Articles
<![CDATA[Dirāsah Tajrībiyyah Muqāranah baina Istikhdām Wordwall wa Quizlet fī Itqān al-Mufradāt li-Ṭullāb al-Madrasah al-Mutawassiṭah ]]>
<![CDATA[Jannah, Nisa Miftahul]]>;
<![CDATA[Inayah, Inayah]]>;
<![CDATA[Sutiyono, Agus]]>
<![CDATA[ Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education ]]>
Publisher : <![CDATA[Study Program of Arabic Language Teaching ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37680/aphorisme.v7i1.9119
<![CDATA[This study aims to compare the effectiveness of two widely used digital learning platforms, Wordwall and Quizlet, in improving Arabic vocabulary mastery among seventh-grade students at MTs Ar-Rois Cendekia Semarang City. Employing a quantitative approach with a quasi-experimental design using a non-equivalent control group, the research involved two experimental classes consisting of 44 students selected through purposive sampling. Data collection employed vocabulary tests, observations, and documentation. The instruments were validated through validity and reliability testing, followed by data analysis using the Mann–Whitney U test, as the normality test indicated that the data were not normally distributed. The results showed that there was no statistically significant difference between Wordwall and Quizlet in improving students’ Arabic vocabulary mastery (p = 0.317 > 0.05), with a small effect size (r = 0.169), indicating that both platforms have comparable effectiveness in supporting vocabulary learning.]]>
<![CDATA[Dirāsah Tajrībiyyah Muqāranah baina Istikhdām Wordwall wa Quizlet fī Itqān al-Mufradāt li-Ṭullāb al-Madrasah al-Mutawassiṭah ]]>
<![CDATA[Jannah, Nisa Miftahul]]>;
<![CDATA[Inayah, Inayah]]>;
<![CDATA[Sutiyono, Agus]]>
<![CDATA[ Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education ]]>
Publisher : <![CDATA[Study Program of Arabic Language Teaching ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37680/aphorisme.v7i1.9119
<![CDATA[This study aims to compare the effectiveness of two widely used digital learning platforms, Wordwall and Quizlet, in improving Arabic vocabulary mastery among seventh-grade students at MTs Ar-Rois Cendekia Semarang City. Employing a quantitative approach with a quasi-experimental design using a non-equivalent control group, the research involved two experimental classes consisting of 44 students selected through purposive sampling. Data collection employed vocabulary tests, observations, and documentation. The instruments were validated through validity and reliability testing, followed by data analysis using the Mann–Whitney U test, as the normality test indicated that the data were not normally distributed. The results showed that there was no statistically significant difference between Wordwall and Quizlet in improving students’ Arabic vocabulary mastery (p = 0.317 > 0.05), with a small effect size (r = 0.169), indicating that both platforms have comparable effectiveness in supporting vocabulary learning.]]>
<![CDATA[Gamified Arabic Vocabulary Learning: Integrating Puzzle-Based Discovery Learning to Foster Learner Autonomy ]]>
<![CDATA[Dzakiyatul Fikriyah]]>;
<![CDATA[Inayah Inayah]]>;
<![CDATA[Ruswan Ruswan]]>;
<![CDATA[Lu'lu'ul Aini]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.3282
<![CDATA[Existing studies rarely integrate puzzle-based educational games with the discovery learning model while simultaneously examining students’ learning independence as an affective outcome in Arabic vocabulary learning at the Junior Islamic School level. This study aims to examine, implement, and determine the effectiveness of Arabic vocabulary learning based on games that combine the use of puzzles with discovery learning in improving the learning independence of Junior Islamic School students in Kaliwungu, Kendal, Central Java. The method employed in this study was a quantitative approach with a pre-experimental design. The sample used was from class 8C Junior Islamic School NU 05 Sunan Katong, which consisted of 26 students. Data collection was conducted using observation techniques to measure student learning independence, interviews to gather supporting data, and tests to assess students' vocabulary comprehension. This study shows that integrating puzzle-based discovery learning in vocabulary learning is quite effective in improving student learning independence. The results of the analysis using SPSS showed a significance value of 0.000, which means that the value is <0.05, indicating that there is an effect of vocabulary learning through puzzle media and discovery learning on students' learning independence. The results of the N-Gain test showed a percentage value of 57.6066, which means that vocabulary learning through puzzle media and discovery learning is quite effective. Based on the results of observations, the measurement of student learning independence shows that most students fall into the category of being fairly independent. This means that game-based vocabulary learning through puzzles and discovery learning can encourage student independence in learning. These findings indicate that integrating puzzle-based discovery learning in vocabulary learning is needed for Arabic vocabulary learning in order to improve student learning independence.]]>
<![CDATA[Gamified Arabic Vocabulary Learning: Integrating Puzzle-Based Discovery Learning to Foster Learner Autonomy ]]>
<![CDATA[Dzakiyatul Fikriyah]]>;
<![CDATA[Inayah Inayah]]>;
<![CDATA[Ruswan Ruswan]]>;
<![CDATA[Lu'lu'ul Aini]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.3282
<![CDATA[Existing studies rarely integrate puzzle-based educational games with the discovery learning model while simultaneously examining students’ learning independence as an affective outcome in Arabic vocabulary learning at the Junior Islamic School level. This study aims to examine, implement, and determine the effectiveness of Arabic vocabulary learning based on games that combine the use of puzzles with discovery learning in improving the learning independence of Junior Islamic School students in Kaliwungu, Kendal, Central Java. The method employed in this study was a quantitative approach with a pre-experimental design. The sample used was from class 8C Junior Islamic School NU 05 Sunan Katong, which consisted of 26 students. Data collection was conducted using observation techniques to measure student learning independence, interviews to gather supporting data, and tests to assess students' vocabulary comprehension. This study shows that integrating puzzle-based discovery learning in vocabulary learning is quite effective in improving student learning independence. The results of the analysis using SPSS showed a significance value of 0.000, which means that the value is <0.05, indicating that there is an effect of vocabulary learning through puzzle media and discovery learning on students' learning independence. The results of the N-Gain test showed a percentage value of 57.6066, which means that vocabulary learning through puzzle media and discovery learning is quite effective. Based on the results of observations, the measurement of student learning independence shows that most students fall into the category of being fairly independent. This means that game-based vocabulary learning through puzzles and discovery learning can encourage student independence in learning. These findings indicate that integrating puzzle-based discovery learning in vocabulary learning is needed for Arabic vocabulary learning in order to improve student learning independence.]]>
<![CDATA[Implementation of the Canva Media-Based Contextual Teaching and Learning (CTL) Model to Improve Arabic Vocabulary ]]>
<![CDATA[Laily Khoirum Marzuqoh]]>;
<![CDATA[Inayah Inayah]]>;
<![CDATA[Waesama-ae Waemamu]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.3668
<![CDATA[This research is based on the urgency of learning media innovation in helping students overcome challenges in mastering Arabic vocabulary. It aims to implement the Canva-based Contextual Teaching and Learning (CTL) model and measure its effectiveness in improving vocabulary mastery. The method used was quantitative, involving a pre-experimental design with a one-group pre-test and post-test, with a sample of 34 students in class X.2 (Olympic) at MAN 1 Kota Semarang. Results showed that the Canva-based CTL model was both effective and engaging, as the learning material was integrated into visualizations relevant to real-world situations. Statistically, this effectiveness was confirmed through the Wilcoxon Signed-Rank Test with a Z value of -5.090 and a significance level (Asymp. Sig. 2-tailed) below 0.001. Since the significance value < 0.05, H0 was rejected, and H1 was accepted, confirming that the Canva-based CTL model significantly improves students' Arabic vocabulary.]]>
<![CDATA[Implementation of the Canva Media-Based Contextual Teaching and Learning (CTL) Model to Improve Arabic Vocabulary ]]>
<![CDATA[Laily Khoirum Marzuqoh]]>;
<![CDATA[Inayah Inayah]]>;
<![CDATA[Waesama-ae Waemamu]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.3668
<![CDATA[This research is based on the urgency of learning media innovation in helping students overcome challenges in mastering Arabic vocabulary. It aims to implement the Canva-based Contextual Teaching and Learning (CTL) model and measure its effectiveness in improving vocabulary mastery. The method used was quantitative, involving a pre-experimental design with a one-group pre-test and post-test, with a sample of 34 students in class X.2 (Olympic) at MAN 1 Kota Semarang. Results showed that the Canva-based CTL model was both effective and engaging, as the learning material was integrated into visualizations relevant to real-world situations. Statistically, this effectiveness was confirmed through the Wilcoxon Signed-Rank Test with a Z value of -5.090 and a significance level (Asymp. Sig. 2-tailed) below 0.001. Since the significance value < 0.05, H0 was rejected, and H1 was accepted, confirming that the Canva-based CTL model significantly improves students' Arabic vocabulary.]]>
<![CDATA[Implementation of the Canva Media-Based Contextual Teaching and Learning (CTL) Model to Improve Arabic Vocabulary ]]>
<![CDATA[Laily Khoirum Marzuqoh]]>;
<![CDATA[Inayah Inayah]]>;
<![CDATA[Waesama-ae Waemamu]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.3668
<![CDATA[This research is based on the urgency of learning media innovation in helping students overcome challenges in mastering Arabic vocabulary. It aims to implement the Canva-based Contextual Teaching and Learning (CTL) model and measure its effectiveness in improving vocabulary mastery. The method used was quantitative, involving a pre-experimental design with a one-group pre-test and post-test, with a sample of 34 students in class X.2 (Olympic) at MAN 1 Kota Semarang. Results showed that the Canva-based CTL model was both effective and engaging, as the learning material was integrated into visualizations relevant to real-world situations. Statistically, this effectiveness was confirmed through the Wilcoxon Signed-Rank Test with a Z value of -5.090 and a significance level (Asymp. Sig. 2-tailed) below 0.001. Since the significance value < 0.05, H0 was rejected, and H1 was accepted, confirming that the Canva-based CTL model significantly improves students' Arabic vocabulary.]]>
<![CDATA[Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills ]]>
<![CDATA[Kiptiyana]]>;
<![CDATA[Inayah, Inayah]]>;
<![CDATA[Zun, Ellina Dwi Faning]]>;
<![CDATA[Waemamu, Waesama-ae]]>
<![CDATA[ Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25217/mantiqutayr.v6i1.7070
<![CDATA[Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.]]>
<![CDATA[Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills ]]>
<![CDATA[Kiptiyana]]>;
<![CDATA[Inayah, Inayah]]>;
<![CDATA[Zun, Ellina Dwi Faning]]>;
<![CDATA[Waemamu, Waesama-ae]]>
<![CDATA[ Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25217/mantiqutayr.v6i1.7070
<![CDATA[Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.]]>
<![CDATA[Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills ]]>
<![CDATA[Kiptiyana]]>;
<![CDATA[Inayah, Inayah]]>;
<![CDATA[Zun, Ellina Dwi Faning]]>;
<![CDATA[Waemamu, Waesama-ae]]>
<![CDATA[ Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language ]]>
Publisher : <![CDATA[Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25217/mantiqutayr.v6i1.7070
<![CDATA[Arabic reading instruction in Indonesian secondary schools still faces major challenges due to the dominance of teacher centered and conventional learning practices that limit students’ engagement, communication, and critical thinking. In response to 21stcentury learning demands that emphasize communication and critical-thinking skills, this study proposes an integrative instructional model that combines the role play method with communicative and critical thinking approaches to enhance Arabic-reading skills. This study aims to determine the effectiveness of the role play method through a communicative and critical thinking approach on reading skills. This research is a quantitative approach with a quasi-experimental nonequivalent control group design. The participants were seventh grade students of Madrasah Tsanawiyyah Nahdlatul Ulama 19 Protomulyo Kaliwungu South selected through purposive sampling and divided into experiment and control classes. Data were collected through a reading comprehension test and analyzed using the Mann Whitney U test. The result indicated a significant difference in reading skill improvement between the two groups, with an Asymp. Sig. (2-tailed)= 0.000<0.05. This study contributes empirical evidence by repositioning reading from a passive activity into an interactive and analytical learning process through role play based instruction. The findings are expected to broaden the application of role play beyond productive skills and provide a practical pedagogical model aligned with 21stcentury competencies. Future research is recommended to examine this model in wider educational contexts, integrate digital learning tools, and conduct longitudinal and qualitative studies to explore its long-term impact on Arabic-reading development.]]>
