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All Journal Jurnal Al-Maqayis Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Lisan An Nathiq : Jurnal Bahasa dan Pendidikan Bahasa Arab Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban GUYUB: Journal of Community Engagement Lugawiyyat Ukazh : Journal of Arabic Studies Jurnal Islam Nusantara Journal Of Arabic Language Studies And Teaching Al Kafaah : Journal of arabic Language and Linguistics Education Alsinatuna Ngabekti: Jurnal Pengabdian kepada Masyarakat Proceeding of International Conference on Humanity Education and Society Dzil Majaz Bilingua
Elok Rufaiqoh, Elok
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Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mechanical Engineering Social Sciences Other

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Journal : Alsinatuna

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Jacob's Analytical Assessment in the Evaluation of Arabic Writing Skills at Madrasah Aliyah Negeri Program Keagamaan Rufaiqoh, Elok; Sutaman, Sutaman; Arifa, Zakiyah; Ibrahim ElJack Ibrahim, Nahla; Asy’ari, Hasyim
ALSINATUNA Vol 9 No 1 (2023): December 2023
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v9i1.1913

Abstract

This study aims to assess the Arabic writing proficiency of tenth-grade students in the PK 1 class of Madrasah Aliyah Negeri Program Keagamaan (MANPK) Jember through analytical evaluation. The sample comprised 20 students, identified as S1–S20. The data were derived from their in-class compositions titled “Simple Essays,” which were analyzed using Jacobs' Analytical Rubric. This rubric evaluates five key components of writing: content, organization, vocabulary, language use, and mechanics. Employing a quantitative descriptive research design, the findings indicate that the majority of students’ Arabic writing skills fall within the “good to average” category. Specifically, 10% of students performed at the “excellent to very good” level across all aspects, 60% at the “good to average” level, and 30% at the “fair to poor” level—though their vocabulary usage remained at a “good to sufficient” level. These findings provide essential feedback for educators aiming to enhance the teaching and learning of Arabic writing skills.
Computer Aided Arabic Language Learning: A Systematic Review of Technology Integration and Effectiveness Asy'ari, Hasyim; Siraj, Taufik; Rufaiqoh, Elok; Yaqin, Muhammad ‘Ainul
ALSINATUNA Vol 11 No 1 (2025): December 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/alsinatuna.v11i1.12602

Abstract

This study aims to systematically analyze Computer-Aided Arabic Language Learning, evaluate its effectiveness based on empirical evidence, identify the underlying theoretical framework, and map the challenges and opportunities for its implementation. This study uses the Systematic Literature Review method by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide. An analysis was conducted on 86 articles discussing Computer-Aided Arabic Learning from theoretical, technological, and implementive aspects published from 2015 to 2025. Key findings show that Computer-Aided Arabic Learning, supported by frameworks such as Computer-Assisted Language Learning and Technological Pedagogical Content Knowledge, significantly improves students' motivation and learning outcomes. Modern apps have evolved from just tools to adaptive tutors, characterized by the ability of apps to continuously analyze user learning data and personalize materials, difficulty levels, and feedback, rather than simply presenting the same static exercises for all students and often leveraging gamification and artificial intelligence to create personalized learning experiences. However, its effectiveness is limited by substantial challenges, including infrastructure gaps, educators' digital competence, limitations of formal evaluations for productive skills (speaking and writing), and the linguistic complexity of Arabic that has not been fully addressed by current technology. Computer-Aided Arabic Learning is a powerful pedagogical accelerator, but its potential can only be maximized through a strategic approach that integrates technology development with educator capacity building and the adoption of blended learning models. Synergy between academic innovation and practical implementation is needed to overcome existing challenges and realize the full potential of technology in Arabic language education.
Co-Authors Abdul Wahab Rosyidi Adhimah, Faizatul Ahmad Nuruddin Akhbar, Khoiril Aloraini, Mohammed Ahmed Mohammmed Asy'ari, Hasyim Asy’ari, Hasyim A’laa, Achmad Amry Zumaro Dzulhijjah, Siti Khoirotin ElJack Ibrahim, Nahla Ibrahim Hanisyi, Asmad Hasyim Asy'ari Heni Pujiastuti Ibrahim ElJack Ibrahim, Nahla Ledianto, Fajar Majid, Husnul Mamluatul Hasanah Nurul Anam, Nurul Rahman, Fathor Siraj, Taufik Siti Nur Halizah Sodik, Achmad Ja’far Sofiah Sofiah Sutaman, Sutaman Sutiah Sutiah Syuhadak, Syuhadak Ulum, Samsul Umi Sumbulah Yaqin, Muhammad ‘Ainul Zainal Arifin