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Pengembangan Buku Teks Tentang Macam-Macam Fi’il Terhadap Pengajaran Ilmu Nahwu Lia Meilinda; Moch Mu'izzuddin; Siti Shalihah
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.v2i2.7101

Learning Arabic at Madrasah Tsanawiyah Masyariqul Anwar has various difficulties. 30 students who think Arabic is a scary thing, especially for novice students who are new to learning Arabic and the sources of teaching materials use Arabic without an intermediate language, especially nahwu. So the question is, how to develop a textbook on nahwu so that students can understand it as an interesting and easy to understand learning resource. The purpose of this study is to find out the real condition of teaching materials about various fi'il, to find out how to develop textbooks about various fi'il, to find out how far the effectiveness of developing the use of textbooks in various fi'il subjects is. and to find out the advantages and disadvantages of textbooks before and after being developed on various fi'il subjects for class VII MTs Masyariqul Anwar Pandeglang Banten towards the teaching of nahwu. The development theory used is Borg and Gall which contains ten steps but only six steps are used. The research tools used were observation, interviews and pre-test and post-test. All of the result can be seen after the application of nahwu textbooks in research which were tested with a post-test greater than the pre-test, namely: 76% greater than 53% In short, the development and application of textbooks on various fi'il have great effectiveness on learning nahwu students of class VII MTs Masyariqul Anwar Pandeglang Banten.

Development and Application Rasch Model to The Measurement of Tazkiyatun Nafs Instrument for Madarasah Teachers Rijal Firdaos; Dina Indriana; Siti Shalihah; Aspandi; Beya Soltani
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i2.254

Good character is an essential factor for a teacher in transferring knowledge to students, alongside mastery of methods and subject matter. The lack of a standardized instrument for assessing the Tazkiyatun Nafs dimension among Madrasah teachers constitutes the primary research problem addressed in this study. This study aimed to develop and validate the Tazkiyatun Nafs instrument for Madrasah teachers using Rasch model analysis. The study population consisted of 405 Madrasah teachers, including 230 female and 175 male teachers. The data collection method used a 1–5 Likert-scale survey. The results of the Rasch analysis, conducted with the Winsteps program, indicated that 13 of 16 items on the Tazkiyatun Nafs instrument met the item-fit criteria and were distributed across four dimensions. The unidimensionality results showed that the Tazkiyatun Nafs instrument measures only a single construct; empirical results indicate that the proportion of variance explained by the measurement exceeds 30%. Item-fit statistics confirm a high level of conformity with the Rasch Model, as reflected by mean-square (MNSQ) values within the acceptable interval of 0.5 < MNSQ < 1.5. Reliability indicators also exhibit strong internal consistency, with item reliability reaching 0.99 and Cronbach’s Alpha recorded at 0.81. The findings of this study indicate a substantive alignment between the theoretical framework and the empirical evidence. The developed measurement model demonstrates coherence with the underlying conceptual structure, thereby offering policymakers practical utility for evaluating teachers’ competencies in the affective domain. Likewise, its reliability value demonstrated a high consistency index. Overall, it can be concluded that the Tazkiyatun Nafs instrument for Madrasah teachers has good psychometric properties and can be used for research and assessment purposes, particularly for evaluating affective characteristics among Madrasah teachers.

The Effectiveness Of Learning Motivation In Improving Communicative Competence Among Learners Of Arabic At The Faculty Of Sharia Sultan Sharif Ali Islamic University/ فعالية الدوافع التعلميّة في تعزيز الكفاية الاتصالية لدى دارسي اللغة العربية في كلية الشريعة بجامعة السلطان الشريف علي الإسلامية Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.35820

This study aims to analyze the effectiveness of learning motivation among students of the Faculty of Sharia at Sultan Sharif Ali Islamic University in Brunei Darussalam, in the context of communicative Arabic language learning. The study employed a quantitative descriptive-evaluative approach to measure motivational indicators and their behavioral, cognitive, and emotional manifestations, using a closed-ended questionnaire built on established theoretical foundations such as self-determination theory (Deci Ryan, 1985), the expectancy-value model (Eccles Wigfield, 2002), and the three-part engagement model (Fredricks et al., 2004). The sample size was 22 students, representing 63% of the total study population. They were selected using the partial enrollment method, as all were actively engaged in learning the course during the 2024 academic year. The data underwent rigorous statistical analysis using relative equality and relative weighting on a five-point Likert scale, with the results interpreted based on a modern theoretical framework. The results indicate that the majority of students are highly motivated to learn communicative Arabic (77.3%), and there is a strong correlation between this motivation and positive academic behaviors, such as class participation and assignment completion. The results also reveal a gap in emotional engagement (neutrality 54.5%), which necessitates a review of content delivery methods and educational incentives. The study concludes with key recommendations, particularly: redesigning the curriculum to consider the affective dimension, enabling interactive technologies, developing assessment methods, and training teachers in emotional and linguistic motivational strategies. The study also calls for longitudinal and qualitative studies, the development of explanatory models linking motivation and learning outcomes, and opening avenues for regional cooperation in the field of teaching Arabic as a second language. This study contributes to enriching the literature on motivation in language learning and offers an applied model that can be used in developing Arabic language teaching policies in multilingual Islamic environments, while drawing attention to the integration of psychological and pedagogical dimensions in the educational process.

Arabic Language Environment and the Development of Communicative Competence among Foreign Language Learners: Evidence from an Islamic University in Brunei Darussalam: دور البيئة اللغوية العربية في تنمية الكفاية الاتصالية لدى متعلمي العربية لغةً أجنبية: أدلة من جامعة إسلامية في بروناي دار السلام Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10435

Developing communicative competence remains a major challenge in Arabic as a Foreign Language (AFL) education, particularly in multilingual contexts where opportunities for authentic language use are limited. This study investigates the role of the Arabic language environment in fostering communicative competence among foreign language learners at Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam. Employing a cross-sectional descriptive–correlational quantitative design, data were collected from 22 first-year students selected through purposive sampling using a five-point Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. The findings indicate that the institutional Arabic language environment is generally perceived positively, with particularly strong teacher-mediated interaction (86.7%), while peer communication (71.7%) and the use of Arabic in extracurricular activities (66.7%) remain comparatively limited. Students also reported that the language environment positively supports the development of speaking (75.0%) and writing (73.3%) skills. The study argues that communicative competence is shaped by a multidimensional institutional ecosystem encompassing formal instruction, teacher interaction, peer communication, linguistic landscape, and extracurricular engagement. These findings extend current perspectives on Arabic language environments in non-Arab contexts and provide practical insights for strengthening communicative Arabic education in multilingual Islamic higher education institutions.

علم الأصوات الحديث (الفونولوجيا): قضايا دراسية ونظرية وتطبيقاتها في تعليم الأصوات وتطوير مهارة الاستماع Sumarni; Siti Shalihah
Arabiyyatī: Journal of Arabic Language Education Vol. 2 No. 1 (2025): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v2i1.304

ʿIlm al-Aṣwāt (phonology) is a branch of Arabic linguistics that plays a fundamental role in understanding the Arabic sound system and in developing Arabic language instruction, particularly listening skills (mahārat al-istimāʿ). With the advancement of modern linguistics, the study of ʿIlm al-Aṣwāt is no longer limited to discussions of makhārij al-ḥurūf and phonetic features, but has expanded through contemporary phonological theories such as structuralist, generative, autosegmental, optimality, and laboratory phonology. This article aims to examine the scope of modern ʿIlm al-Aṣwāt, the development of its major theories, contemporary issues in the field, and their applications in enhancing Arabic language teaching and listening skills. Employing a qualitative approach with a library research method, the study conducts a descriptive-analytical review of relevant classical and modern linguistic literature. The findings demonstrate that an understanding of modern phonetics and phonology makes a significant contribution to improving the effectiveness of Arabic language learning, particularly in strengthening learners’ listening competence and pronunciation accuracy, thereby positioning modern ʿIlm al-Aṣwāt as a strategic theoretical and pedagogical foundation in contemporary Arabic language education.

Arabic Language Environment and the Development of Communicative Competence among Foreign Language Learners: Evidence from an Islamic University in Brunei Darussalam: دور البيئة اللغوية العربية في تنمية الكفاية الاتصالية لدى متعلمي العربية لغةً أجنبية: أدلة من جامعة إسلامية في بروناي دار السلام Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 14 No 1 (2026)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v14i1.10435

Developing communicative competence remains a major challenge in Arabic as a Foreign Language (AFL) education, particularly in multilingual contexts where opportunities for authentic language use are limited. This study investigates the role of the Arabic language environment in fostering communicative competence among foreign language learners at Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam. Employing a cross-sectional descriptive–correlational quantitative design, data were collected from 22 first-year students selected through purposive sampling using a five-point Likert-scale questionnaire. Descriptive statistics, Pearson correlation, and simple linear regression were used to analyze the data. The findings indicate that the institutional Arabic language environment is generally perceived positively, with particularly strong teacher-mediated interaction (86.7%), while peer communication (71.7%) and the use of Arabic in extracurricular activities (66.7%) remain comparatively limited. Students also reported that the language environment positively supports the development of speaking (75.0%) and writing (73.3%) skills. The study argues that communicative competence is shaped by a multidimensional institutional ecosystem encompassing formal instruction, teacher interaction, peer communication, linguistic landscape, and extracurricular engagement. These findings extend current perspectives on Arabic language environments in non-Arab contexts and provide practical insights for strengthening communicative Arabic education in multilingual Islamic higher education institutions.

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