaches offers diverse advantages. It can create a more engaging and interactive learning experience. At the same time, the AIR model provides additional structure and resources to support student understanding to create a dynamic learning environment, motivating students to participate actively and providing a holistic learning experience in comprehending and using the Arabic language. This research contributes valuable insights to develop innovative and effective teaching methods in the context of Arabic language learning.
ChatGPT li Ta'allum al-Lughah al-'Arabiyah: Imkanat wa Hudud Nasaruddin, Nasaruddin; Dimyathi, Muhammad Afifudin; Taufiq, Mirwan Akhmad; Yani, Achmad
Arabi : Journal of Arabic Studies Vol. 9 No. 1 (2024)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v9i1.738

Abstract

This research examines the possibilities and limitations of using ChatGPT in learning Arabic as a foreign language. Using a descriptive method, this study presents theories regarding using ChatGPT in language learning and how it is practically applied in learning Arabic as a foreign language. It also highlights the limitations learners should consider when using this application correctly and effectively. This research indicates that ChatGPT can assist Arabic language learners as "smart students" and "smart learning partner." With this role, ChatGPT can help them complete tasks and assignments, create a flexible and personalized learning environment, and improve their language skills. However, learners should also be mindful of the limitations of using ChatGPT, especially regarding ethical aspects and the limitations of the technology itself. They should maintain academic ethics and avoid excessive dependence on ChatGPT, which could negatively impact their critical thinking abilities, engagement spirit, and learning motivation.
PUNCHLINE TWEETS: NEGOTIATING RELIGIOUS MODERATION ON INDONESIAN SOCIAL MEDIA Thohir, Muhammad; Dimyathi, Muhammad Afifudin
Khazanah: Jurnal Studi Islam dan Humaniora Vol. 22 No. 1 (2024)
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/khazanah.v22i1.13734

Abstract

When a statement enters the public domain such as social media, it will have many implications for the discourse and critical context that accompany it. Likewise, with debates on social media Twitter that intersect with religious understanding such as radicalism, there are funny line accounts present that try to break the high tension of cyber warfare. This study aims to describe how Twitter accounts openly negotiate the educational values ​​of religious moderation on social media. By using a web-based social phenomenology approach, this study uses a qualitative descriptive method. Twitter account @NUgarislucu was chosen as the data source and data was collected through online documentation. While the analysis uses critical discourse analysis from Teun A. van. Dijk. The results reveal that punchline tweets have been used to negotiate educational values ​​of religious moderation through the integrated priciples of tawassuth, tasâmuh, and tawâzun. Negotiations were carried out with various themes, including (1) religious conversion, (2) religion and suicide bombings, (3) religion and political identity, (4) religion and the political order of the khilāfah., and (5) religion and nationalism. Thus, the findings reinforce the notion that the delivery of religious content which is often considered heavy and boring is more acceptable to netizens through humor.
Arabic Loanwords Integration in Indonesian Madrasah Education: Analysis of Pedagogical Effectiveness and Cross-Linguistic Transfer Dimyathi, Muhammad Afifudin; Junaedi, Junaedi; Syaifuddin, Syaifuddin; Mas’ud, Ali
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Transformative Islamic Education
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i3.266

Abstract

This study examines the integration of Arabic loanwords into Indonesian madrasah education through a mixed-methods analysis. With 2,000-3,000 documented Arabic loanwords in the Indonesian lexicon, these borrowings offer unique pedagogical potential. The research employed a convergent parallel Design with 147 students and 15 teachers across six Madrasah Tsanawiyah in Surabaya, utilizing questionnaires, interviews, and textbook analysis. Content analysis identified 412 Arabic loanwords across grades 7-9 textbooks (18.7% of the vocabulary corpus), with religious vocabulary at 62%, everyday vocabulary at 34%, grammatical terms at 16%, and environmental vocabulary at 12%. Student recognition patterns showed religious vocabulary highest (88%), followed by everyday (65%), grammatical (48%), and abstract vocabulary (37%). Overall, 78% reported enhanced learning confidence and 84% improved comprehension, with strong multimedia preference (90%). However, 15% experienced semantic confusion when Indonesian meanings diverged from Arabic contexts. Teachers universally recognized the pedagogical value of loanwords, employing comparative linguistic analysis, multimedia integration, and contextual reinforcement strategies. Challenges included semantic drift (50%), grammatical complexity regarding gender distinctions (37.5%), and time constraints. The study recommends enhanced contrastive linguistic analysis in teacher preparation, etymology-based supplementary modules, and standardized loanword pedagogy approaches for Indonesian madrasah contexts.
Tafsir Tarbawi of Restorative Justice in Qur’anic Jinayat Verses; Nahdatul Ulama Pesantren Perspective Junaedi, Junaedi; Dimyathi, Muhammad Afifudin; Aswadi, Aswadi; Syafi'i, Imam; Tutik, Titik Triwulan
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.470

Abstract

This study examines the implementation of restorative justice in Qur’anic jinayat verses (QS. Al-Baqarah 178-179; Al-Maidah 45) through a tafsir tarbawi approach and the Aswaja Nahdlatul Ulama (NU) theological framework within pesantren character education. Employing a mixed-methods Design with 71 respondents 45 from the general public and 26 NU pesantren education experts this study reveals three significant findings. First, islah (reconciliation) and diyat (compensation) are reinterpreted as theological foundations of Islamic restorative justice within pesantren contexts. Second, the NU character education model, based on al-muhāfaẓah ’alā al-qadīm al-ṣāliḥ (preserving valuable traditions) and al-akhdh bi al-jadīd al-aṣlaḥ (adopting beneficial innovations), creates a natural ecosystem for restorative practices. Third, the principle of maqāṣid syarī’ah functions as a harmonizing axis between local ’urf values and global restorative justice norms. Theoretically, the study constructs a Restorative Justice Theology integrating Bayani (textual) and Burhani (rational-contextual) epistemologies characteristic of NU pesantren education. Practically, it provides an operational model for transforming qishāṣ from retribution to restoration, institutionalizing ṣulḥ (reconciliation) in conflict resolution, and aligning character education with SDGs Goal 16 on peace and justice.
Exploring Academic Challenges In Arabic Linguistics Learning: Cognitive, Linguistic, And Pedagocical Perspectives In Indonesian Islamic Higher Education/ التحديات الأكاديمية في تعليم اللسانيات العربية: من منظور الجانب المعرفي واللغوي والتربوي في التعليمِ الجامعي الإسلامي بإندونيسيا Dimyathi, Muhammad Afifudin; Abdurrahman, Muzakki; Al-Mubassyir, Muhammad; Yani, Achmad; Fikri, Shofil
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.40303

Abstract

Arabic linguistics is a core course in Arabic Language and Arabic Language Education programs at higher education institutions, and despite its crucial role as a theoretical foundation for linguistic studies, it is often perceived by students as abstract, complex, and highly demanding in terms of analytical skills. This study aims to identify and analyze the academic challenges faced by undergraduate and postgraduate students in learning Arabic linguistics at Islamic higher education institutions. Employing a mixed-methods approach with an explanatory sequential design, the study involved the distribution of Likert-scale questionnaires to 120 students and semi-structured interviews with selected informants at UIN Sunan Ampel Surabaya. The findings indicate that students’ academic challenges encompass cognitive, linguistic, and pedagogical aspects, with cognitive challenges emerging as the dominant factor, particularly in relation to difficulties in understanding abstract linguistic concepts and the high cognitive load involved. Linguistic challenges are associated with the complexity of terminology and the morphosyntactic structure of the Arabic language, while pedagogical challenges relate to instructional approaches that remain predominantly theoretical and lecturer-centered. The study also reveals differences in the characteristics of challenges between undergraduate and postgraduate students in terms of both difficulty levels and the linguistic areas perceived as most challenging, leading to the recommendation that Arabic linguistics instruction in higher education be developed in a more contextualized, analytical, and tiered manner.
Repositioning Ibn ‘Aṭiyyah in the Genealogy of ‘Ilm al-Munāsabah: An Analysis of Muqaddimah al-Muḥarrar al-Wajīz Habib Abdillah; Muhammad Afifudin Dimyathi
Fikri : Jurnal Kajian Agama, Sosial dan Budaya Vol. 10 No. 2 (2025): Fikri : Jurnal Kajian Agama, Sosial dan Budaya
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jf.v10i2.6871

Abstract

The dominance of Mashriq-centric discourse in the historiography of al-munāsabah has obscured the epistemological contributions of the Andalusian tradition of exegesis. This study aims to reposition the role of Ibn ‘Aṭiyyah (d. 541 AH) as a conceptual pioneer of this discipline, long before the systematic formulations of al-Rāzī and al-Biqā’ī. Through a genealogical–historical approach combined with close textual analysis of the Muqaddimah of al-Muḥarrar al-Wajīz. This study shows that Ibn ‘Aṭiyyah had already articulated core principles of Qur’anic coherence—tartīb al-ma‘ānī (ordering of meaning), ittiṣāl al-kalām (continuity of discourse), and the rejection of fragmented interpretation—even though he did not yet use the later formal terminology of al-munāsabah. The application of these principles is demonstrated through his careful analysis of the narrative coherence in Surah Āl ‘Imrān verses 52-54, the structural-metaphorical relationship in Surah al-Nūr verses 35-37, and the global thematic continuity between the closing of Surah al-Mā’idah and the opening of Surah al-An’ām. These findings revise the dominant Mashriq-centric narrative by highlighting an Andalusian framework grounded in linguistic, structural, and practical integration as the basis for a more coherent and context-sensitive Qur’anic hermeneutics.
Co-Authors Abdullah, Rafidah Binti Hj abdurrahman, muzakki Aisya Aulia Al-Mubassyir, Muhammad Asma Nafiesatinnaja Aswadi Aswadi Febriani, Nailin Nabilah Habib Abdillah Junaedi Junaedi Maghfiroh, Lailatun Mas’ud, Ali Mirwan Akhmad Taufiq Muhammad Thohir Nafiesatinnaja, Asma Nafisah, Shofi Nailin Nabilah Febriani Nasaruddin Nasaruddin Rafidah Binti Hj Abdullah Rohmah, Hafidhotur Shofil Fikri Syafi'i, Imam Syaifuddin Syaifuddin Taufik Taufik Taufiq, Mirwan Akhmad Titik TriwulanTutik Yani, Achmad Zebrillianti, Dennisa