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All Journal Lughawiyah: Journal of Arabic Education and Linguistics Journal of Arabic Language Learning and Teaching Lingeduca: Journal of Language and Education Studies
Nurlaila Nurlaila
Universitas Islam Negeri Mahmud Yunus Batusangkar
Education Languange, Linguistic, Communication & Media Social Sciences

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DIGITIZATION OF TEACHING QAWÂID ‘ARABIYYAH AT UIN FATMAWATI SUKARNO BENGKULU / DIGITALISASI PEMBELAJARAN QAWÂID ‘ARABIYYAH DI UIN FATMAWATI SUKARNO BENGKULU Achmad Ja'far Sodik; Muhammad Kholilur Rosyid; Nurlaila Nurlaila; Wildana Wargadinata; Syukran Syukran
Lughawiyah: Journal of Arabic Education and Linguistics Vol 5, No 1 (2023)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v5i1.8136

Abstract

This study aims to determine the digitization model of teaching qawâid arabiyah at UIN FAS Bengkulu, the supporting factors for the process of digitization, and the implications in learning Arabic. The descriptive qualitative approach was used in this study. The information was collected through observations conducted when teaching qawâid arabiyah in Arabic learning, as well as interviews with lecturers and students at UIN FAS Bengkulu. Miles and Huberman's interactive analysis was used in this study, which begins with collecting data, presenting, reducing, and concluding it. The results of this study indicate that the digitization of teaching qawâid arabiyah at UIN FAS Bengkulu is in the form of digitizing learning materials, digitizing supporting media, and digitizing learning assessment. Factors supporting the process of digitizing qawâid arabiyah are the availability of adequate technological facilities, the existence of creative teaching staff, and the existence of learning innovation ideas. The implications of the digitization process of teaching qawâid arabiyah in learning Arabic include that learning becomes more interesting, students are excited about participating in learning and are actively involved in the learning process, and students’ achievement improves.
Enhancing Arabic Vocabulary Learning through ActiveInspire Interactive Media: A Quasi-Experimental Study in Islamic Secondary Education: تحسين تعلم المفردات العربية من خلال الوسائط التفاعلية أكتيف إنسباير: دراسة شبه تجريبية في التعليم الثانوي الإسلامي Kamaluddin Kamaluddin; Septika Rudiamon; Achmad Yani; Olivia Levan's; Nurlaila Nurlaila; Rizka Widayanti
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.533

Abstract

Vocabulary mastery constitutes a fundamental component of Arabic language learning, yet conventional instructional approaches often fail to foster active student engagement and effective vocabulary retention. This study investigated the effectiveness of ActiveInspire as an interactive digital learning medium for improving Arabic vocabulary mastery among junior secondary students. A quantitative approach with a quasi-experimental, non-equivalent control group design was employed. The participants comprised 20 ninth-grade students at Madrasah Tsanawiyah Negeri 17 Tanah Datar, assigned to an experimental group and a control group. Data were collected through classroom observations, interviews, documentation, and vocabulary achievement tests, and analyzed using normality, homogeneity, and independent t-tests. The findings revealed a statistically significant difference between the two groups, with the calculated t-value (3.27) exceeding the critical t-value (2.10), confirming the positive effect of ActiveInspire on students' vocabulary mastery. Students exposed to ActiveInspire demonstrated greater vocabulary acquisition, retention, and contextual use than those receiving conventional instruction. These findings provide empirical evidence that interactive digital media can enhance vocabulary learning outcomes while promoting classroom engagement, suggesting that ActiveInspire represents a promising pedagogical tool for technology-enhanced Arabic language instruction.
Implementation of Communicative Arabic Language Skills Based on TBL (Technology- Based Learning) for Students of Mti Tanjung Barulak and Ppti Malalo Tanah Datar Devy Aiysah; Nurlaila Nurlaila; Akhyar Hanif; Kamaluddin Kamaluddin; Amelia Amelia; Nurul Aisyah
Lingeduca: Journal of Language and Education Studies Vol. 5 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v5i1.3839

Abstract

The low communicative Arabic speaking skills of madrasah and Islamic boarding school students remain a major challenge due to the dominance of grammar-oriented instruction, particularly nahwu and sharaf, and the limited availability of contextual oral practice. This condition was also identified among students of MTI Tanjung Barulak and PPTI Malalo, Tanah Datar Regency, who experienced difficulties in expressing ideas orally in Arabic. This study employed a descriptive evaluative design within a community service-based research framework to implement and assess a Technology-Based Learning intervention for improving students’ communicative Arabic speaking skills. The intervention was carried out through structured mentoring, guided training, interactive conversation exercises, audio-visual learning, dialogue simulations, and simple digital content production. The program was implemented in two stages: face-to-face activities and intensive mentoring. The participants consisted of 50 students from both institutions. The findings indicated observable improvements in students’ confidence, fluency, active participation, and motivation in Arabic speaking activities. Teachers and students perceived the TBL approach as more relevant, engaging, and contextual than conventional methods because it provided students with more meaningful opportunities to practice Arabic communication. The integration of technology with communicative learning also supported the creation of a more interactive learning environment. The study concludes that TBL-based communicative Arabic learning has the potential to strengthen students’ maharah al-kalam and may serve as an alternative instructional model for similar madrasah and Islamic boarding school contexts.
Co-Authors Achmad Ja’far Sodik Achmad Yani Amelia Amelia Devy Aiysah Kamaluddin Kamaluddin Muhammad Kholilur Rosyid Nurul Aisyah Olivia Levan's Rizka Widayanti Septika Rudiamon Syukran Syukran Wildana Wargadinata