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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab SALAM: Jurnal Sosial dan Budaya Syar-i ARABIYAT Lisanuna: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Mimbar Pendidikan: Jurnal Indonesia untuk Kajian Pendidikan Langkawi: Journal of The Association for Arabic and English Pendas : Jurnah Ilmiah Pendidikan Dasar Transformatif Edukasi Islami: Jurnal Pendidikan Islam Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Basicedu AT-TA`DIB Journal on Education El-Tsaqafah: Jurnal Jurusan PBA EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Jurnal Pendidikan dan Konseling Rayah Al Islam : Jurnal Ilmu Islam RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang INCARE 'A Jamiy: Jurnal Bahasa dan Sastra Arab Jurnal Tarbiyatuna : Kajian Pendidikan Islam Alibbaa': Jurnal Pendidikan Bahasa Arab Jurnal Kesehatan Tambusai Jurnal Manajemen dan Ilmu Administrasi Publik (JMIAP) Jurnal Jendela Pendidikan HuRuf Journal : International Journal of Arabic Applied Linguistic Hunafa: Jurnal Studia Islamika Jurnal Basicedu HuRuf Journal : International Journal of Arabic Applied Linguistic YASIN: Jurnal Pendidikan dan Sosial Budaya Al-Muyassar: Journal of Arabic Education Innovative: Journal Of Social Science Research JPLED Talimi Cendikia Pendidikan Journal of Islamic Studies Prosiding Seminar Nasional Ilmu Pendidikan Karakter: Jurnal Riset Ilmu Pendidikan Islam Journal of Shoutheast Asian Islam and Society (JSEAIS) AIM: Journal of Islamic Education Management Global Education : International Journal of Educational Sciences and Languages Proceeding of the International Conference on Global Education and Learning Jurnal Pendidikan dan Sosial Humaniora Al-Irfan: Journal Of Arabic Literature and Islamic Studies Prosiding Seminar Nasional Ilmu Pendidikan Agama dan Filsafat Jimulti Jurnal Tarbiyatuna : Kajian Pendidikan Islam EL TSAQAFAH
Iis Susiawati
Institut Agama Islam Al-Zaytun Indonesia
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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ANALISIS KONSEPTUAL BAHASA SEBAGAI SISTEM SIMBOL DAN TANDA DALAM PEMIKIRAN LINGUISTIK KLASIK DAN KONTEMPORER Lisnawati; Iis Susiawati
Journal of Islamic Studies Vol 3 No 2 (2025): Vol. 3 No. 2 (2025): Journal of Islamic Studies (September)
Publisher : Journal of Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini mengkaji konsep bahasa sebagai sistem simbol dan tanda dalam pemikiran linguistik klasik dan kontemporer. Kajian difokuskan pada tradisi linguistik Arab klasik yang diwakili oleh Sibawaih dan Al-Khalil, serta pemikiran modern Barat yang dikembangkan oleh Ferdinand de Saussure, Roland Barthes, dan Umberto Eco. Penelitian ini menggunakan metode studi pustaka dengan pendekatan deskriptif-kualitatif dan analisis komparatif. Hasil kajian menunjukkan bahwa dalam tradisi klasik, bahasa dipahami sebagai sistem yang terstruktur dan normatif dengan legitimasi otoritatif dalam menjaga stabilitas makna, khususnya dalam konteks teks keagamaan. Sebaliknya, pendekatan modern memandang bahasa sebagai sistem tanda yang bersifat arbitrer dan relasional, di mana makna dibentuk melalui konvensi sosial dan dinamika ideologis. Pemikiran Barthes dan Eco memperluas fungsi tanda linguistik dalam analisis budaya, media, dan wacana, sehingga bahasa dipahami sebagai mekanisme produksi dan negosiasi makna dalam masyarakat. Sintesis kedua pendekatan tersebut menawarkan kerangka konseptual yang relevan bagi pengembangan pedagogi bahasa, terutama dalam membangun literasi kritis, kesadaran simbolik, dan kemampuan interpretatif peserta didik. Temuan ini memberikan kontribusi konseptual bagi pengembangan kurikulum bahasa Arab yang lebih integratif, reflektif, dan kontekstual sesuai tuntutan abad ke-21. Kata Kunci: Bahasa, Sistem Tanda, Linguistik Klasik, Semiotika, Pendidikan Bahasa
The Difference Between the Essence of Fiqh Lughah and Arabic Linguistics in the Study of Arabic Language Education Madani, Afdhalul; Abdul Rosyid; Rizky Syarif Al Rosyid; Iis Susiawati
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.995

Abstract

This study aims to thoroughly describe and analyze the essence, scope, and essential differences between Fiqih Lughah and Arabic Linguistics. The background reveals that although the Arabic language holds a central role as the foundation of civilization and the language of the Qur'an, the understanding of Arabic linguistic terms often overlaps, potentially affecting learning outcomes. The method employed is Library Research (Studi Pustaka) with a qualitative approach, involving descriptive-analytical data analysis, including the interpretation and comparison of classical and contemporary literature. The findings indicate that some scholars equate Fiqhul-Lughah with ‘Ilmul-Lughah, which is often defined as encompassing synchronic, diachronic, and comparative studies. However, the key distinction lies in the focus: Fiqih Lughah has a broader scope, is historical-comparative, and treats language as an instrument for understanding culture and civilization. Conversely, ‘Ilm al-Lughah is descriptive-structural and studies language as the primary objective. The research concludes that the most accurate term for linguistics is ‘Ilm al-Lughah, while Fiqh al-Lughah is more relevantly equated with philology, the discipline that examines the authenticity and content of classical manuscripts.
Gamified Podcast-Based Learning for Improving Listening Comprehension, Motivation, and Retention in EFL Students Iis Susiawati; Arozatulo Bawamenew; Zohaib Hassan Sain
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 4 (2024): November: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i4.290

Abstract

The rapid development of technology has introduced various language learning resources, including podcasts, which offer authentic audio input but are often underutilized and lack structured application in EFL classrooms. Integrating gamification into podcasts represents a promising approach to enhance students’ engagement, motivation, and learning outcomes. This study aims to evaluate the impact of gamified podcasts on EFL students’ listening comprehension, learning motivation, and content retention. A quasi-experimental design was employed, involving university-level EFL students divided into an experimental group (gamified podcasts with interactive quizzes, leaderboards, and badges) and a control group (non-gamified podcasts). Pre-tests and post-tests assessed listening comprehension, motivation, and retention, with statistical comparisons conducted using t-tests and ANOVA. The results indicate that students exposed to gamified podcasts demonstrated significant improvements in listening comprehension, motivation, and retention compared to their peers in the control group. The interactive and competitive elements of gamification encouraged repeated engagement, active participation, and deeper cognitive processing of audio materials, which strengthened long-term memory and overall learning outcomes. These findings suggest that gamified podcast-based learning not only enriches traditional listening practices but also fosters a more engaging, motivating, and effective EFL learning environment. Consequently, integrating gamification into podcast instruction is recommended as an innovative strategy to support language acquisition and enhance students’ sustained involvement in learning activities.
Tinjauan Teoritis Faktor Intrinsik dan Ekstrinsik dalam Pembelajaran Literasi Bahasa Arab Madrasah Tsanawiyah di Indonesia Wiwin Wiwin; Nancy Mursalati 'Aini; Rohana Rohana; Samsia Manalu; Wati Wati; Khoirun Nisa; Iis Susiawati
JURNAL JENDELA PENDIDIKAN Vol. 5 No. 04 (2025): Jurnal Jendela Pendidikan: Edisi November 2025
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v5i04.1805

Abstract

Pembelajaran literasi bahasa Arab di Madrasah Tsanawiyah memiliki peran penting dalam meningkatkan kompetensi siswa, khususnya dalam membaca dan memahami teks Arab yang menjadi basis ilmu keislaman. Namun, banyak siswa mengalami kesulitan yang dipengaruhi berbagai faktor. Penelitian ini bertujuan untuk menganalisis faktor-faktor intrinsik dan ekstrinsik yang memengaruhi pembelajaran literasi bahasa Arab di Madrasah Tsanawiyah berdasarkan kajian literatur. Metode yang digunakan adalah kualitatif dengan pendekatan studi pustaka. Data dikumpulkan dari empat puluh artikel jurnal yang relevan, meliputi hasil penelitian tentang kesulitan membaca teks Arab, strategi guru, serta permasalahan umum pembelajaran bahasa Arab di MTs. Hasil sintesis menunjukkan bahwa faktor intrinsik yang dominan meliputi rendahnya motivasi, keterbatasan kosakata, kemampuan linguistik yang lemah, serta rendahnya minat baca. Sementara itu, faktor ekstrinsik meliputi metode pembelajaran yang monoton, minimnya media pembelajaran interaktif, keterbatasan fasilitas, serta kurangnya dukungan lingkungan belajar. Kajian ini memberikan rekomendasi untuk pengembangan strategi pembelajaran yang lebih variatif, integrasi teknologi, serta penguatan budaya literasi di lingkungan MTs.
Evaluasi Pembelajaran Bahasa Arab Berbasis Deep Learning: Model, Tantangan, dan Peluang di Era Digital Dadan Mardani; Iis Susiawati
Jurnal Ilmu Pendidikan Vol. 1 No. 3 (2025): Desember 2025
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v1i3.37

Abstract

Transformasi pendidikan di era digital menuntut adanya inovasi dalam proses evaluasi pembelajaran, termasuk pada bidang Pendidikan Bahasa Arab. Penilaian tradisional sering dianggap kurang mampu menangkap kompleksitas kompetensi berbahasa, terutama dalam keterampilan produktif seperti kalām dan kitābah. Perkembangan Deep Learning menawarkan peluang baru untuk menciptakan sistem evaluasi yang lebih akurat, adaptif, dan efisien. Artikel ini menggunakan metode studi pustaka (library research) dengan menganalisis riset terkini mengenai penerapan Deep Learning dalam evaluasi bahasa, teknologi NLP (Natural Language Processing) bahasa Arab, pengenalan suara (speech recognition), serta sistem automated scoring pada pembelajaran bahasa kedua. Hasil kajian menunjukkan bahwa Deep Learning mampu meningkatkan ketepatan deteksi kesalahan linguistik, mengotomatisasi penilaian keterampilan membaca dan berbicara, serta menyediakan analisis performa yang lebih komprehensif. Berbagai model seperti CNN, RNN, LSTM, dan Transformer telah berhasil digunakan untuk menganalisis fonetik, sintaksis, dan semantik bahasa Arab. Integrasi Deep Learning dalam evaluasi Bahasa Arab membuka peluang untuk menciptakan smart assessment, namun tetap menghadapi tantangan seperti kebutuhan data besar, bias model, keterbatasan korpus Arab, serta kesiapan kompetensi digital guru. Artikel ini menyimpulkan bahwa implementasi AI-driven assessment dapat memperkuat kualitas evaluasi sekaligus mendorong transformasi pembelajaran bahasa Arab di Indonesia.
HUBUNGAN PENILAIAN PORTOFOLIO DENGAN KETERAMPILAN MENULIS BAHASA ARAB SISWA MADRASAH TSANAWIYAH Dian Khairani, Putri; Susiawati, Iis; Mardani, Dadan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60230

Abstract

This study aims to analyze the relationship between portfolio assessment and the mastery of Arabic writing skills among eighth-grade students at MTsS Ma'had Al-Zaytun, both overall and in terms of the aspects of morphology, syntax, and semantics. The study is motivated by the importance of portfolio assessment as a form of authentic assessment that systematically documents students' learning processes and outcomes, thereby having the potential to support the development of Arabic writing skills. This study employed a quantitative approach with a correlational research design. The population consisted of all eighth-grade students at MTsS Ma'had Al-Zaytun, with a sample of 83 students. Data were collected through documentation of portfolio assessment scores as the independent variable and an Arabic writing skills test as the dependent variable. The test instrument met the criteria of validity and reliability. Data were analyzed using Kendall's tau-b correlation test with the assistance of IBM SPSS Statistics 29.0. The results indicate that there is no significant relationship between portfolio assessment and students' mastery of Arabic writing skills. Similar findings were obtained for the aspects of morphology, syntax, and semantics, with all significance values exceeding the 0.05 significance level. Although the direction of the correlation was positive, the correlation coefficients, which were close to zero, indicate that the strength of the relationship falls within the very weak category. Therefore, the portfolio assessment implemented in this study did not demonstrate a statistically significant relationship with students' mastery of Arabic writing skills. These findings suggest that factors other than portfolio assessment may contribute more substantially to students' mastery of Arabic writing skills.
Strategi Guru Bahasa Arab dalam Pembelajaran di Kelas Heterogen : (Studi Kasus Di Kelas Vii Madrasah Tsanawiyah Ma’had Al-Zaytun) Rizky Ardiansyah Sarah Aulia; Moh. Mas’ud Arifin; Iis Susiawati
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 4 (2024): Desember: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v4i4.8705

Abstract

The teaching and learning process of Arabic in the madrasah environment plays a very important role. However, in practice, the diversity of students’ backgrounds, academic abilities, and learning styles poses unique challenges for teachers, especially in Grade VII of Madrasah Tsanawiyah Ma’had Al-Zaytun, which consists of heterogeneous classes. This study aims to describe the strategies employed by Arabic language teachers in managing heterogeneous classrooms and to identify supporting and inhibiting factors in implementing these strategies. This study employs a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The results reveal that teachers apply various adaptive strategies such as interactive lectures, repetitive drills, the use of visual and audio media, grouping students based on ability, and emotional approaches through songs and stories. Supporting factors include teacher commitment, availability of learning media, and student enthusiasm, while inhibiting factors consist of limited preparation time, lack of training, and unequal foundational Arabic proficiency. These varied and inclusive strategies prove effective in helping students of different abilities engage optimally in the learning process.
Co-Authors 'Aini, Nancy Mursalati Abdul Rosyid Abdullah, Dadang Abdurrazaq, Muhammad N. Abdurrazaq, Muhammad Nurkholis Afifah Rohadatulaisi, Jihan Agung Prayoga Agus Ikhsanudin Ahmad Dardiri Ahmad Dardiri Ahmad Royani Aisyah, Rahmi Ajironi Al Fajr, Rizka Al-Madani, Ibnu Khanif Alhaq, Muhammad Faiz Alifia Rahman Amalia Sahida Amartiwi, Ratna Yudia Aminulloh, Ali Anggi Laila Syarifah Angko Wildan Anisa Fitriani Anisa Nur Fitria Aqidah Tin Sholihah Arifin, Moh. Mas'ud Arozatulo Bawamenew Asep Parida Ashadi, Munir Aulia, Friska Azhar, Yusron el-Hariq Azkiyah, Siti Nurul Cahyani, Aceng Cahyani, Annisa Nur Dadan Mardani Dadang Abdullah Dadeng Irman Fauzi Dahlia Nurdini Darmadhi, Endhi Davia Arif Fasehah Dea Safilah Dede Indra Setiabudi Dewi Utami Dewi Utami Dewi Utami Dian Khairani, Putri Endhi Darmadhi Endri Safrudin Fadhila Syahda Nissa Fadhila Syahda Nissa Fajr, Rizka Al Fanirin, Moch. Hasyim Fatkur Rohman Fauzi Ahmad Muda Ferdiyana, Ferdiyana Fitriani Hakim Fitriani, Robiatul Fitriyani Habsah Habsah Hafizhah, Indah Hakim, Fitriani Hanafi, Bardan Hanif Faddillah Hariyadi, Sidiq Tri Hasibuan, Madu Madonna Uli Hasyim Fanirin, Moch. Henri Peranginangin Henri Peranginangin Henri Peranginangin Tanjung Hidayat, Moh. Taufik Hilda Khoerunisa Hoerul Nisa Humaeroh, Iis Ibnu, Ziba Iis Humaeroh Imam Bahrul Ulum Ipik Permana Irvan Iswandi Irvan Iswandi Islamia, Fadlia Nurul islaminur, Alpina Ismi Amalina ISTIKHOMAH Jaenal Arifin Kamal, Mugni Fitria Khairani, Putri Dian Khairatussyifa Amalia Khoirun Nisa Khoirun Nisa Khoirunisa, siti Khoirunnisa, Anis Kisno Umbar L. Lisnawati Laely Syaudah Lisnawati Madani, Afdhalul Maesaroh, Windah Maknun, Lu'luil Maknun, Lu’luil Maman Supriatman Manalu, Samsia Manalu, Samsiah Marjani Rahmah Martunis Maryam Maryam Maswani Maswani, Maswani Moch Hasyim Fanirin Moch. Hasyim Fanirin Moh. Mas'ud Arifin Moh. Mas’ud Arifin Moh. Mas’ud Arifn Mokhamad Sugiman Muhammad Faiz Alhaq Muhammad Faiz Alhaq Muhammad Faiz Alhaq Muhammad Faiz Alhaq Muhammad Faiz Alhaq Muhammad Lukman Alramdani Muhammad N. Abdurrazaq Muhammad Shodikul Amri Assyaifi Muhbib Abdul Wahab Munir Ashadi Mursalati 'Aini, Nancy Mustaien Billah Nancy Mursalati 'Aini Naufal Ghaly Rozani Nijma Syaniyah Nila Nurlaila Nisa, Chaerul Nur Sab'rina Fathimah Nurlaela NURLAELA NURLAELA Nurul Azkiyah Nurul Islamia, Fadlia Nur’azizah, Luthfi Palaloi, Zakiyah Parida, Asep Prayoga, Agung Rahmi Aisyah Randy Akbar Maulana Raswan Raswan, Raswan Ratna Yudia Amartiwi Rizka Al Fajr Rizka AlFajr Rizky Ardiansyah Sarah Aulia Rizky Syarif Al Rosyid Robiatul Fitriani Rohadatulaisi, Jihan Afifah Rohana ROHANA ROHANA Rohana Rohana Roni, Aji Royani, Ahmad Safilah, Dea Salwa, Wiwin Hasanaah Nahlul Samsia Manalu Sarah Aini Amara Luthfiyah Setiabudi, Dede Indra SITI AMINAH Siti Khoirunnisa, Siti Sofie Baetillah Sidkiyah Sugeng Riyadi Sugino Sugino Sugino Sugino Sugino Sugito - Sugondo Sugondo Syarifah Rizqi Nuramalia Syarifah Rizqi Nuramalia Syifaus Sabilah Syukron Al-Itmam Tanjung, Henri Peranginangin Tatang Tatang Ubaid Ridlo Umar Umar Wahyudien Eko Prasetiyo Wajiri Waslam Waslam Waslam, Waslam Wati Wati Wati Wiena Safitri Wildan, Angko Wiwin Wiwin Wiwin Yayan Sopyan Zakiyah Palaloi Zayid Abdul Jabar Asshidiqie Zohaib Hassan Sain Zulkarnain Zulkarnain Zulkarnain Zulkarnain