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All Journal International Journal of Arabic Language Teaching IJALT Uktub: Journal of Arabic Studies LMTAE 12 Waiheru Tarbiyatuna : Jurnal Pendidikan Ilmiah At-Ta’dib: Journal of Pesantren Education
Nuril Mufidah
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Arts Education Languange, Linguistic, Communication & Media Other

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Al-Muhtawâ al-Ma’rifi wa ats-Tsaqâfi fî Kitâb Ta’lîm Al-Lughah Al-‘Arabiyyah li Wizârah Asy-Syuûn Ad-Dîniyyah ‘âm 2020 Jajang Komaludin; Nuril Mufidah; Ma'rifatul Munjiah
Jurnal Internasional Pendidikan Bahasa Arab Vol 5 No 01 (2023): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v5i01.6943

Abstract

This research aims to reveal the appropriateness of the cognitive and cultural content of the Arabic language teaching book (third intermediate grade) of the Ministry of Religious Affairs in 2020 in light of Al-Khuuli's standards. The method used is the descriptive analytical approach with the qualitative approach through the content analysis method. To analyze the data, the researcher used the Mils-Hubermann model, which consists of four steps: data collection is done through documents, their classification, presentation and conclusion. The knowledge and cultural content of the Arabic language teachingbook (third intermediate grade) of the Ministry of Religious Affairs in 2020 in general is commensurate with the standards of Al-Khouli, in order to adapt the content to the age and level of knowledge of the learners, and to take into account their values with the diversity of the content, and to include the desired culture, and the realism of the content with its health is useful for learners and satisfies their needs, but some shortcomings were found with regard to aspects of values, culture and content validity.
Idāratu Barnāmaj Daurah Al-Lughah Al- ‘Arabiyyah Al- Mukatstsafah Omar Smart Brain (OSB) Learning Centre Arini Elhaq; Nuril Mufidah; Abdul Malik Karim Amrullah
Uktub: Journal of Arabic Studies Vol. 2 No. 2 (2022): December 2022
Publisher : The Arabic Education Department Postgraduate Programs, UIN Sultan Maulana Hasanuddin Banten in Partnership with PPJKBA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/uktub.v2i2.7092

Abstract

The success of implementing a program is affected by the management of that programme. The aim of this research is to 1) describe the implementation of the Omar Smart Brain (OSB) Learning Center Intensive Arabic Language Program, 2) describe the evaluation of this program, and 3) reveal the supporting and hindering factors in it. This research used the qualitative approach of the case study method. Data was described through the results of observation, interview, books, periodicals, media and the international network. The results are: 1) The implementation of this course under the supervision of the teacher and the administrator, with the aim of teaching the Arabic using the Arabiyyah Bayna Yadaik book for mothers and young women by the audio-visual method in two and a half years, 2) The evaluation is by examining each after the completion of two units and after five months, 3) The supporting factors are the quality of the teaching environment, the teacher's competence, the students' enthusiasm and self-confidence, and the obstacles are the weak ability of the students to read and write Arabic, the diverse backgrounds of the students, the teacher jobs, and the presence of the Covid-19 pandemic. In conclusion, the management of the OSB Learning Center Intensive Arabic Course is a good management.
Organizing management of arabic language program in islamic senior high school of west seram maluku Ulfa Mawaddah Ahmad Opier; Nuril Mufidah
12 Waiheru Vol 8 No 2 (2022): 12 Waiheru
Publisher : Balai Diklat Keagamaan Ambon

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Abstract

This study to describe the stages of the process and the principles of implementing the Organizing Management function in the Arabic Language Program in Islamic Senior High School of West Seram. This research uses a descriptive qualitative method. Data collection technique used are non-participant observation, in-depth interview, and documentation. Observation of the running of the Club. Interviews were conducted by interviewing the principal, Arabic teacher and club tutor. The analysis technique adopts the Miles and Huberman model, namely Data Reduction, Data Presentation and Drawing Conclusion. The research showed that: (1) The Arabic club of Islamic Senior High School of West Seram applies two organizing management functions, namely determining the plans and objectives of the Arabic Club, and conducting evaluations; (2) Three principles of Organizing management have been applied in the Arabic Club, including power and responsibility by club tutors, direction and teamwork. It is known that the organizing management at the Arabic Club of Islamic Senior High School of West Seram is not well structured because there is no organizational structure and a clear division of organizational tasks.
Technology-Enhanced Arabic Listening Instruction and Its Learning Challenges: A Qualitative Study of Undergraduate Students Achmad Muzammil; Nuril Mufidah
Learning, Media and Technology in Arabic Education Vol. 2 No. 1 (2026): Learning, Media and Technology in Arabic Education
Publisher : https://unikhams.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/55092522

Abstract

Technology-enhanced instruction has expanded opportunities for Arabic listening practice through authentic audiovisual materials, repeated exposure, collaborative learning, and digital assessment; however, students may continue to experience difficulties when technological resources are not aligned with their linguistic and cognitive readiness. This study aimed to analyze the implementation of technology-enhanced Arabic listening instruction and identify the linguistic, phonological, technical, cognitive, and affective challenges experienced by undergraduate students in an Arabic Language Education program. A descriptive qualitative design was employed in Class C at Maulana Malik Ibrahim State Islamic University of Malang. Data were collected through classroom observations, semi-structured interviews with students and the course lecturer, and analysis of instructional documents, including learning materials, video links, and assessment records. The data were analyzed through condensation, coding, categorization, thematic development, data display, and conclusion verification. The findings showed that listening instruction was organized through pre-class YouTube exposure, group presentations, classroom discussions, question-and-answer activities, and Quizizz-based formative assessment. Despite this structured integration, students encountered limited vocabulary, difficulty distinguishing Arabic phonemes with similar places of articulation, rapid native-speaker speech, dialect variation, unclear word boundaries, poor audio quality, anxiety, boredom, and reduced concentration. These challenges interacted and frequently disrupted students’ ability to process spoken Arabic continuously and construct coherent meaning. The study concludes that digital technology alone is insufficient to improve Arabic listening proficiency. Effective instruction requires graded listening materials, explicit phonological training, vocabulary preparation, reliable audio resources, supportive classroom interaction, and diagnostic assessment aligned with learners’ actual proficiency.
Manajemen Program Arabic Culture Dalam Menciptakan Bi’ah Arabiyah Di Perguruan Tinggi Islam. Ela Jazilah; Nuril Mufidah
Tarbiyatuna:Jurnal Pendiidkan Ilmiah Vol 9 No 1 (2024): Januari-Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah Ibnu Sina Malang

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Abstract

This research aims to describe the management of the Arabic Culture Program run by an Islamic university in Indonesia, UIN KHAS Jember. This university has succeeded in developing an Arabic Culture program which can create an Arabic language environment (bi'ah Arabiyah), thus producing a generation of achievers in the field of Arabic. The research focuses on exploring planning and implementation activities and looking for supporting and inhibiting factors in implementing the program. The research uses a descriptive qualitative type, with data collection techniques using observation and interviews. In-depth interviews were conducted with the President of International Culture and Islamic Studies (ICIS), the head of the Arabic language division, tutors and program participants. Using Miles and Huberman data analysis, the results of the research show that: program planning is carried out through reviewing division goals and organizational mottos. Next, classes are grouped according to the level of Arabic language skills. 2) This program is implemented for 1 year with 2 meetings in 1 week with peer tutors who have better abilities than other friends, using material according to ability, based on strategies levels and direct methods as well as collaborative systems. 3) Supporting factors for program effectiveness come from tutor competence, shared goals of program participants and support from leaders. Meanwhile, obstacles come from the low commitment of tutors and participants, limited infrastructure (learning places), and the heterogeneity of program participant backgrounds. Practically, these findings provide an overview that can be adopted by other educational institutions to improve students' Arabic language skills through comprehensive planning, collaborative implementation, and systematic evaluation.
Communicative Approach for Arabic Speaking Skill Based on Pesantren Needs Muhammad Ibnu Tamam; Handaru Baskara Aji; Neng Vivie Nurfauziah Rukmini; Syifaul Qolbiyah; Nuril Mufidah; Agus Miftakus Surur
At-Ta'dib Vol. 21 No. 1 (2026): At-Ta'dib: Journal of Pesantren Education
Publisher : Faculty of Tarbiyah, University of Darussalam Gontor, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v21i1.20

Abstract

Arabic speaking instruction in pesantren is often constrained by a grammar-centered paradigm that limits learners’ communicative competence despite Arabic’s functional role in daily religious and educational practices. Purpose: This study aims to construct a communicative language teaching design for Arabic speaking skills based on pesantren needs, drawing on Finochairo and Brumfit’s communicative framework. Methods: A qualitative research design employing a systematic literature review was conducted. Data were collected through staged identification, screening, and critical analysis of scholarly sources, including books and peer-reviewed articles, and analyzed using descriptive-interpretive techniques. Findings: The study identifies six pedagogical procedures for communicative Arabic instruction: presentation of short dialogues, oral drills, question–answer practice, contextual Arabic expression discussion, rule awareness, and performance-based evaluation. These procedures collectively emphasize meaning-oriented interaction, fluency development, and contextualized language use within pesantren environments. Implications: The proposed model offers a structured communicative framework for Arabic speaking instruction in pesantren, though its applicability remains conceptual and requires empirical validation across diverse institutional settings. Originality: This study synthesizes Finochairo and Brumfit’s communicative theory into a pesantren-specific instructional design, contributing a context-sensitive model for Arabic speaking pedagogy.
Co-Authors Abdul Malik Karim Amrullah Achmad Muzammil Agus Miftakus Surur Arini Elhaq Ela Jazilah Handaru Baskara Aji Jajang Komaludin Ma’rifatul Munjiah Muhammad Ibnu Tamam Neng Vivie Nurfauziah Rukmini Syifaul Qolbiyah Ulfa Mawaddah Ahmad Opier