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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ARABIYAT QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Arabi : Journal of Arabic Studies Taman Cendekia : Jurnal Pendidikan Ke-SD-an Arabiyatuna : Jurnal Bahasa Arab Madania: Jurnal Ilmu-Ilmu Keislaman Ijaz Arabi Journal of Arabic Learning Studi Arab Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Dialogia: Jurnal Studi Islam dan Sosial MANAGERIA: Jurnal Manajemen Pendidikan Islam Al Mahara: Jurnal Pendidikan Bahasa Arab SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Aphorisme: Journal of Arabic Language, Literature, and Education Lugawiyyat Alsinatuna RESLAJ: Religion Education Social Laa Roiba Journal Ta'allum: Jurnal Pendidikan Islam
Tulus Musthofa, Tulus
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN BERBASIS KECERDASAN INTERAKSIONAL UNTUK MENINGKATKAN KOMPETENSI BERBAHASA ARAB SISWA Widayat, Prabowo Adi; Munthe, Bermawy; Musthofa, Tulus
Arabi : Journal of Arabic Studies Vol. 6 No. 1 (2021)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v6i1.310

Abstract

Arabic learning at Madrasah Aliyah specifically aims to equip students with Arabic language competencies to be able to participate in global communication. Therefore, a learning model and its supporting components are needed that can encourage the achievement of these competencies for each student after participating in Arabic language learning. The scope of this research includes: (a) the application of interactional intelligence-based learning models for students of class XI Religious Sciences at MAN 1 Bandar Lampung in the even semester of the 2017/2018 academic year, (b) the effectiveness of the learning model in improving students' Arabic competence. This study uses a true experimental design by focusing on pretest-posttest control group design activities for the experimental class (given treatment) and control (not given treatment). The result shows that the application of the interactional intelligence-based learning model is convenient and has a significant influence in improving students' Arabic competence.
CYBERGOGY PARADIGM IN ARABIC LANGUAGE LEARNING AT ISLAMIC UNIVERSITIES DURING THE COVID-19 PANDEMIC Musthofa, Tulus; Fauzi, Muhammad Sya'dullah
Arabi : Journal of Arabic Studies Vol. 6 No. 2 (2021)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v6i2.390

Abstract

This paper aimed to examine the cybergogy paradigm in Arabic language learning at the college level, especially concerning the situation of the covid-19 pandemic. This study is a literature study exploring the application of cybergogy in Arabic language learning at the college level, especially concerning distance learning in the covid-19 pandemic. The primary sources in the literature review are journal articles of international reprisals such as Elsevier, Springer, Scopus, and nationally reputable and through books and various other sources relevant to research. The result of this study shows the concept of cybergogy in Arabic learning in Islamic universities during the covid-19 pandemic can be actualized by: 1) Virtual-based Bi'ah lughawiyyah, 2) Technology-based assignments, and 3) Technology-based evaluations. In addition, Arabic learning with the cybergogy paradigm is not only applied to integrate cognitive, emotional, and social aspects in a virtual learning space only, but also applied to integrate Arabic learning goals including mastery of four Arabic language skills.
THE CONTRIBUTION OF PESANTREN'S MEANING SYMBOLS AND THEIR EFFECTS ON TRANSLATION OF ARABIC TEXT Ammar, Adzfar; Munip, Abdul; Musthofa, Tulus; B. Sapar, Ahmad Arifin; Setiyawan, Agung
Arabi : Journal of Arabic Studies Vol. 7 No. 2 (2022)
Publisher : IMLA (Arabic Teacher and Lecturer Association of Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24865/ajas.v7i2.450

Abstract

This article aims to explain the contribution of the gandul pesantren's meaning symbols and reveal the problems in translating Arabic sentences. The method of data collection is done through observation and documentation from several sources related to the meaning of the Islamic boarding school and translation with the main data source in the form of a book entitled "Fathul Qarib Paling Lengkap" by M. Hamim HR. and Huda Nailul which is then analyzed and the results are described qualitatively. The results of the study show that: (1) There are 4 contributions of the symbol of the Islamic boarding school meaning in translating Arabic texts, namely: the translation process becomes more effective and efficient, helps to know the position of a word in a sentence, helps to read Arabic texts and helps understand the message referred to from an Arabic sentence. (2) The meaning of the Islamic boarding school which has several terms symbolized by certain symbols used to explain the position of words in Arabic sentences has problems in translating them into Indonesian because not all terms can be directly translated so that some of them are not included (omitted) in translation.
Analysis Of Nabr Wa Tanghim Errors In Arabic Conversations Among Students Hijriyah, Athiyah Laila; Musthofa, Tulus; Nasiruddin, Nasiruddin
Ijaz Arabi Journal of Arabic Learning Vol 7, No 3 (2024): 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.v7i3.26820

Abstract

This research focuses on studying Arabic language errors in conversation, specifically nabr wa tanghim, in phonological studies. This study aims to describe language errors, classify them, analyze their form, evaluate errors, and examine the primary factors that contribute to these errors. The subjects in this research were students of the PBA Masters Program at UIN Sunan Kalijaga Yogyakarta, Indonesia. The approach used in this study is descriptive-qualitative, with data collection techniques using observation, interviews, and documentation. The data analysis used is a structured approach that includes data collection, identification, error analysis, error classification, determining error patterns, and offering evaluation. The results of the investigation revealed that language errors commonly made by students during oral communication, especially in the theme ofندوة عن العولمة, were still relatively high. Many errors occur in interrogative sentences and statements. Thisis caused by students' lack of understanding regarding the rules of nabr wa tanghim. Students pay more attention to duration, fluency, and morphological aspects in conversation and are confident if they can babble. Two categories of factors cause language errors: internal factors, which originate from within the speaker, and external factors, which arise from the influence of the environment around the speaker. The alternative to this problem is to understand more deeply the rules of nabr wa tanghim, often listen to pronunciations from native speakers, practice and evaluate independently, and utilize learning media.
Analysis of the Arabic Language Test Questions at the CELAD Institute from the Perspective of CEFR Standards Alfitri; Musthofa, Tulus; Supriady, Harif
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13801

Abstract

This study aims to describe and analyze the Arabic language test items used at the CELAD Institute, which serves as an assessment tool to measure the Arabic proficiency of students in the Faculty of Islamic Studies at Universitas Islam Riau. Specifically, the research identified the characteristics of CELAD’s Arabic language test items and determined their alignment with Common European Framework of Reference for Languages (CEFR) proficiency levels. This study adopted a descriptive-qualitative design with a content-analysis approach. The findings indicate that: (1) CELAD’s Arabic language test items are integrative, communicative, and interactive in nature, and fall within the category of standardized tests that include proficiency and achievement assessments; and (2) the competency standards reflected in the test align with CEFR, corresponding to level B1 for reading skills and level A2 for speaking and writing skills. This research is expected to serve as an evaluative reference for stakeholders in the further development of the CELAD Arabic language test. Additionally, the findings may offer a model for the development of other Arabic language tests that have not yet been standardized using an international reference framework.
Teaching Objectives of the Arabic Conversation Course in Higher Education Haq, Samsul; Musthofa, Tulus; Baroroh, R. Umi; Muhajir, Muhajir; Shodiq, Muhammad Jafar; Ritonga, Nur'ainun
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9001

Abstract

This study aims to identify the objectives of teaching the Arabic conversation course and examine the extent to which they align with the Reference Framework for Teaching Arabic to Speakers of Other Languages (Al-Imtāʿ) at Al-Raudhah Al-Hasanah College of Educational Sciences in Medan. This research is a library-based study employing a qualitative, descriptive approach. The primary data consist of the teaching plan for the Conversation course and the Reference Framework for Teaching Arabic to Speakers of Other Languages (Al-Imtāʿ), while the secondary data include relevant books, scholarly articles, and related training materials. Data were collected through documentation and interviews. The data analysis technique used was content analysis, conducted in three stages: data collection, classification, and alignment with the Reference Framework for Teaching Arabic to Speakers of Other Languages (Al-Imtāʿ). The findings indicate that the Conversation course at Al-Raudhah Al-Hasanah College of Educational Sciences in Medan primarily focuses on speaking skills through productive oral expression. Conversation I includes 19 objectives, Conversation II 16 objectives, and Conversation III 16 objectives, which emphasize students’ abilities in narration, expression, explanation, discussion, presentation, and presentation writing. Overall, these objectives align with only 6 of the 24 descriptors of the Reference Framework for Teaching Arabic to Speakers of Other Languages (Al-Imtāʿ). Several objectives align with the Preparatory, Proficiency, and Distinction levels; however, the course objectives were not fully aligned with the framework, as they include writing-related objectives and fail to address 18 of its descriptors.
The Effectiveness of the Canva AI Platform in Diagnostic Assessment for al-Imla' wa al-Khat Learning Rafif, Muhammad Zaqhlul; Hibda, Safara Bunaiya; Musthofa, Tulus; Zamakhsari, Zamakhsari
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.v7i1.9836

Abstract

This study systematically evaluates the effectiveness of the Canva AI platform as a diagnostic assessment instrument for Arabic writing proficiency, specifically in the aspects of Al-Imla' (orthography) and Al-Khat (calligraphy), using the Systematic Literature Review (SLR) method. By adapting the PRISMA 2020 guidelines, this research synthesizes empirical evidence and indexed scientific literature from the 2016–2026 period across the Google Scholar, DOAJ, and Dimensions databases. From the 240 identified articles, nine core studies examining the intersection of artificial intelligence, visual-textual feedback, and Arabic linguistic processing were analyzed in depth. The synthesis results indicate that the visual generative features, automatic pattern recognition, and instantaneous feedback of Canva AI significantly accelerate the identification of granular orthographic errors, such as hamzah positioning, alif layyinah placement, and letter-joining discrepancies, and map student weakness profiles more intuitively than manual methods. Structurally, this platform functions as a practical "low-code" intermediary that bridges complex deep learning algorithms with pedagogical needs in the classroom. Although AI spatial analytics are effective in measuring the geometric proportions of calligraphy, the purely aesthetic assessment of Al-Khat still requires human expert validation. This research constructs a conceptual framework that integrates Information Systems Success Theory and Slavin's QAIT pedagogical model and concludes that Canva AI functions optimally as a secondary diagnostic assistant. This Human-AI collaboration paradigm reduces the administrative burden on teachers, thereby facilitating the design of precise and evidence-based remediation plans.
Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh Mardliyyah, Aisyam; Musthofa, Tulus
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 6 No. 1 (2020)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2020.061.04

Abstract

Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum.  
Improving Arabic Language Proficiency through the Language Immersion Method among Arabic Language Education Students at Universitas Islam Riau: An IMTA’ Perspective Supriady, Harif; Musthofa, Tulus; Baroroh, R Umi; Pebrian, Rojja
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 2 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(2).23060

Abstract

Arabic as a second language has long been taught in Indonesia, even before the Dutch colonial era. However, its teaching has been limited to religious schools, and the outcome of Arabic language learning has mostly been limited to the ability to read religious texts. Along with the development of the times, this goal certainly needs to be expanded, as the need for foreign languages has now extended beyond merely reading religious texts. The language immersion method is one of the methods that is massively used in various language teaching institutions in various countries, It is proven that by increasing the intensity with which students learn the language and the time allocated, they can keep students in good language condition. This research aims to describe the implementation of the Language Immersion Method at Arabic Language Education Department, Islamic University of Riau, where this method aims to improve students' Arabic language proficiency. The research results show that the application of this method is in line with theory, but there are several obstacles, both technical and non-technical, which, if it can be conditioned by the study program, will have a big impact on improving students' Arabic language skills.
Co-Authors Abdul Munip Abdul Rauf Agung Setiyawan, Agung Alfitri Ammar, Adzfar B. Sapar, Ahmad Arifin Baroroh, R Umi Bermawy Munthe Billah, Muhammad Afrizal Sauqi Dewi, Azzaria Mida Mustika Fadhilah, Rizki Fahmi Gunawan Fairuz Subakir Ahmad Fauzi, Muhammad Sya'dullah Fitra Awalia Rahmawati Haq, Samsul Hasan, Abd Rauf bin Hasanah, Ushie Uswatun Hassan, Abd Rauf Hibda, Safara Bunaiya Hijriyah, Athiyah Laila Hisyam Zaini Mahmudah Mahmudah Maksudin . Mardliyyah, Aisyam Maulida, Ghina Rahmah Mela, Lita Mitrajati, Kenyo Muhajir Muhajir, Muhajir Muhammad Jafar Shodiq Muhammad Yusuf Nasiruddin Nasiruddin Nisa, Nafisatun Novitasari, Ardina Nur'ainun Ritonga Nurul Huda Pebrian, Rojja Prabowo Adi Widayat Putra, Wahyu Hanafi R. Umi Baroroh, R. Umi Rafif, Muhammad Zaqhlul Rojudin, Didin Rosyadi, Faiq Ilham Saidah , Nur Saidah, Nur Salim Saputra Sodiq, M. Ja’far Sugeng Sugiyono, Sugeng supriady, harif Taufiq, Achmat Taufiq, Tugastono Umi Mahmudah Umi Mahmudah Wahidah, Zulfa Amalia Wiliani, Wiliani Zamakhsari Zamakhsari