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All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Jurnal Pengabdian kepada Masyarakat Nusantara Alsina : Journal of Arabic Studies Al-Muyassar: Journal of Arabic Education Jurnal Pendidikan Indonesia (Japendi) Lughawiyah: Journal of Arabic Education and Linguistics Al-Tarqiyah : Jurnal Pendidikan Bahasa Arab International Journal of Educational Narratives
Mustar
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A Qualitative Study of Beginner Students’ Experiences and Perceptions in Arabic Language Learning at MTs Babul Mujahidin Bayan, Lombok Utara Yesinta Isnaini; Mustar Mustar; Yogia Prihartini; Dina Chabib Uluum; Maryam Amiri Al- Hamami; Putri Hardiyanti
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16018

Abstract

Arabic language learning plays a vital role for Muslims, serving not only as a means of communication but also as an integral component of religious practice. Despite this, many beginner-level students face difficulties in understanding Arabic lessons, particularly in madrasahs where Arabic has not yet become a primary focus. This study aims to explore beginner students’ perceptions of Arabic language learning at MTs Babul Mujahidin Bayan, Lombok Utara, to provide insights for designing more effective instructional strategies. A descriptive qualitative approach was employed, involving six eighth-grade students as participants. Data were collected through in-depth semi-structured interviews and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that while students demonstrate a relatively high interest in learning Arabic, they struggle with reading Arabic texts and comprehending classroom materials due to limited foundational skills and monotonous teaching methods. Nonetheless, students expressed positive attitudes and a desire for more engaging and interactive learning processes, such as gamified activities and visual media. The study contributes to Arabic language education by highlighting the importance of incorporating student-centered, interactive strategies at the beginner level, offering evidence-based recommendations for improving instructional design in madrasah settings.
Arabic Language Teachers’ Strategies to Improve Students’ Reading Skills at an Islamic Junior High School in Lombok, Indonesia Siska Wahyu Puji Lestari; Yusraini; Irfan; Mustar; Muhammad Ahmad Abdul Ghofar Ahmad; Mursyid
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (2026): 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/yen5m273

Abstract

The learning strategies implemented by teachers play a crucial role in improving students' reading skills (mahārah qirā'ah) in Arabic language learning. However, empirical studies on teachers' strategies applied contextually in regional madrasahs with limited learning facilities remain relatively scarce. This study aims to describe and analyze the strategies of Arabic language teachers in improving students' mahārah qirā'ah at MTs Babul Mujahidin, Bayan Village, North Lombok, West Nusa Tenggara. The study employed a descriptive qualitative approach involving one Arabic language teacher as the main informant and three students as supporting informants, selected through purposive sampling. Data were collected through semi-structured interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive analysis model. The findings show that the teacher applied a direct-practice-based learning strategy (mubāsyarah) through reading modeling, repeated reading, imitation of the teacher's reading, individual reading practice, vocabulary reinforcement, and simple conversation practice. These strategies contributed to improved reading accuracy, self-confidence, active participation, and basic comprehension of Arabic texts, despite persisting challenges such as limited learning media, students' low initial reading ability, and minimal support from the learning environment. The novelty of this study lies in its analysis of Arabic teachers' learning strategies developed contextually in accordance with the characteristics of regional madrasahs with limited facilities. The findings contribute theoretically to the development of studies on mahārah qirā'ah learning strategies and offer practical recommendations for teachers and madrasah administrators in designing more adaptive, systematic, and sustainable Arabic reading instruction
Visual Scaffolding through the Picture-and-Picture Strategy: Evidence from a Quasi-Experimental Study of Arabic Writing Instruction Rosheila Melani; Mustar; Yogia Prihartini; Muhammad Kumaini Umasugi; Mohamad Sarip; Abdul Hakimi Abdurrahman Hussein
Al-Muyassar: Journal of Arabic Education Vol 5 No 1 (2026): 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/jev8pz45

Abstract

Arabic writing skill (maharah al-kitabah) remains a challenge for madrasah students due to limited vocabulary mastery and difficulties in organizing ideas into coherent texts. This study aims to examine the effect of the Picture and Picture strategy on improving Arabic writing skills among ninth-grade students at MTs Nurul Iman Ulu Gedong, Jambi. This research employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design involving 30 students divided into experimental and control groups. Data were collected through writing tests administered as pre-test and post-test and analyzed using paired samples t-test and independent samples t-test. The results showed that both groups experienced significant improvement; however, the experimental group achieved higher improvement with a mean difference of 23.27 (t(14) = -14.530, p < 0.001) compared to the control group with a mean difference of 10.57 (t(14) = -6.764, p < 0.001). The independent samples t-test confirmed a significant difference between the two groups (t(28) = 7.586, p < 0.001). The novelty of this study lies in revealing that Picture and Picture functions as visual scaffolding that supports students in organizing ideas, developing vocabulary, and constructing Arabic sentences systematically. This study theoretically strengthens visual-based approaches in Arabic language learning and practically provides an alternative strategy for teachers to improve students’ writing competence.
Implementasi Kurikulum Internasional Baccalaureate Pada Tingkat PYP Sebagai Kurikulum Dalam Pembelajaran Bahasa Arab Dina Chabib Uluum; Hikmatuddiniah; Musli; Mustar; Yogia Prihartini
Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i4.7650

Abstract

Penelitian ini mengkaji implementasi kurikulum International Baccalaureate (IB) Primary Years Programme (PYP) dalam konteks pembelajaran bahasa Arab. Mengingat pembelajaran bahasa Arab menghadapi tantangan dalam hal relevansi dan keterlibatan siswa, penelitian ini menyoroti bagaimana pendekatan transdisipliner dan berbasis inkuiri dari IB PYP menawarkan solusi inovatif yang selaras dengan tuntutan pendidikan global. Tujuan penelitian ini adalah untuk menganalisis bagaimana prinsip-prinsip IB dapat meningkatkan pengajaran bahasa Arab dengan menumbuhkan kemampuan berpikir kritis, kreativitas, dan pemahaman lintas budaya. Dengan menggunakan metode deskriptif kualitatif melalui studi pustaka, penelitian ini mensintesis berbagai sumber ilmiah untuk memberikan gambaran sistematis dan analitis tentang penerapan IB PYP dalam pembelajaran bahasa Arab. Hasil penelitian menunjukkan bahwa pendekatan IB PYP, ketika diintegrasikan dalam pengajaran bahasa Arab, memperkaya keterlibatan siswa dan apresiasi budaya, serta secara signifikan meningkatkan kompetensi berbahasa melalui pembelajaran berbasis proyek, inkuiri kolaboratif, dan integrasi teknologi. Temuan ini menunjukkan efektivitas program dalam mengaitkan pembelajaran bahasa dengan keterampilan global. Namun demikian, masih terdapat tantangan dalam kesiapan guru, pengembangan kurikulum, dan dukungan institusional. Penelitian ini menyarankan adanya studi empiris lanjutan untuk mengevaluasi hasil implementasi di berbagai konteks pendidikan. Penelitian ini memberikan wawasan berharga bagi para pendidik dan pembuat kebijakan yang ingin menyelaraskan pendidikan bahasa Arab dengan standar internasional, sambil tetap menjaga relevansi budaya dan pendekatan pembelajaran yang berpusat pada siswa.
Educators’ Strategic Roles in the Merdeka Curriculum and Their Impact on Students’ Interest in Learning Arabic Rahma Aisha Nabila; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Mursyid Mursyid; Fitri Nurul'ain Nordin
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30652

Abstract

This study analyzes the strategic roles of teachers in implementing the Merdeka Curriculum and their contribution to developing students’ interest in learning Arabic at MTs Nurul Iman, Jambi City. A qualitative case study approach was employed, with data collected through interviews, questionnaires, classroom observations, and documentation involving 16 eighth-grade students and one Arabic teacher. Data analysis integrated Teacher Role Theory, Pedagogical Content Knowledge, and Interest Development Theory. The findings show that teachers effectively enacted their roles as facilitators, motivators, learning designers, role models, and assessors providing feedback. These roles contributed to triggering situational interest, maintaining student engagement, and fostering the development of individual interest in Arabic learning. In this context, students demonstrated high and sustained interest, reflected in active participation, awareness of the importance of Arabic, and willingness to engage in independent learning. However, the use of digital-based learning media remains suboptimal due to limited facilities and infrastructure. These findings highlight that successful implementation of the Merdeka Curriculum depends on the synergy between teachers’ competencies and institutional support.
Digital Play in Language Learning: A Narrative-Based Approach to Understanding Student Motivation in Interactive Arabic Assessments Desvia Rahmawati; Musli Musli; Mustar Mustar; Dina Chabib Uluum; Putri Hardiyanti; Abdul Hakim Abdurrahman Husein; Zakiyatunnisa Al Mubarokah; Mohamad Hussin
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3812

Abstract

Background. The development of digital technology in education has encouraged teachers to implement interactive learning media to increase student engagement during the learning process. In Arabic language learning, conventional teaching methods often make students less active and less motivated during classroom activities. Quizizz is one of the gamification-based learning platforms that can create a more interactive, competitive, and enjoyable learning environment for students. Purpose. This study aimed to explore students’ learning experiences during the implementation of Quizizz in Arabic language learning, particularly related to emotional engagement, classroom participation, interaction, motivation, and reflective learning experiences. Method. This study employed a qualitative approach using Narrative Inquiry with a phenomenological-narrative orientation. The participants consisted of one Arabic language teacher and four students selected purposively based on their involvement in Quizizz-based learning activities. Data were collected through in-depth interviews, classroom observations, reflective conversations, and documentation. Data analysis was conducted using thematic narrative analysis by organizing participants’ experiences into thematic clusters. Results. The findings showed that the use of Quizizz increased students’ emotional engagement, classroom participation, interaction, motivation, and self-confidence during Arabic learning activities. Students experienced a more interactive and enjoyable learning atmosphere through leaderboard features, scoring systems, and direct feedback during quizzes. Conclusion. Quizizz not only functioned as a digital evaluation tool but also created meaningful learning experiences through interactive, reflective, and gamified learning activities in Arabic language learning.
Co-Authors Abdul Hakim Abdurrahman Husein Abdul Hakimi Abdurrahman Hussein Al Musyadad Ali Musa Lubis Almu Padol Binti Syufiana Budairoh Budi Sanjaya Desvia Rahmawati Dina Chabib Uluum Dina Chabib Uluum Dina Chabib Uluum Fitri Nurul'ain Nordin Hikmatuddiniah Irfan Irfan Irfan Maryam Amiri Al- Hamami Mohamad Hussin Mohamad Hussin Mohamad Sarip Mubarokah, Zakiyatunnisa Al Muhammad Ahmad Abdul Ghofar Ahmad Muhammad kumaini Muhammad Kumaini Umasugi Mursyid Mursyid Mursyid Musli Musli Musli Putri Hardiyanti Qodri, Muhammad Amin Rahma Aisha Nabila Rasidin Robbi Ariny Manasikaka Rosheila Melani Siska Wahyu Puji Lestari Tomi Enramika wahab wahab Yesinta Isnaini Yogia Prihartini Yulanda Ilda Yusraini Yusraini Yusraini