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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 ADDIN 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)
Muhammad Afifudin Dimyathi
UIN Sunan Ampel Surabaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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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.
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.
Digital Hermeneutics and the Politics of Exclusion: Deconstructing Salafi Interpretations of al-Walā’ wa al-Barā’ on Indonesian YouTube Bakar, Abu; Billah, Rodina; Dimyathi, Muhammad Afifudin; Mahzumi, Fikri
ADDIN Vol 20, No 1 (2026): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v20i1.36798

Abstract

The article investigates the digital contestation of al-Walā’ wa al-Barā’ (loyalty and disavowal) by Indonesian Salafi networks, focusing on YouTube channel of Rodja TV. This qualitative study employs Norman Fairclough’s Critical Discourse Analysis (CDA) to examine selected da‘wah (lecture) videos on Rodja TV’s YouTube channel through three analytical dimensions: textual analysis, discursive practice, and sociocultural practice. The study demonstrates how digital platforms transform complex Islamic theology into a rigid, binary ideological instrument. The findings reveal that digital exegesis systematically simplifies authoritative tafsīr (exegesis), leveraging pejorative labeling and algorithmic enclaves to construct an exclusive identity while marginalizing the “others”. By contrasting these digital narratives with the maqāṣidī (objectives) interpretations of Ibn Āshūr and Wahbah al-Zuḥaylī, this study reveals a profound deculturation and mediatization of religion. This article contributes to Islamic studies and digital sociology by illuminating how online Salafi discourse facilitates “cognitive radicalization” and affective polarization, threatening multiculturalism in a democratic society. Ultimately, it underscores the critical need to disseminate maqāsidī (objective)-oriented counter-narratives to dismantle the exclusivist echo chamber and restore religion’s role in fostering inclusive social cohesion.
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 Muhammad Afifudin Dimyathi; Muzakki Abdurrahman; Muhammad Al-Mubassyir; Achmad Yani; Shofil Fikri
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.
Co-Authors Abdullah, Rafidah Binti Hj Abu Bakar Achmad Yani Aisya Aulia Asma Nafiesatinnaja Billah, Rodina Febriani, Nailin Nabilah Fikri Mahzumi Habib Abdillah Junaedi Junaedi Maghfiroh, Lailatun Mirwan Akhmad Taufiq Muhammad Al-Mubassyir Muhammad Thohir Muzakki Abdurrahman Nafiesatinnaja, Asma Nafisah, Shofi Nailin Nabilah Febriani Nasaruddin Nasaruddin Rafidah Binti Hj Abdullah Rohmah, Hafidhotur Shofil Fikri Taufik Taufik Yani, Achmad Zebrillianti, Dennisa