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All Journal Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Al-Muyassar: Journal of Arabic Education Academicus
Mohammad Zaki
Institut Agama Islam Qamarul Huda
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving Arabic Vocabulary Memorizing Skills for Grade VII Students of MTs Qamarul Huda Bagu 2022/2023 Mohammad Zaki
Al-Muyassar: Journal of Arabic Education Vol 2, No 2 (2023): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/al-muyassar.v2i2.9187

Abstract

Bahasa arab merupkan salah satu bahasa asing yang banyak dipelajari oleh masyarakat Indonesia. Oleh karna itu perlu dikaji adanya pembelajaran bahasa yang tepat pembelajar non-Arab. Pembelajaran bhasa asing bisa dilakukan dengan berbagi cara dan metode. Demikian halnya dengan pembelajaran kosa kata (al-mufrodat). Kosa kata merupkan salah satu unsur yang harus dimiliki oleh pembelajar bahasa asing termasuk bahasa Arab. Perbendaharaan bahasa Arab yang memadai dapat menunjang seseorang dalam berkomunikasi dan menulis dengan bahasa tersebut.Untuk itu diperlukan metode dan strategi yang tepat dalam rangka pemelajaran kosakat bahasa Arab tercapai.Mempelajari bahasa tidak terlepas dari pembelajaran mufrodat, pembelajaran mufrodat bukan hanya sekedar mengajarkan kosakata kemudian menyuruh para siswa untuk menghafal, akan tetapi lebih dari itusiswa dianggap mampu menguasai mufrodat jika sudah mencapai indikator-indikator yang ada.Karena kurangnya pemahaman seorang pengajar terhadap  strategi dan cara-cara mengjarkan mufrodat pada siswanya, maka proses pembelajaran mufrodat banyak yang kurang maksimal bahkan mengalami kegagalan.
Islamic Educational Epistemology in the Algorithmic Era: A Critical Discourse Analysis of Religious Authority on Digital Social Media Mohammad Zaki; Murdan Murdan; Samsul Fahmi; Rizwan Hakiki; Lalu Tata Gresa Wangsa; Budi Hartawan; Lalu Ahmad Kholis` Bukran; Khaeruman Al Kaelani
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.116

Abstract

This study examines Islamic educational epistemology in the algorithmic era, focusing on how religious authority is shaped through digital social media. Using Critical Discourse Analysis (CDA), the research analyzes religious content on TikTok, Instagram, and YouTube to explore how algorithm-driven platforms influence the production and legitimization of Islamic knowledge. Using a qualitative approach, data were collected from videos, captions, hashtags, and audience interactions. The findings show that algorithmic systems tend to prioritize short, emotionally engaging, and highly interactive religious content over academically grounded explanations. As a result, religious authority is increasingly determined by digital visibility, such as followers, likes, and virality, rather than traditional scholarly credibility. The study also found that complex Islamic concepts are often simplified into motivational and performative narratives to suit platform algorithms and audience preferences. These findings indicate that digital media not only expands access to Islamic learning but also reshapes the epistemological foundation of Islamic education. Therefore, this study highlights the importance of integrating critical digital literacy into Islamic education curricula to help students critically evaluate online religious content and distinguish between algorithmic popularity and scholarly authority.
Enhancing Arabic Vocabulary Mastery through Kahoot: Evidence from Elementary Madrasah Students Mohammad Zaki
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10544

Abstract

Previous studies on technology-enhanced Arabic language learning have predominantly focused on general applications or higher education levels, leaving a significant gap regarding interactive, game-based tools for vocabulary acquisition at the primary Islamic school (Madrasah Ibtidaiyah/MI) level. This study investigates the effectiveness of interactive, game-based digital media, specifically Kahoot!, in developing Arabic vocabulary among fifth-grade students at Madrasah Ibtidaiyah. Addressing the identified gap, the research employs a quantitative approach, utilizing pre-test and post-test measurements. The results demonstrate a significant increase in learning outcomes, with the average score rising from 30.90 (pre-test) to 80.00 (post-test). Statistical analysis (t-test, t-value = 11.260 > t-table 1.721, df=21) confirms that the use of Kahoot! positively and significantly enhances students' Arabic vocabulary mastery. The findings indicate that this method successfully boosts student enthusiasm and active participation. Consequently, Kahoot! is recommended as an effective and innovative alternative medium for Arabic vocabulary learning at the primary Islamic school level.
Co-Authors Budi Hartawan Khaeruman Al Kaelani Lalu Ahmad Kholis` Bukran Lalu Tata Gresa Wangsa Murdan Murdan Rizwan Hakiki Samsul Fahmi