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All Journal Jurnal Ilmu Informasi Perpustakaan dan Kearsipan RETORIKA: Jurnal Ilmu Bahasa Publikasi Pendidikan Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Tadris: Jurnal keguruan dan Ilmu Tarbiyah ARABIYAT Jurnal Penelitian Pendidikan Pedagogia: Jurnal Pendidikan Taqdir Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya EDUKASI Arabi : Journal of Arabic Studies Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban al-Iltizam: Jurnal Pendidikan Agama Islam EduReligia : Jurnal Pendidikan Agama Islam Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal PAI Raden Fatah Jurnal Onoma: Pendidikan, Bahasa, dan Sastra INTERACTION: Jurnal Pendidikan Bahasa Ulumuddin : Jurnal Ilmu-ilmu Keislaman Pioneer: Journal of Language and Literature TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Edunesia : jurnal Ilmiah Pendidikan Aphorisme: Journal of Arabic Language, Literature, and Education Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam International Journal of Arabic Language Teaching IJALT Jurnal Pengabdian UNDIKMA Alibbaa': Jurnal Pendidikan Bahasa Arab Mantiqu Tayr: Journal of Arabic Language Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam
Shofa Musthofa Khalid, Shofa Musthofa
Indonesia University Of Education
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Respons Audiens terhadap Jenis Alih Kode dalam Video Pembelajaran Bahasa Arab di Kanal YouTube Arab Podcasts Abqari, Rafid Gastiadirrijal Muhammad; Supriadi, Rinaldi; Khalid, Shofa Musthofa
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9166

Abstract

This study aims to analyze the cognitive responses and processing fluency of audiences toward intra-sentential, inter-sentential, and tag-switching code-switching on the YouTube channel "Arab Podcasts". Employing a descriptive qualitative design, data were collected via Stimulated Recall Interviews with three selected participants (aged 21–35) and analyzed using Greenwald's Cognitive Response Theory and the Processing Fluency framework. The findings indicate that inter-sentential code-switching elicits a dual response: it causes focus distraction due to violated language expectations in some audiences, yet enhances affective comfort in others. Intra-sentential code-switching triggers the highest cognitive load, leading to initial disfluency; however, this can be mitigated through visual aids. Conversely, tag-switching demonstrates the highest level of processing fluency and functions effectively as a discourse marker. It is concluded that tag-switching serves as the safest instructional strategy, whereas other types of code-switching require visual support to prevent cognitive overload. These results provide practical guidelines for educators to balance linguistic use with cognitive comfort in digital learning environments.
Kahoot Based Mufradat Learning Implementation for Non Specialist Teachers: Implementasi Pembelajaran Mufradat Berbasis Kahoot bagi Guru Non Spesialis Azhar, Fairuz Azhar Hibatullah; Sauri, Sofyan; Khalid, Shofa Musthofa
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2233

Abstract

General Background: The integration of digital media in early childhood education has become essential to support interactive and visual learning processes aligned with cognitive development stages. Specific Background: In Raudatul Atfal Fathul Ulum Garut, Arabic vocabulary learning is conducted by teachers without specialized linguistic backgrounds, requiring adaptive instructional strategies. Knowledge Gap: Previous studies largely emphasize media outcomes at higher education levels, leaving limited understanding of implementation mechanisms in early childhood contexts with non-specialist teachers. Aims: This study aims to describe the implementation stages of Kahoot-based mufradat learning, focusing on planning, execution, and evaluation processes. Results: Using a qualitative case study approach, findings reveal a structured transformation through three phases: planning via curated audio-visual content, implementation through gamified class orchestration that extends student attention, and evaluation using digital reports for objective cognitive monitoring. The use of Kahoot confirms multimedia learning theory by facilitating dual-channel processing that strengthens memory and sustains engagement. Novelty: The study highlights Kahoot as a pedagogical competence bridge that enables non-specialist teachers to deliver accurate and interactive Arabic vocabulary instruction. Implications: The findings suggest that gamification platforms can serve as strategic solutions for addressing teacher specialization gaps and support policy directions toward technology integration in early childhood education. Highlights• Structured three phase process ensures systematic instructional transformation• Gamified interaction prolongs student concentration beyond conventional duration• Digital reporting supports objective monitoring of cognitive development KeywordsKahoot; Mufradat Learning; Non Specialist Teachers; Early Childhood Education; Gamification
Analisis Pembelajaran Mufradat Anak Usia Dini Menggunakan Youtube Berdasarkan Teori Behaviorisme Thorndike Inas Dhia Fauziah; Maman Abdurrahman; Shofa Musthofa Khalid
RETORIKA: Jurnal Ilmu Bahasa Vol. 10 No. 3 (2024)
Publisher : Program Studi Magister Ilmu Linguistik Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/jr.10.3.2024.695-703

Abstract

Learning Arabic vocabulary in early childhood is essential for developing basic language skills. However, more attention must be paid to applying digital media, such as YouTube, to language learning with a behaviorist approach, specifically Thorndike's theory. This study aims to analyze Arabic vocabulary teaching in early childhood using YouTube based on Thorndike's behaviorism theory at Asy-Syukuriyah TPA. The research method is descriptive qualitative, with a purposive sampling technique involving teachers as informants. Data were collected through observation, in-depth interviews, and documentation. The results showed that using YouTube as a medium for learning Arabic vocabulary is to the principles of the law of readiness, practice, and consequences in Thorndike's behaviorism theory. The law of readiness can be seen from the teacher ensuring the children's readiness before starting learning. Furthermore, the law of practice is seen by repeating material through videos to strengthen memory and questions about the material provided. Finally, the law of consequences is seen in the praise given by the teacher when children successfully answer the questions presented. In conclusion, if used strategically and systematically, YouTube as a learning media can be an effective tool in teaching Arabic in early childhood and can strengthen the association between stimulus and response through repetition. The findings have implications that YouTube-based learning based on Thorndike's theory of behaviorism has the potential to be applied more widely, with further research on different age groups and subjects as well as in-depth analysis of student characteristics.
Fragmented Scaffolding in Arabic Textbooks: A Genre-Based Analysis of the Teaching Learning Cycle in Indonesian Madrasah Education Safira Nur Rizqina; Shofa Musthofa Khalid
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24476

Abstract

This study investigates the implementation of the Teaching Learning Cycle (TLC) in the Grade XI Arabic textbook published by KSKK Madrasah (2020). Using qualitative content analysis grounded in Systemic Functional Linguistics and Genre-Based Approach, the study analyzed six textbook chapters through the stages of BKOF, MOT, JCOT, and ICOT. AI-assisted comparative validation using ChatGPT-5 was additionally employed to support analytical consistency between manual and AI categorization results. The findings reveal that although all TLC stages formally appeared in the textbook, their pedagogical continuity was implemented inconsistently. BKOF and MOT generally provided adequate contextual and rhetorical support, while JCOT frequently lacked collaborative text construction and was often reduced to oral interaction. Consequently, several ICOT activities required students to produce independent texts without sufficient scaffolding. The study contributes to genre-based Arabic textbook evaluation within the context of Indonesian madrasah education.
Analisis Prakseologi Buku Ajar Bahasa Arab Madrasah Tsanawiyah Kelas IX Abdul Azziz Maulana; Shofa Musthofa Khalid
JURNALISTRENDI : JURNAL LINGUISTIK, SASTRA, DAN PENDIDIKAN Vol 11 No 2 (2026)
Publisher : Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jurnalistrendi.v11i2.2914

Abstract

Arabic textbooks play a crucial role in learning; however, improper material presentation and task design can trigger learning obstacles. Given the limited evaluation of textbooks using a praxeological approach, this study aims to analyze the ninth-grade Madrasah Tsanawiyah Arabic textbook published by the Directorate of KSKK of the Ministry of Religious Affairs of the Republic of Indonesia, as well as to identify the characteristics of Arabic task design from a praxeological perspective. This study employs a descriptive qualitative method with a library research design. The data were sourced from the tarkib (grammar) material in Chapter 1, which was analyzed using Yves Chevallard's praxeological framework through four components: task, technique, technology, and theory. The results indicate that the didactic design in this textbook features a structured development of the praxis dimension, but it does not align with the consistency of the logos dimension. Despite systematic instructional progress, the absence of definitive written instructions in the initial phase and the fluctuating presentation of theoretical foundations trigger various learning obstacles, including didactic, epistemological, and ontogenic obstacles. This gap causes students to lean toward mechanical pattern memorization without comprehensive logical understanding. Therefore, a stricter synchronization between task assignments and theoretical explanations is required from the very beginning of the material to ensure students' conceptual maturity in mastering Arabic grammar
Teachers’ Perceptions of the use of AI in Developing Arabic Teaching Materials: A Technology Acceptance Model (TAM) Perspective Febri Nur Zakiyah; Shofa Musthofa Khalid
EDUKASI Vol 24 No 1 (2026): Article in Press
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v24i1.12130

Abstract

Currently, teachers are faced with a heavy administrative workload and a packed teaching schedule, which hinder their ability to develop innovative teaching materials. Artificial Intelligence (AI) has emerged as a solution to assist educators in developing teaching materials. The purpose of this study is to describe Arabic teachers’ perceptions of the use of artificial intelligence (AI) in developing teaching materials at MTsS Ar-Rohmah, MTSN 1 Bandung, and SMP Miftahul Iman through the Technology Acceptance Model (TAM) framework, which includes Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, Behavioral Intention, Actual System Use, as well as the barriers faced by teachers in the process of utilizing AI. The research approach is descriptive qualitative, utilizing interviews and document analysis, which revealed that teachers who adopted AI demonstrated high Perceived Usefulness encompassing seven tangible benefits in instructional material development practices, positive Perceived Ease of Use despite varying levels of proficiency in using prompts, a receptive Attitude Toward Using, a strong Behavioral Intention to continue using it, as well as active Actual System Use in their daily teaching practices. Meanwhile, teachers who do not adopt AI cite a lack of training, low technical skills, and a lack of support from fellow Arabic teachers as reasons for their low Perceived Ease of Use, which ultimately results in a negative Attitude Toward Using and a deferred Behavioral Intention with specific prerequisites.
Plotagon Story Media to Improve Learning Interest and Arabic Vocabulary Mastery: An Experimental Study Dea Adelpina; Maman Abdurahman; Shofa Musthofa Khalid; Muhammad Irfan Wijaya
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1584

Abstract

Arabic language learning still faces challenges, particularly students' low learning interest and limited vocabulary mastery due to the dominance of conventional and less interactive teaching methods. Previous studies have examined the use of digital learning media; however, many of them focused on either learning interest or vocabulary mastery separately. This study aims to examine the effectiveness of Plotagon Story media in simultaneously improving students' learning interest and Arabic vocabulary mastery. The study employed a true experimental design with a pretest–posttest control group. The participants were 36 students assigned to the experimental and control groups. Data were collected using a learning interest questionnaire and an Arabic vocabulary mastery test, and analyzed using ANCOVA. The findings showed that students taught using Plotagon Story demonstrated higher learning interest and better vocabulary mastery than students receiving conventional instruction. These results indicate that animation-based digital media can promote more interactive and meaningful Arabic learning. This study suggests that Plotagon Story can serve as an alternative instructional medium to strengthen Arabic language instruction, particularly in madrasah contexts.
Investigating the Arabic /f/ Pronunciation: A Comparative Analysis of Acoustic Phonetics Mad Ali; Anwar Sanusi; Hikmah Maulani; Nalahuddin Saleh; Shofa Musthofa Khalid; Rinaldi Supriadi; Mohamad Zaka Al Farisi
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 11 No 2 (2023)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v11i2.7234

Abstract

This study aims to understand the mispronunciation of the consonant /f/ in Arabic by Javanese Speakers (JS), Sundanese Speakers (SS) and Batak Speakers (BS). The focus is on the sound /f/ as it can shift to /p/ when spoken by speakers of various L1 languages. Javanese, Sundanese, and Batak were chosen because of their prominence in Indonesia. Using a descriptive-evaluative-comparative approach, the researchers analyzed the pronunciation of /f/ by JS, SS, BS, contrasted with a native speaker (NS), Sheikh Misyari bin Rasyid Al-'Afasi. The research data was in the form of sound recordings of the recitation of nine verses of the Quran with the sound /f/, collected using the listen-record-pay-attention technique and analyzed acoustically through Praat. The findings reveal phonetic interference in pronouncing/f/ at the beginning, middle, and end of words by SS and BS. In JS, it only occurs at the beginning and the end. The absence of sound /f/ in the phonological system of local languages can cause this interference. The implication lies in learning to listen and speak Arabic, helping to design strategies to overcome pronunciation errors when encountering foreign sounds in the learner's phonological system.
Pengembangan Escape Room Game Non-Digital sebagai Media Pembelajaran Bahasa Arab Nursaidah Nursaidah; Shofa Musthofa Khalid
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.84666

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mengimplementasikan media pembelajaran Escape Room Game non-digital guna meningkatkan mahārah al-kitābah siswa SMP. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Pengumpulan data dilakukan melalui observasi, wawancara, dan validasi ahli. Teknik analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa media Escape Room Game non-digital yang dikembangkan dinyatakan layak berdasarkan validasi ahli materi dan media. Implementasi media ini mampu meningkatkan keaktifan, motivasi, serta keterlibatan siswa dalam pembelajaran. Selain itu, terdapat peningkatan kemampuan siswa dalam menyambungkan huruf hijaiyah dan menulis kosakata Bahasa Arab dengan lebih tepat. Dengan demikian, media ini dapat digunakan sebagai alternatif pembelajaran inovatif, khususnya pada kondisi sekolah dengan keterbatasan fasilitas teknologi.
Review of Constructivism Theory In Analyzing Conventional Learning Media for Arabic Subjects Salma Salsabila Prissa; Maman Abdurahman; Shofa Musthofa Khalid
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 7 No 2 (2025): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari onorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/93hs7f32

Abstract

This study explores the use of conventional teaching media in Arabic language instruction at a Madrasah Ibtidaiyah in Kuningan, using constructivist theory as an analytical framework. Employing a qualitative case study approach, data were collected through classroom observations and interviews with teachers and students, then analyzed using the Miles and Huberman model. Findings show that while blackboards and textbooks align with students’ cognitive development, their use does not fully support active, collaborative, or reflective learning. Lower-grade students remain teacher-dependent, whereas upper-grade students begin to show autonomy, though collaborative interaction is still minimal. This research highlights the untapped potential of conventional media in resource-limited settings and contributes to the theoretical discourse on constructivism by emphasizing the need for more participatory and contextual learning strategies. It calls for teachers to redesign instruction that integrates constructivist principles with available media to foster deeper student engagement. Future studies should compare conventional and digital media across diverse contexts to further enrich the pedagogical application of constructivist theory in language learning.   Abstrak Penelitian ini mengeksplorasi penggunaan media pengajaran konvensional dalam pembelajaran bahasa Arab di Madrasah Ibtidaiyah di Kuningan, dengan menggunakan teori konstruktivis sebagai kerangka analisis. Dengan menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi kelas dan wawancara dengan guru dan siswa, kemudian dianalisis menggunakan model Miles dan Huberman. Temuan menunjukkan bahwa meskipun papan tulis dan buku teks selaras dengan perkembangan kognitif siswa, penggunaannya tidak sepenuhnya mendukung pembelajaran aktif, kolaboratif, atau reflektif. Siswa kelas bawah masih bergantung pada guru, sementara siswa kelas atas mulai menunjukkan otonomi, meskipun interaksi kolaboratif masih minim. Penelitian ini menyoroti potensi media konvensional yang belum dimanfaatkan dalam lingkungan terbatas sumber daya dan berkontribusi pada wacana teoretis tentang konstruktivisme dengan menekankan perlunya strategi pembelajaran yang lebih partisipatif dan kontekstual. Penelitian ini mendorong guru untuk mendesain ulang pembelajaran yang mengintegrasikan prinsip-prinsip konstruktivis dengan media yang tersedia guna mendorong keterlibatan siswa yang lebih mendalam. Penelitian selanjutnya sebaiknya membandingkan media konvensional dan digital dalam berbagai konteks untuk lebih memperkaya penerapan pedagogis teori konstruktivis dalam pembelajaran bahasa.
Co-Authors Abdul Azziz Maulana Abqari, Rafid Gastiadirrijal Muhammad Ajie, Syahrani Dewi Ali, Mad Amni Luthfiani Anjani, Hafsah Anwar Sanusi Anwar Sanusi Anwar Sanusi Asep Sopian Asep Sopian Azhar, Fairuz Azhar Hibatullah Azra Adrina Langguly Dea Adelpina Deni Maulana Devia, Rahma Eneng Komariyah Maimun Ratma Ningrum Maharani Eneng Komariyah Maimun RNM Fairuza Mumtaz Fauziyah Nurul Hanifah Febri Nur Zakiyah Hawalia Hastani Hidayatullah, Taufiqurrahman Hikmah Maulani Ijlal Haziel Taufik Imaduddin, Muhammad Faris Inas Dhia Fauziah Inas Dhia Fauziah Mad Ali Mad Ali Maharani, Eneng Komariyah Maimun Ratna Ningrum Maimun RNM, Eneng Komariyah Maman Abdurahman Maman Abdurahman Maman Abdurahman Maman Abdurrahman Maman Abdurrahman Maman Abdurrahman Maman Abdurrahman Maman Abdurrahman Maulana, Deni Mohamad Zaka Al-Farisi Muhamad Al Bani Muhammad Faris Imaduddin Muhammad Faris Imaduddin Muhammad Irfan Wijaya Muthmainah, Nur Nalahuddin Saleh Nazrailman, Alqan Nursaidah Nursaidah Nursyamsiah, Nunung Safira Nur Rizqina Salma Sabila Yusuf Salma Salsabila Salma Salsabila Prissa sanusi, Anwar Sofyan Sauri Sofyan Sauri Sofyan Sauri, Sofyan Supriadi, Rinaldi Syihabuddin Syihabuddin Tantowi, Yusuf Ali Tatang Tatang Tatang Tatang Tatang Tatang Tatang Tatang Taufik, Ijlal Haziel Taufiqurrahman Hidayatullah Tiara Indah Sari Yayan M.A Nurbayan