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Exploring Speaking Anxiety Among Indonesian Arabic Language Learners: The Mediating Role of Personality Traits Jumhana, Nana; Fachmi, Teguh; Yani, Achmad; Hassan, Lutfi
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol 12, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i1.46086

This research investigates the determinant factors of public speaking anxiety among Indonesian university students through both pedagogical and socio-psychological lenses. Public speaking anxiety is a prevalent phenomenon in language acquisition, potentially affecting communicative competence and academic achievement, especially in the context of foreign language learning. This study explores the influence of academic motivation, intolerance of uncertainty, and the Big Five personality traits (openness, conscientiousness, agreeableness, extraversion, and neuroticism) as potential mediators in shaping speaking anxiety among Indonesian Arabic students in Islamic higher education. The research was conducted among students enrolled in Arabic Language Education programs at several state Islamic religious higher education institutions (PTKIN) in Indonesia. Structural Equation Modelling (SEM) was used to analyze the data, collected via self-report questionnaires. The results show that academic motivation does not significantly influence openness, while intolerance of uncertainty does. Of the Big Five traits, only openness and extraversion significantly affect speaking anxiety. Academic motivation influences conscientiousness, but not extraversion, while intolerance of uncertainty affects extraversion, but not agreeableness. Openness and extraversion mediate the relationship between academic motivation and speaking anxiety.

A Comparative Study of the 2013 Curriculum and Merdeka Curriculum in Arabic Language Learning at Madrasah / Studi Perbandingan Kurikulum 2013 dan Kurikulum Merdeka dalam Pembelajaran Bahasa Arab di Madrasah Madani, Mirza Muhammad Ilham; Jumhana, Nana; Faroji, Ahmad
Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab VOL 6, NO 1 (JUNI 2025): LOGHAT ARABI
Publisher : IAI DDI Polewali Mandar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/la.v6i1.434

This study compares the 2013 Curriculum and the Merdeka Curriculum in Arabic language learning in Madrasah, particularly at the senior secondary level (Madrasah Aliyah). The 2013 Curriculum systematically develops language skills through communicative, functional, and contextual approaches, while the Merdeka Curriculum is more flexible, emphasizing global communication and understanding of Islam from authentic sources. This qualitative research is through the analysis of official curriculum policy documents from Madrasahs. The findings show that the Merdeka Curriculum provides greater freedom to students in diverse communication contexts, while the 2013 Curriculum is more structured in building basic competencies. The text-based approach in the Merdeka Curriculum improves students' critical and analytical thinking skills, but its implementation requires well-prepared teachers and adequate learning materials. This research highlights the need for flexible teaching strategies that are tailored to the needs of students and reinforces the use of skills-based assessments for more comprehensive evaluation. Further research is recommended on the effectiveness of text-based learning, teachers' readiness to adopt these methods, and the integration of technology in Arabic language education to improve student learning outcomes. Abstrak: Penelitian ini membandingkan Kurikulum 2013 dan Kurikulum Merdeka dalam pembelajaran bahasa Arab di Madrasah, khususnya pada jenjang sekolah menengah atas (Madrasah Aliyah). Kurikulum 2013 secara sistematis mengembangkan keterampilan berbahasa melalui pendekatan komunikatif, fungsional, dan kontekstual, sedangkan Kurikulum Merdeka lebih fleksibel, menekankan komunikasi global dan pemahaman Islam dari sumber-sumber otentik. Penelitian kualitatif ini melalui analisis dokumen kebijakan kurikulum resmi dari Madrasah. Temuan penelitian menunjukkan bahwa Kurikulum Merdeka memberikan kebebasan yang lebih besar kepada peserta didik dalam konteks komunikasi yang beragam, sedangkan Kurikulum 2013 lebih terstruktur dalam membangun kompetensi dasar. Pendekatan berbasis teks dalam Kurikulum Merdeka meningkatkan keterampilan berpikir kritis dan analitis peserta didik, tetapi implementasinya membutuhkan guru yang siap dan materi pembelajaran yang memadai. Penelitian ini menyoroti perlunya strategi pengajaran yang fleksibel yang disesuaikan dengan kebutuhan peserta didik dan memperkuat penggunaan penilaian berbasis keterampilan untuk evaluasi yang lebih komprehensif. Penelitian lebih lanjut direkomendasikan mengenai efektivitas pembelajaran berbasis teks, kesiapan guru untuk mengadopsi metode ini, dan integrasi teknologi dalam pendidikan bahasa Arab untuk meningkatkan hasil belajar siswa.

Model Pembelajaran Make A Match dan Mufradat: Pengaruhnya terhadap Kontrol Mufradat Siswa Ferantika, Susi; Jumhana, Nana; Faroji, Ahmad
al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 17 No. 1 (2025): June 2025
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v17i1.11414

This research is aims to determine the effect of using the Make A Match Technique which can increase Arabic vocabulary Control in class VII students of MTs Al-Khairiyah Karangtengah Cilegon Banten. Researchers used the experimental method with a quasi-experimental design. The data collection methods used in this study consisted of interview, documentation, observation and test. This study concluded that the use of the Make A Match technique had an impact on the Arabic vocabulary Control of class VII students of Mts Al-Khairiyah Karangtengah Cilegon Banten. This shows that the value (Tcount) 3.845 is greater than the value (Ttable) 2.064, so that Ho is rejected and H1 is accepted. In the sense that teaching Arabic using the Make A Match technique greatly influences students' ability to master Arabic vocabulary.

Approaches to learning Arabic in KMA 183/2019 Maksum, Ali; Jumhana, Nana; Umihani, Umihani
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol 14, No 1 (2025)
Publisher : UIN Siber Syekh Nurjati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v14i1.20671

ABSTRAKA correct and comprehensive understanding of the approach and theoretical basis of a curriculum will have implications for the implementation of learning carried out by teachers in the classroom. Based on this, the author conducted a study aimed at examining the approach and theoretical basis of Arabic language learning in the 2019 KMA 183 Arabic Language curriculum. This study uses a qualitative approach with a content analysis method. Data collection was carried out through documentation studies and also interviews and observations. The results of the study indicate that the Arabic language learning approach contained in the formulation of KI and KD leads to a genre-based language learning approach (text-based learning) which is a development of the communicative approach and comes from functional linguistics theory. However, the formulation of Core Competencies and Basic Competencies in the revised curriculum is not fully in accordance with the text-based language learning approach. For policy makers of the new KMA 183 curriculum, it is necessary to create an academic manuscript related to the new curriculum.Keywords: curriculum, Arabic, text-based approach, core competencies, basic competencies

Exploring Speaking Anxiety Among Indonesian Arabic Language Learners: The Mediating Role of Personality Traits Jumhana, Nana; Fachmi, Teguh; Yani, Achmad; Hassan, Lutfi
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i1.46086

This research investigates the determinant factors of public speaking anxiety among Indonesian university students through both pedagogical and socio-psychological lenses. Public speaking anxiety is a prevalent phenomenon in language acquisition, potentially affecting communicative competence and academic achievement, especially in the context of foreign language learning. This study explores the influence of academic motivation, intolerance of uncertainty, and the Big Five personality traits (openness, conscientiousness, agreeableness, extraversion, and neuroticism) as potential mediators in shaping speaking anxiety among Indonesian Arabic students in Islamic higher education. The research was conducted among students enrolled in Arabic Language Education programs at several state Islamic religious higher education institutions (PTKIN) in Indonesia. Structural Equation Modelling (SEM) was used to analyze the data, collected via self-report questionnaires. The results show that academic motivation does not significantly influence openness, while intolerance of uncertainty does. Of the Big Five traits, only openness and extraversion significantly affect speaking anxiety. Academic motivation influences conscientiousness, but not extraversion, while intolerance of uncertainty affects extraversion, but not agreeableness. Openness and extraversion mediate the relationship between academic motivation and speaking anxiety.

Teachers’ Understanding and Practice of the Genre-Based Approach in Arabic Instruction at Indonesian Madrasahs Jumhana, Nana; Mufrodi; Fahmi, Teguh
Jurnal Pendidikan Islam Vol 11 No 2 (2025): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v11i2.44666

Globally, the implementation of effective language teaching approaches remains a major challenge, particularly in contexts where curriculum reform and teacher capacity are uneven. This study aims to examine the problems in implementing the Genre-Based Approach (GBA) in Arabic language learning within Indonesian madrasahs, focusing on curriculum analysis and teacher practice. Using a qualitative design, the research was conducted across several madrasahs in Banten Province, where the researcher served as the primary data collection instrument through observation, interviews, and document analysis. The study analyzed Arabic curriculum documents issued under the Decree of the Minister of Religious Affairs (KMA) No. 183 of 2019 and the Director General’s Decree (Kepdirjen) No. 3211 of 2022, complemented by interviews with Arabic teachers. The findings reveal that most teachers have not applied the GBA due to limited training, inadequate socialization, and low comprehension of GBA principles. Additionally, the Arabic curriculum does not fully accommodate the text-based learning process central to GBA, partly due to its complex structure and low readability. These results highlight the need for targeted professional development and curriculum revision to strengthen Arabic language pedagogy and advance quality improvement in Islamic education.

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