Article Per Year (5 Year)
p-Index From 2021 - 2026
2.488
P-Index
This Author published in this journals
All Journal An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Lugawiyyat Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Asalibuna Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Kilmatuna: Journal Of Arabic Education Talimi ARKHAS: Journal of Arabic Language Teaching Al-Wasil: Journal of Arabic Education Jurnal Pengabdian Masyarakat Nusantara EL-FUSHA Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Naatiq: Journal of Arabic Education
Anggi Nurul Baity
IAIN Kediri
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Implementasi Model Evaluasi CIPP untuk Mewujudkan Pembelajaran Bahasa Arab Holistik dalam Kurikulum Merdeka Adlya, Fadia Iftakhul; Salsabila, Alfana; Baity, Anggi
EL-FUSHA: Jurnal Bahasa Arab dan Pendidikan Vol 6 No 2 (2025): EL-FUSHA : Jurnal Bahasa Arab dan Pendidikan
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/el-fusha.v6i2.10162

Abstract

The implementation of the Merdeka Curriculum at the islamic education institution, including Islamic elementary schools, requires a comprehensive evaluation system to ensure the success of both the learning process and its outcomes. MI Al-Azhar, as one of the institutions implementing this curriculum, faces various challenges, particularly in Arabic language learning. This study aims to describe the implementation of the CIPP evaluation model (Context, Input, Process, Product) in Arabic language learning and to identify the challenges encountered in its application at MI Al-Azhar Kediri. A descriptive qualitative approach was employed, with data collected through observation, structured interviews, and documentation. The findings indicate that the CIPP model assists teachers and schools in conducting comprehensive evaluations, covering planning, implementation, and learning outcomes. However, its application in practice faces several obstacles, including limited resources, discrepancies between the curriculum and its implementation, and teachers’ limited mastery of digital media. These findings highlight that the CIPP model is an effective approach for evaluating Merdeka Curriculum-based learning in madrasahs, although it requires adequate support in terms of resources and teacher competencies.
Portfolio-Based Evaluation as a Catalyst for Improving Arabic Writing Instruction and Learning Outcomes Baity, Anggi Nurul; Aulia Gorda, Mutarto; Aulia Dewi, Rahma
Lugawiyyat Vol 7, No 2 (2025): Lugawiyyat
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/lg.v7i2.37203

Abstract

This study explores the implementation of portfolio-based evaluation in Arabic writing instruction (maharah al-kitābah) at MTs Sunan Kalijaga, Kranding, Mojo, Kediri, as part of efforts to promote learner-centered and reflective pedagogy aligned with the Kurikulum Merdeka. Using a qualitative descriptive method, data were obtained through classroom observation, interviews, and analysis of students’ portfolios consisting of drafts, revisions, and reflections. The findings reveal that portfolio assessment enhances students’ motivation and engagement by allowing them to track their progress and take responsibility for their learning. It also improves writing proficiency, particularly in grammatical accuracy, vocabulary use, and coherence, through iterative feedback and reflection. Moreover, the approach enables differentiated instruction, where tasks are adapted to students’ varying abilities, and strengthens pedagogical relationships between teachers and students through constructive feedback and collaboration. However, several challenges were identified, including time constraints, limited teacher readiness in designing comprehensive rubrics, students’ lack of reflective habits, and inadequate digital infrastructure.
Sosialisasi dan Edukasi Bahaya Pernikahan Dini bagi Remaja Desa Pamongan Kediri BAITY, ANGGI; Setiawan, Dony; Nur Cahyo, Moch. Hussein; Illiyin, Darul Fikri Sabilul; Erlangga, Satria; Rahman, Moh Fathur; Muyasaroh, Azkiya; Musafa; Anggraini, Eva Fitri; Nurrahmatul, Imelda
Jurnal Pengabdian Masyarakat Nusantara Vol 5 No 1 (2025): Desember 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/dimastara.v5i1.26942

Abstract

Pernikahan dini masih menjadi persoalan serius di Indonesia, khususnya di wilayah pedesaan, meskipun batas usia minimal perkawinan telah ditetapkan 19 tahun. Fenomena ini menimbulkan dampak negatif pada kesehatan, psikologis, sosial, dan ekonomi remaja serta berkontribusi terhadap keberlanjutan siklus kemiskinan. Kegiatan pengabdian masyarakat ini bertujuan memberikan edukasi mengenai bahaya pernikahan dini sekaligus memotivasi remaja untuk melanjutkan pendidikan melalui berbagai program beasiswa. Metode yang digunakan adalah Asset Based Community Development (ABCD), dengan pelaksanaan di Balai Desa Pamongan, Kediri, melibatkan remaja berusia 13–16 tahun. Materi sosialisasi mencakup dampak pernikahan dini, peran keluarga, kegiatan positif, motivasi pendidikan, serta informasi beasiswa pendidikan. Hasil kegiatan menunjukkan peningkatan pengetahuan, perubahan sikap, dan munculnya motivasi menunda pernikahan. Peserta memberikan respon positif melalui partisipasi aktif dalam diskusi, meskipun masih terdapat tantangan berupa rendahnya rasa percaya diri dan keterbatasan dukungan keluarga. Kegiatan ini direkomendasikan untuk dilakukan secara berkelanjutan guna menekan angka pernikahan dini sekaligus meningkatkan partisipasi remaja dalam pendidikan tinggi.
Academic Writing in the Age of AI: Formulating Responsible Use Strategies to Preserve Academic Integrity in Arabic Higher Education Ahmad Rifa'i; Anggi Nurul Baity; Aulia Golda Mutarto; Cika Apriska M.D Umar; Alfana Salsabila; Fadia Iftakhul Adlya
Asalibuna Vol. 10 No. 01 (2026): Volume 10, Issue 01, June 2026
Publisher : UIN Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/asalibuna.v10i01.8009

Abstract

The integration of Artificial Intelligence (AI) into students’ academic writing provides significant support for the development of ideas and linguistic accuracy. However, its indiscriminate and uncontrolled use risks undermining originality and academic integrity. This study examines patterns of AI utilisation, perceptions of academic integrity, and formulates strategies for the ethical and effective use of AI amongst students on the Arabic Language Education programme at UIN Syekh Wasil Kediri. Employing a qualitative descriptive design, this study involved 63 students and 4 lecturers teaching academic writing courses. Data were collected via an online questionnaire, in-depth interviews and classroom observations, and were subsequently analysed thematically. The research findings indicate that students actively utilise various AI platforms, such as language chatbots, machine translators and grammar checkers, as writing aids. However, this pragmatic and instantaneous pattern of use tends to undermine critical thinking, the depth of argumentation and intellectual independence, even though students are aware of the ethical risks involved. This study emphasises the need for programme-level strategies that integrate AI literacy and academic ethics, establish clear guidelines for use, and position AI as a cognitive partner rather than a substitute for the thinking process. This step is crucial for strengthening responsible academic writing practices in higher education.   Abstrak:  Integrasi Artificial Intelligence (AI) dalam penulisan akademik mahasiswa memberikan dukungan signifikan pada pengembangan ide dan akurasi linguistik. Namun, penggunaan yang instan dan tidak terkendali berisiko mengancam orisinalitas serta integritas akademik. Penelitian ini mengkaji pola pemanfaatan AI, persepsi integritas akademik, serta merumuskan strategi penggunaan AI yang etis dan efektif di kalangan mahasiswa Program Studi Pendidikan Bahasa Arab UIN Syekh Wasil Kediri. Menggunakan desain deskriptif kualitatif, studi ini melibatkan 63 mahasiswa dan 4 dosen pengampu mata kuliah penulisan akademik. Data dikumpulkan melalui kuesioner daring, wawancara mendalam, serta observasi kelas, lalu dianalisis secara tematis. Hasil penelitian menunjukkan bahwa mahasiswa secara aktif memanfaatkan berbagai platform AI seperti chatbot bahasa, penerjemah mesin, dan pemeriksa tata bahasa sebagai alat bantu penulisan. Meski demikian, pola penggunaan yang pragmatis dan instan cenderung melemahkan pemikiran kritis, kedalaman argumentasi, dan kemandirian intelektual, sekalipun mahasiswa memahami risiko etisnya. Studi ini menegaskan perlunya strategi tingkat program yang mengintegrasikan literasi AI dan etika akademik, menetapkan pedoman penggunaan yang jelas, serta memposisikan AI sebagai mitra kognitif bukan pengganti proses berpikir. Langkah ini penting untuk memperkuat praktik penulisan akademik yang bertanggung jawab dalam pendidikan tinggi.  
Artificial Intelligence in 21st Century Arabic Language Education: Students’ Perceptions and Its Impact on Developing Critical Thinking Skill Anggi Nurul Baity; Putri Kholida Faiqoh; Aulia Golda Mutarto; Maziyyatul Muslimah
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 9 No. 1 (2026): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v9i1.4102

Abstract

The rapid expansion of Artificial Intelligence (AI) in the digital era has begun to reshape how students learn foreign languages, including Arabic. Beyond offering convenience and efficiency, AI tools increasingly influence how students think, process information, and construct knowledge. This study explores students’ perceptions of AI use in 21st-century Arabic language learning and examines how it affects the development of critical thinking skills, particularly the higher-order cognitive processes of analysis, evaluation, and creation as conceptualized in Bloom’s Taxonomy. Using a qualitative thematic approach, data were collected through questionnaires from 98 students enrolled in the Arabic Language Education Program at the Faculty of Tarbiyah, UIN Syekh Wasil Kediri. The findings show that AI supports analytical thinking (C4) by assisting students in breaking down complex Arabic texts, identifying linguistic patterns, and comparing alternative structures with greater clarity. In terms of evaluative thinking (C5), AI encourages students to question interpretations and check the accuracy of information; however, when used uncritically, it may weaken independent judgment as some students tend to accept AI-generated responses without deeper reflection. Regarding creative thinking (C6), AI helps students generate ideas, organize arguments, and experiment with language production, yet excessive dependence can limit originality and reduce opportunities for authentic knowledge construction. Importantly, many students demonstrate awareness of these challenges and adopt adaptive strategies, such as selectively using AI, verifying outputs with credible sources, and reformulating information in their own words. These findings suggest that AI does not inherently diminish critical thinking; rather, its impact depends on how consciously and pedagogically it is integrated into the learning process. When guided appropriately, AI can serve as a supportive cognitive partner in fostering higher-order thinking in Arabic language education.
Co-Authors Adlya, Fadia Iftakhul Ahmad Rifa'i Alfana Salsabila Anggraini, Eva Fitri Aulia Dewi, Rahma Aulia Golda Mutarto Aulia Golda Mutarto Aulia Gorda, Mutarto Azizah, Sururil Azza, Fahema Hadia Cika Apriska M.D Umar Dony Setiawan Erlangga, Satria Fadia Iftakhul Adlya Faiqoh, Putri Kholida Gadoum, Hamida Hamida Gadoum Illiyin, Darul Fikri Sabilul Khoirunnisa, Alifia Maziyyatul Muslimah Muna, Fitriah Nailul Musafa Muyasaroh, Azkiya Nur Cahyo, Moch. Hussein Nurrahmatul, Imelda Nurul Hanani Putri Kholida Faiqoh Rahman, Moh Fathur Ridha ‘Atiqotul Hamidah Salsabila, Alfana Yessica Tiara Renata Zulfa, Alfiyyatuz Zunairoh, Yuyun