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Taṭbīq Ṭarīqah al-Tadrīb bi-Ijrā’ al-Muṭābaqah fī Ta‘allum al-Mufradāt bi al-Madrasah al-Musyaffa al-Śānawiyyah al-Islāmiyyah Semārang Hidayah, Nailil; Inayah, Inayah; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.7896

This study aims to describe the application of the drill method with the Make a Match technique in vocabulary learning and analyze its effect on students' learning motivation, collaboration skills, and psychological barriers. This study employed a qualitative approach, utilizing the Classroom Action Research model designed by Kemmis and McTaggart, which was implemented in two learning cycles with class VIII students at MTs Al Musyaffa' in Semarang. Data were collected through observation using indicator sheets that assessed motivation, collaboration, and psychological barriers, and then analyzed descriptively by calculating the percentage of achievements for each cycle. The data in this study consisted of both qualitative observation data and quantitative data, specifically, students' achievement percentages in each cycle. The data sources included students, Arabic language teachers, and documentation of the learning process. Data were collected through observation sheets, field notes, and documentation of learning activities. The analysis technique employed descriptive analysis, calculating the percentage of achievement indicators for each observed aspect (motivation, collaboration, and psychological barriers) in both cycles, followed by a qualitative interpretation of the changes occurring across the cycles. The results showed a significant improvement in all three aspects observed. Students' learning motivation increased from the “sufficient” category to “excellent”. Collaboration skills showed improvement in aspects of cooperation and responsibility, while psychological barriers, such as the fear of being wrong and lack of confidence, decreased significantly. The application of the drill method, combined with the Make a Match technique, proved effective in creating a fun and interactive learning atmosphere that encouraged students' active involvement in learning Arabic.

Enthusiasm and Participation in Arabic Language Learning: A Qualitative Case Study in an Islamic Primary School Based on Curran’s Theory Lutfiya Naillul Muna; Inayah, Inayah; Zulaikha, Zulaikha; Mufidah, Mufidah
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22830

This study identifies problems in Arabic language learning by examining student enthusiasm, participation and influencing factors. Using qualitative case explanatory field research, data wre collected through observation, interviews, and open-ended questionnaires from fifth grade students of the Islamic Special Program (Takhasus) at Madrasah Ibtida’iyah (MI) Taufiqiyah Semarang. The findings indicated that low enthusiasm and participation are influenced by limited learning motivation, insufficient teacher resources, perceptions of Arabic as a difficult subject, and limited instructional variation. These findings align with Charles Curran's theory, which emphasizes emotional support and a sense of security in learning. The use of interactive strategies such as educational games, group discussion, quizzes, and reward programs, was found to increase student engagement and interest. This study contributes theoretically and practically by enriching the literature and providing evidence-based insights for instructional practices in Islamic elementary education, and recommends further quantitative or mixed-method research.

Enthusiasm and Participation in Arabic Language Learning: A Qualitative Case Study in an Islamic Primary School Based on Curran’s Theory Lutfiya Naillul Muna; Inayah, Inayah; Zulaikha, Zulaikha; Mufidah, Mufidah
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.22830

This study identifies problems in Arabic language learning by examining student enthusiasm, participation and influencing factors. Using qualitative case explanatory field research, data wre collected through observation, interviews, and open-ended questionnaires from fifth grade students of the Islamic Special Program (Takhasus) at Madrasah Ibtida’iyah (MI) Taufiqiyah Semarang. The findings indicated that low enthusiasm and participation are influenced by limited learning motivation, insufficient teacher resources, perceptions of Arabic as a difficult subject, and limited instructional variation. These findings align with Charles Curran's theory, which emphasizes emotional support and a sense of security in learning. The use of interactive strategies such as educational games, group discussion, quizzes, and reward programs, was found to increase student engagement and interest. This study contributes theoretically and practically by enriching the literature and providing evidence-based insights for instructional practices in Islamic elementary education, and recommends further quantitative or mixed-method research.

Bilingual Education and Arabic Language Learning: A Study of Merdeka Curriculum Practices in Indonesian Madrasah Zain, Nayla Saada; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.48659

This study aims to explore implementing the Merdeka Curriculum (MC) in Arabic Language Learning (ALL) through the integration of Madrasah Diniyah Khusus (Madinsus) and a bilingual approach at the MTs level within a pesantren environment. Conducted at Pondok Pesantren Modern al-Falah Jatirokeh, Brebes. This field research employed a qualitative descriptive method to explore strategies, challenges, and impacts of curriculum implementation. Data were collected through observation, interviews, and documentation involving selected students from classes VII and VIII, Arabic and Madinsus students, and the school principal. The findings indicate that the integration of Madinsus and the bilingual model supports a more adaptive, contextual, and competence-based Arabic learning experience aligned with 21st-century educational needs. This innovation serves as a strategic effort by the pesantren to adapt to national curriculum reforms without abandoning traditional Islamic values. This study makes an important contribution to the development of Arabic language learning and serves as a model for future Islamic education policies that can harmonize Islamic traditions with the demands of modern competencies.

Bilingual Education and Arabic Language Learning: A Study of Merdeka Curriculum Practices in Indonesian Madrasah Zain, Nayla Saada; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.48659

This study aims to explore implementing the Merdeka Curriculum (MC) in Arabic Language Learning (ALL) through the integration of Madrasah Diniyah Khusus (Madinsus) and a bilingual approach at the MTs level within a pesantren environment. Conducted at Pondok Pesantren Modern al-Falah Jatirokeh, Brebes. This field research employed a qualitative descriptive method to explore strategies, challenges, and impacts of curriculum implementation. Data were collected through observation, interviews, and documentation involving selected students from classes VII and VIII, Arabic and Madinsus students, and the school principal. The findings indicate that the integration of Madinsus and the bilingual model supports a more adaptive, contextual, and competence-based Arabic learning experience aligned with 21st-century educational needs. This innovation serves as a strategic effort by the pesantren to adapt to national curriculum reforms without abandoning traditional Islamic values. This study makes an important contribution to the development of Arabic language learning and serves as a model for future Islamic education policies that can harmonize Islamic traditions with the demands of modern competencies.

Bilingual Education and Arabic Language Learning: A Study of Merdeka Curriculum Practices in Indonesian Madrasah Zain, Nayla Saada; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.48659

This study aims to explore implementing the Merdeka Curriculum (MC) in Arabic Language Learning (ALL) through the integration of Madrasah Diniyah Khusus (Madinsus) and a bilingual approach at the MTs level within a pesantren environment. Conducted at Pondok Pesantren Modern al-Falah Jatirokeh, Brebes. This field research employed a qualitative descriptive method to explore strategies, challenges, and impacts of curriculum implementation. Data were collected through observation, interviews, and documentation involving selected students from classes VII and VIII, Arabic and Madinsus students, and the school principal. The findings indicate that the integration of Madinsus and the bilingual model supports a more adaptive, contextual, and competence-based Arabic learning experience aligned with 21st-century educational needs. This innovation serves as a strategic effort by the pesantren to adapt to national curriculum reforms without abandoning traditional Islamic values. This study makes an important contribution to the development of Arabic language learning and serves as a model for future Islamic education policies that can harmonize Islamic traditions with the demands of modern competencies.

Fa’āliyah Ṭarīqah al-Sam’iyyah al-Syafahiyyah Mundamijah bi-Renderforest al-Qāim ‘alā al-Żakāi al-Iṣṭinā’ī li-Ta’līm al-Istimā’ ladai Ṭullāb al-Madrasah al-‘Āliyah Aisyah, Maulida Nur; Inayah, Inayah; Setiawan, Akhmad Yusuf Isnan; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8583

This study aims to analyze the effectiveness of the audiolingual method integrated with Renderforest, an artificial intelligence-based platform, in improving the Arabic listening skills of grade X students at MAN 2 Kota Semarang. This quantitative study employed a quasi-experimental design with a non-equivalent control group, comprising two classes of 35 students each, serving as the experimental and control groups. Data were collected through observation and pretest–posttest instruments consisting of 50 multiple-choice questions, analyzed using SPSS 25. The independent sample t-test results showed that the calculated t-value was 1.857, while the table t-value was 1.667. The calculated t-value was greater than the table t-value, indicating a statistically significant difference between students taught using the audiolingual method with Renderforest and those taught without it. The use of Renderforest as an audiovisual medium effectively increased student motivation, participation, and engagement during listening activities. This study concludes that combining the classic audiolingual approach with modern AI-based media is pedagogically relevant and improves students' affective and motivational aspects. Therefore, it is recommended to conduct further research by applying this integration in longer learning durations and higher exercise intensities to optimize its effectiveness in teaching Arabic listening.

Fa’āliyah Ṭarīqah al-Sam’iyyah al-Syafahiyyah Mundamijah bi-Renderforest al-Qāim ‘alā al-Żakāi al-Iṣṭinā’ī li-Ta’līm al-Istimā’ ladai Ṭullāb al-Madrasah al-‘Āliyah Aisyah, Maulida Nur; Inayah, Inayah; Setiawan, Akhmad Yusuf Isnan; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8583

This study aims to analyze the effectiveness of the audiolingual method integrated with Renderforest, an artificial intelligence-based platform, in improving the Arabic listening skills of grade X students at MAN 2 Kota Semarang. This quantitative study employed a quasi-experimental design with a non-equivalent control group, comprising two classes of 35 students each, serving as the experimental and control groups. Data were collected through observation and pretest–posttest instruments consisting of 50 multiple-choice questions, analyzed using SPSS 25. The independent sample t-test results showed that the calculated t-value was 1.857, while the table t-value was 1.667. The calculated t-value was greater than the table t-value, indicating a statistically significant difference between students taught using the audiolingual method with Renderforest and those taught without it. The use of Renderforest as an audiovisual medium effectively increased student motivation, participation, and engagement during listening activities. This study concludes that combining the classic audiolingual approach with modern AI-based media is pedagogically relevant and improves students' affective and motivational aspects. Therefore, it is recommended to conduct further research by applying this integration in longer learning durations and higher exercise intensities to optimize its effectiveness in teaching Arabic listening.

Fa’āliyah Ṭarīqah al-Sam’iyyah al-Syafahiyyah Mundamijah bi-Renderforest al-Qāim ‘alā al-Żakāi al-Iṣṭinā’ī li-Ta’līm al-Istimā’ ladai Ṭullāb al-Madrasah al-‘Āliyah Aisyah, Maulida Nur; Inayah, Inayah; Setiawan, Akhmad Yusuf Isnan; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): 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.v6i2.8583

This study aims to analyze the effectiveness of the audiolingual method integrated with Renderforest, an artificial intelligence-based platform, in improving the Arabic listening skills of grade X students at MAN 2 Kota Semarang. This quantitative study employed a quasi-experimental design with a non-equivalent control group, comprising two classes of 35 students each, serving as the experimental and control groups. Data were collected through observation and pretest–posttest instruments consisting of 50 multiple-choice questions, analyzed using SPSS 25. The independent sample t-test results showed that the calculated t-value was 1.857, while the table t-value was 1.667. The calculated t-value was greater than the table t-value, indicating a statistically significant difference between students taught using the audiolingual method with Renderforest and those taught without it. The use of Renderforest as an audiovisual medium effectively increased student motivation, participation, and engagement during listening activities. This study concludes that combining the classic audiolingual approach with modern AI-based media is pedagogically relevant and improves students' affective and motivational aspects. Therefore, it is recommended to conduct further research by applying this integration in longer learning durations and higher exercise intensities to optimize its effectiveness in teaching Arabic listening.

ANXIETY IN STUDENTS’ PHONOLOGICAL AND GRAMMATICAL ARABIC LEARNING AT MTS NU 19 PROTOMULYO Afgani, Rahardian Al; Inayah, Inayah; Abu Samra, Asma’ Naim Jamil; Aini, Tuti Qurrotul
Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab Vol 13, No 2 (2025): THARIQAH ILMIAH: JURNAL ILMU-ILMU KEPENDIDIKAN DAN BAHASA ARAB
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/thariqahilmiah.v13i2.18185

This study examines the forms, causes, and impacts of student anxiety in learning Arabic phonology and grammar at MTs NU 19 Protomulyo. Employing a descriptive qualitative approach with limited quantitative support, the research utilizes classroom observations, semi-structured interviews, document analysis, and an adapted Foreign Language Classroom Anxiety Scale (FLCAS). Participants were purposively selected, focusing on students exhibiting linguistic anxiety, with the Arabic teacher serving as a key informant. Findings indicate that students experience communication apprehension, test anxiety, and fear of negative evaluation, particularly in pronunciation and grammatical usage (nahwu-ṣharaf). These anxieties stem from low self-confidence, assessment pressure, and classroom social dynamics, which together reduce participation and comprehension. The study underscores the need for effective supportive teaching strategies to improve Arabic language learning

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