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Efficacy of Role Play Method Through Communication and Critical Thinking Approach in Arabic Reading Skills Kiptiyana; Inayah, Inayah; Zun, Ellina Dwi Faning; Waemamu, Waesama-ae
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : 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

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.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

Fa'āliyyah al-Faṣl ad-Dirāsī al-Maqlūb fī Taḥsīn Mahārat al-Kalām lit-Ṭullāb fī Madrasah Tsanawiyah Islamiyyah Hukumiyyah Level Fadhli, Muhammad Miftah Al Aufa Ilal; Maghfurin, Ahmad; Inayah; Rahmawati, Neli Dian; Samra, Asma’ Naim Jamil Abu
Mantiqu Tayr: Journal of Arabic Language Vol. 6 No. 1 (2026): Mantiqu Tayr: Journal of Arabic Language
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/mantiqutayr.v6i1.7236

This study investigates the effectiveness of the Flipped Classroom model in enhancing Arabic speaking skills among eleventh-grade students at State Islamic Senior High School 1 Semarang. Given the critical importance of Arabic speaking skills for academic and professional success, despite the common challenges in acquiring these skills at the Madrasah Aliyah level, the study aims to assess the model's impact on pronunciation, intonation, fluency, vocabulary, and grammar. Employing a quasi-experimental design with a one-group pre-test/post-test procedure, 36 students participated, with 32 completing the study. Data were collected through oral performance tests and structured observations. The results indicate a significant improvement in students' Arabic speaking abilities, with the average total score rising from 14.59 in the pre-test to 17.75 in the post-test. Notable gains were observed across all evaluated areas, including pronunciation and intonation, fluency, vocabulary, and grammar. These findings suggest that the Flipped Classroom model effectively enhances speaking proficiency by promoting independent learning outside the classroom and facilitating active classroom interaction, thus improving students' readiness and confidence. This research contributes to foreign language education by demonstrating the positive impact of the Flipped Classroom model on language acquisition and offers valuable insights for educators seeking innovative teaching methods. Future research could explore the long-term effects of this model on other language skills and investigate the role of technological tools and online platforms in further enhancing language learning outcomes.

SEJARAH IMKANURRUKYAT DALAM KITAB KHULASHAH AL-AQWAL FIIMA YATA'ALLAQU BISH-SHIYAMI WAL HILAALI Inayah
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 6 No. 4 (2025): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Menentukan awal bulan Kamariah seringkali terjadi perbedaan pendapat dalam penetapannya, khususnya bulan Ramadhan, Syawal dan Zulhijah. Hal ini sewaktu-waktu bisa menyulut pertikaian diantara umat Islam khususnya di Indonesia. Penentuan awal bulan (New Moon) itu ditandai dengan munculnya hilal yaitu bulan sabit pertama kali setelah terjadinya kongjungsi atau ijtima’. Dalam penetapan tersebut terdapat dua metode yang sering digunakan, diantaranya metode hisab dan metode rukyat. Dimana metode hisab dimaknai dengan menghitung kemunculan hilal sedangkan metode rukyat dimaknai sebagai kegiatan mengamati visibilitas hilal, yaitu penampakan bulan sabit yang tampak pertama kali setelah terjadinya ijtimak. Namun dalam perjalannya untuk bisa mengamati visibilitas hilal maka ditetapkanlah imkanur rukyat yaitu kemungkinan hilal bisa terlihat. Banyak sekali perspektif mengenai kriteria imkanur rukyat baik dari yang bersifat sederhana sampai yang bersifat modern. Untuk yang bersifat sederhana biasanya muncul di era masa lampau yang telah dikaji oleh ulama-ulama klasik, salah satunya imkanur rukyat menurut KH. Muhammad Syuja’i seorang ulama klasik yang merupakan pendiri Pondok Pesantren As-Syuja’i yang mengarang Kitab Khulashah Al-Aqwal fiima Yata'allaqu bish-Shiyami wal Hilaali. Oleh karena itu, tulisan ini bertujuan untuk menggali sejarah imkanur rukyat dalam Kitab Khulashah Al-Aqwal fiima Yata'allaqu bish-Shiyami wal Hilaali.

Exploring a Creativity-Supportive Learning Environment in Arabic Language Learning under the Merdeka Curriculum: A Study at Junior High Schools Nur Alisya Ahda Sabila; Inayah Inayah; Waesama ae Waemamu
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.16054

The Merdeka Curriculum (MC) can be seen in the implementation of the curriculum in Indonesia, where flexibility is emphasized and students are placed at the centre of their own learning process, especially in Arabic Language Learning (ALL) at the junior high schools. There are more discussions about how important creativity is in language education, and different types of academic writing stress this point; however, there is still not enough research on how to create a classroom environment that supports creativity within this curriculum. This study aims to examine strategies for analysing the design and implementation of the Creativity Learning Environments (CLE’s) and to identify various forms of pedagogical creativity applied by teachers in ALL. This study employed an explanatory qualitative case study design grounded in an interpretive paradigm, featuring one Arabic language teacher and 50 students from grades VII and VIII at MTs Ar-Rois Cendekia Semarang, selected through purposive sampling. Data collection involved classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. Findings indicate that CLE’s are formed through careful lesson planning, adaptive teaching, and flexible MC structures. The results indicate that the CLEs were established through meticulous lesson planning, adaptive teaching, and a flexible structure of MC. The teacher’s creative teaching style showed up in many ways, such as interactive digital games, multimodal and kinesthetic activities, role playing, group work, and the integration of Pancasila Student Profile (P5) projects. All of these things work together to make students feel safe, more involved, reduce anxiety, and encourage them to use correct Arabic. This study views creativity as a pedagogical requirement that must be fulfilled, not merely a learning outcome, and provides practical insights for educators amid curricular reform.

Exploring a Creativity-Supportive Learning Environment in Arabic Language Learning under the Merdeka Curriculum: A Study at Junior High Schools Nur Alisya Ahda Sabila; Inayah Inayah; Waesama ae Waemamu
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 8 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v8i1.16054

The Merdeka Curriculum (MC) can be seen in the implementation of the curriculum in Indonesia, where flexibility is emphasized and students are placed at the centre of their own learning process, especially in Arabic Language Learning (ALL) at the junior high schools. There are more discussions about how important creativity is in language education, and different types of academic writing stress this point; however, there is still not enough research on how to create a classroom environment that supports creativity within this curriculum. This study aims to examine strategies for analysing the design and implementation of the Creativity Learning Environments (CLE’s) and to identify various forms of pedagogical creativity applied by teachers in ALL. This study employed an explanatory qualitative case study design grounded in an interpretive paradigm, featuring one Arabic language teacher and 50 students from grades VII and VIII at MTs Ar-Rois Cendekia Semarang, selected through purposive sampling. Data collection involved classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. Findings indicate that CLE’s are formed through careful lesson planning, adaptive teaching, and flexible MC structures. The results indicate that the CLEs were established through meticulous lesson planning, adaptive teaching, and a flexible structure of MC. The teacher’s creative teaching style showed up in many ways, such as interactive digital games, multimodal and kinesthetic activities, role playing, group work, and the integration of Pancasila Student Profile (P5) projects. All of these things work together to make students feel safe, more involved, reduce anxiety, and encourage them to use correct Arabic. This study views creativity as a pedagogical requirement that must be fulfilled, not merely a learning outcome, and provides practical insights for educators amid curricular reform.

Integrasi Taʿabbudī dan Taʿaqqulī melalui Ḥīlah Syarʿiyyah dalam Ilmu Falak: Kontribusi pada Maqāṣid al-Sharīʿah Muchammad Azkal Huda; Inayah
El-Faqih : Jurnal Pemikiran dan Hukum Islam Vol. 12 No. 1 (2026): EL FAQIH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri, , Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/faqih.v12i1.2261

Islamic astronomy (ilmu falak) as a multidisciplinary field in Islam integrates science, jurisprudence, and theology, particularly in time-based worship such as determining the beginning of the lunar month, qibla direction, and prayer times. This study examines the application of the concept of ḥīlah syarʿiyyah (Sharia-endorsed legal stratagem) in the dimensions of Islamic astronomy, focusing on three research questions: the concept and classification of hilah, scholars' views based on maqāṣid al-sharīʿah, and its implementation in determining the lunar month, qibla direction, and prayer times. Employing a library research method with a descriptive-analytical approach, data were collected from primary sources (classical fiqh books) and secondary sources (reputable journals 2021–2026) through documentary study, then analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that hilah is classified into masyruʿah (permissible) and mamnuʿah (prohibited) based on its objectives; scholars' views are divided into three positions (permissible with strict conditions, absolutely prohibited, and dependent on intention/context), all of which use maqāṣid as the main parameter; and the implementation of hilah in Islamic astronomy—through the use of hisab imkān al-rukyat (MABIMS criteria), modern technology for qibla correction (Google Earth, Qibla Tracker), and astronomical data for prayer times—constitutes a legitimate masyruʿah hilah because it aims to maintain certainty and perfection of worship. This study contributes to the development of an integrative taʿabbudī-taʿaqqulī framework and provides legitimacy for global Islamic calendar unification policies

Development and evaluation of flashcards as a learning media for Arabic vocabularies in Islamic elementary education Qatrunnada Habibah Salma; Inayah Inayah; Zuanita Adriyani; Fina Saadah
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.7256

Background: Arabic vocabulary instruction in Islamic elementary schools (Madrasah Ibtidaiyah) is often hindered by low student motivation and a reliance on rote memorization, which is particularly ineffective for concrete themes like diseases (al-amrāḍ). This highlights a critical need for developmentally appropriate visual media. Aims: This research aims to: (1) design thematic flashcard media on al-amrāḍ for third-grade students, (2) evaluate the media's validity through expert judgment, and (3) assess its practicality and impact on student engagement. Methods: Employing a Research and Development (R&D) framework, this study utilized the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The process began with a needs analysis through observation and interviews, followed by the design and validation of flashcards by experts in Arabic language education, media, and linguistics. A limited trial with 22 third-grade students at MI Miftahul Akhlaqiyah, Semarang, was conducted to evaluate practicality and student perceptions through observation and response questionnaires. Results: The flashcards achieved high validity scores from experts: 88% (content), 83% (linguistics), and 75% (media). Student responses were exceptionally positive, with an overall practicality rating of 95%, particularly appreciating the visual appeal, ease of use, and increased motivation. The findings indicate that the flashcards effectively facilitate vocabulary acquisition by creating clear visual-lexical connections. Implications: The al-amrāḍ flashcards are a valid and practical learning medium that effectively addresses pedagogical gaps in elementary Arabic instruction. This research underscores the importance of integrating visual design with linguistic accuracy for young learners. Practically, the flashcards offer an engaging, interactive alternative to traditional methods. Theoretically, it contributes to the discourse on multimedia design for early language acquisition within religious education contexts.

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