Article Per Year (5 Year)
p-Index From 2021 - 2026
1.518
P-Index
This Author published in this journals
All Journal Buletin Al-Turas ARABIYAT LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Alsina : Journal of Arabic Studies SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Mantiqu Tayr: Journal of Arabic Language Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Journal of Arabic Language Learning and Teaching ATHLA: Journal of Arabic Teaching, Linguistic, And Literature Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Ahmad Farhan Rifan Najib
Arabic Language Teaching University Of Darussalam Gontor, Indonesia.
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
Fa'āliyyatu Ṭarīqah at-Taqlīd Wa At-Taḥfīẓ Fīī Ta'allumi Mādati Tamrīn al-Lughah al-'Arabiyyah Fīīl Ma'had Al-Īmān Ponorogo Ahmad Hidayatullah Zarkasyi; Ahmad Farhan Rif'an Najib; Alif Cahya Setiyadi; Arya Wira Nugraha; Arsya Shafarul Nawenza
Mantiqu Tayr: Journal of Arabic Language Vol. 4 No. 2 (2024): 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.v4i2.5059

Abstract

In the era of globalization, mastering Arabic has become increasingly important as an international language used  in  many  religious,  academic,  and  professional  contexts. The background of this study centers around the growing importance of mastering Arabic in the era of globalization. There for, this study aims to enhance students' Arabic language skills at exploring the effectiveness of the mimicry and memorizing method in teaching of tamrin lughoh at the Al Iman boarding school. The problem is the low ability of students in speaking Arabic and lack of interest and motivation during the learning process in the classroom. The method used quantitative quasi-experimental method with pre-test and post-test design on two groups: experimental group and control group. The results showed a significant improvement in learning tamrin lughoh and improving students' language skills after the application of the Mim-Mem method. The mean score of the experimental group increased from 21.45 to 27.35, while the control group only increased from 21.25 to 26.45. This shows that the Mim-Mem method is effective in learning tamrin lughoh and improving students' language skills. Researchers suggest that future research places more emphasis on implementation and focuses on increasing the achievement of the values and ultimate goals of good Arabic language learning.
The Influence of Self-Efficacy and Teacher Academic Support on Students’ Time Management in Extracurricular Activities at Islamic Boarding Schools Ahmad Farhan Rif’an Najib; Hafilda Anisa
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 3 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i3.2406

Abstract

This study aims to determine the effect of self-efficacy and teacher academic support on students’ time management skills in extracurricular activities. In the context of modern education, student involvement in non-academic activities demands balanced time management skills. This study used a quantitative approach with an ex post facto design. The research sample amounted to 60 extracurricular coach teachers and subject teachers selected through the total sampling technique. Data were collected using a Likert scale questionnaire on three main variables: self-efficacy, teacher academic support, and student time management. Validity was tested through item total correlation, and reliability was tested with Cronbach’s Alpha. Data analysis was conducted using SPSS version 26 through multiple linear regression tests. The results showed that teacher self-efficacy had a significant effect on students’ time management ability, while teacher academic support did not show a significant effect, partially. However, simultaneously, both variables contributed 47.6% to time management. This finding emphasizes the importance of the teacher’s role in guiding students to manage time in a balanced manner between academic and extracurricular activities. Hopefully, this study can serve as a foundation for developing more responsive teaching strategies and teacher guidance, enabling students to manage their time effectively and achieve a balanced performance between academic and extracurricular activities, while also providing recommendations for schools to enhance professional development programs for teachers with a focus on time management guidance strategies
The Role of the Language Courses Department in Supporting Listening Readiness among Novice Arabic Learners in a Pesantren Ahmad Farhan Rif'an Najib; Faqih Nur Fahmi; Yoke Suryadarma; Zidane Taqiyyurrahman; Ikhwan Achmadi; Khansa Nabila
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.v4i2.514

Abstract

This study aims to examine the role of the Language Courses Department (LCD) as a supporting institution in the development of listening readiness among novice Arabic learners in a pesantren context. Although Pondok Modern Darussalam Gontor provides an intensive Arabic-speaking environment, many new students still struggle to comprehend spoken Arabic, indicating that exposure alone is insufficient. This condition underscores the need for institutional support that fosters learners’ psychological, cognitive, and behavioral readiness for listening. Using a qualitative descriptive approach, data were collected through observations, semi-structured interviews, and documentation involving LCD administrators, tutors, and novice learners. Data analysis followed Miles and Huberman’s interactive model. The findings show that LCD performs a multidimensional role as mentor, mediator, motivator, and inspirator through structured listening activities, graded audio-visual materials, interactive practice, and emotional-academic support. These efforts reduce listening anxiety, enhance familiarity with spoken Arabic, improve attentional focus, and encourage responsive learner behavior. Rather than yielding immediate achievement gains, LCD programs function as preparatory support that strengthens listening readiness as a foundation for effective language immersion and formal instruction.
Instructional Principal Leadership in Merdeka Curriculum Implementation (DPL-8): CIPP Evaluation in Senior High Schools Tri Wahyu Widodo; Alan Lutfi Gesang Saputra; Sumarno Sumarno; Ahmad Farhan Rifan Najib
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 5, No 2, April 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v5i2.40859

Abstract

This study examines how principal leadership supports the implementation of the Merdeka Curriculum at Sambungmacan 1 Public Senior High School using the CIPP (Context, Input, Process, Product) evaluation framework. A qualitative approach was employed through interviews, observations, and document analysis involving the principal, vice principal for curriculum, teachers, and education staff. The CIPP model was applied to assess school readiness (context), resource and capacity support (input), the enactment of teaching and supervision (process), and observable outcomes such as teacher practices and student engagement (product). The findings suggest that the principal aligns school vision with curriculum principles (context), supports teacher capacity and learning facilities (input), guides implementation through supervision and collaborative practices (process), and is associated with increased student participation and a more collaborative school climate (product). Learning initiatives, including project-based activities and school-based programs, illustrate how curriculum principles are translated into practice, although variations in teacher readiness and resource use were still observed. Practically, the study suggests that principals may benefit from balancing vision-setting with sustained instructional support, strengthening teacher mentoring, and coordinating resources and partnerships to support implementation. For policymakers, the results may inform leadership development programs that integrate managerial and instructional competencies. This study is limited to a single school context with a small number of participants, so the findings are not intended to be generalized but may offer insight for similar settings.
Revisiting Synonymy in the Glorious Qur’an: A Semantic Analysis of Itmām and Ikmāl (إشكالية الترادف في القرآن الكريم: دراسة دلالية لكلمتي إكمال وإتمام نموذجًا) Ahmad Farhan Rif'an Najib; Ahmad Inzimam Haq; Kiki Budiyanto; Haqiqi Haqiqi
Buletin Al-Turas Vol. 32 No. 1 (2026): Buletin Al-Turas
Publisher : Fakultas Adab and Humaniora, Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/bat.v32i1.47025

Abstract

Purpose This study aimed to investigate the semantic distinction between the Qur’ānic terms Itmām and Ikmāl, often perceived as synonymous in Arabic linguistics, to clarify their precise meanings and implications for Qur’ānic interpretation. Method The research employed qualitative design using a semantic-linguistic approach with descriptive-analytical methods. Data were collected through library research, classical Qur’ānic exegesis, and linguistic sources. Selected verses containing Itmām and Ikmāl were analyzed to identify their contextual meanings.                        Results/findings The findings reveal that Itmām is generally associated with fulfilling obligations or bringing something to full completion in a continuous manner, whereas Ikmāl refers to the process of perfecting or completing something already initiated until it reaches its intended purpose.     Conclusion                   The study concludes that understanding the distinction between Itmām and Ikmāl enriches Qur’ānic exegesis, enhances semantic studies in Arabic, and contributes to precise interpretation. It recommends further exploration of other synonym pairs in the Qur’an to broaden semantic research
Arabic Learning in Pesantren: Trends in Digitalization and AI Integration A Systematic Literature Review Ahmad Wildan Sayyidul Bachr; Agus Yasin; Ahmad Farhan Rif’an Najib; Ilham Wahyudi
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol. 10 No. 1 (2026): June 2026
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/3ks80b86

Abstract

This study examines the trends and patterns of digital media and artificial intelligence integration in Arabic language learning within pesantren contexts. Using a systematic literature review approach guided by PRISMA procedures, it analyzes 20 selected articles published between 2016 and 2026 from major academic databases. The findings reveal a growing use of digital and AI-based media to enhance learner engagement, motivation, and access to diverse learning resources, particularly in receptive skills such as listening and reading. Theoretically, these practices align with Computer-Assisted Language Learning (CALL) and constructivist learning theory, emphasizing interaction, autonomy, and active knowledge construction. However, several limitations persist, including short-term implementations, limited integration of multiple language skills, and the tendency to use technology as a supplementary rather than pedagogically grounded tool. This study contributes by providing a structured synthesis of current research trends and identifying critical gaps in the use of digital and AI-based media in pesantren settings. The findings highlight the need for more comprehensive, integrative, and longitudinal research to develop pedagogically sound and contextually relevant approaches to Arabic language learning.
EVALUASI IMPLEMENTASI BI’AH LUGHAWIYYAH DALAM PENGEMBANGAN MAHĀRAH AL-KALĀM SANTRI PEMULA DI PESANTREN MAWARIDUSSALAM Zulkifli Ismail Ginting; Alif Cahya Setiyadi; Ahmad Farhan Rif'an Najib
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10296

Abstract

The language environment, or bi’ah lughawiyyah, is a crucial element in second language acquisition, particularly speaking skills. However, its management in many Islamic boarding schools is often inconsistent and lacks systematicity. This study focuses on evaluating the implementation of bi’ah lughawiyyah at the Mawaridussalam Islamic Boarding School in Deli Serdang and analyzing its contribution to the speaking skills of novice students. Using a qualitative case study approach, the research stages include participant observation, semi-structured interviews, and documentation, with data analysis techniques based on the Miles and Huberman model. The research findings reveal that the implementation of the language environment is carried out through a structured system supported by a hierarchical driving organization, involving teachers and student organizations. Featured programs include ilqā’ al-mufradāt (learning to read and understand the language), disciplinary control through the Language Court, and expressive activities such as the Arabic Club and Language Expo. The integration of organizational structure, communication habits, and strict supervision creates an active and consistent communication ecosystem. The main conclusion confirms that systematically managed bi'ah lughawiyyah provides an intensive practice space for novice students to interact using Arabic in everyday life. The success of this model lies in the synergy between disciplinary regulations and creative activities that motivate students to speak freely. Thus, this language ecosystem provides a strong foundation for accelerating students' speaking skills from an early age in an effective, comprehensive, and sustainable manner within the Islamic boarding school environment, supporting the quality of their communicative competence. ABSTRAK Lingkungan bahasa atau bi’ah lughawiyyah merupakan elemen krusial dalam pemerolehan bahasa kedua, khususnya keterampilan berbicara, namun pengelolaannya di banyak pesantren sering kali tidak konsisten dan kurang sistematis. Penelitian ini berfokus mengevaluasi implementasi bi’ah lughawiyyah di Pesantren Mawaridussalam Deli Serdang serta menganalisis kontribusinya bagi kemampuan berbicara santri pemula. Menggunakan pendekatan kualitatif studi kasus, tahapan penelitian meliputi observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi, dengan teknik analisis data model Miles dan Huberman. Temuan penelitian mengungkapkan bahwa implementasi lingkungan bahasa dilaksanakan melalui sistem terstruktur yang didukung organisasi penggerak berjenjang, melibatkan guru dan organisasi santri. Program unggulan mencakup ilqā’ al-mufradāt, muhādatsah, kontrol disiplin melalui Mahkamah Bahasa, serta kegiatan ekspresif seperti Arabic Club dan Language Expo. Integrasi antara struktur organisasi, pembiasaan komunikasi, dan pengawasan ketat menciptakan ekosistem komunikasi yang aktif dan konsisten. Simpulan utama menegaskan bahwa bi’ah lughawiyyah yang dikelola secara sistematis memberikan ruang praktik intensif bagi santri pemula untuk berinteraksi menggunakan bahasa Arab dalam keseharian. Keberhasilan model ini terletak pada sinergi antara regulasi disiplin dan kegiatan kreatif yang memotivasi santri berbicara tanpa beban. Dengan demikian, ekosistem bahasa ini menjadi fondasi kuat dalam mengakselerasi kemahiran berbicara santri sejak dini secara efektif, komprehensif, dan berkelanjutan di lingkungan lembaga pendidikan pesantren tersebut guna menunjang kualitas kompetensi komunikatif mereka.  
A Responsive Evaluation of Context, Process, and Outcomes of an Arabic-English Bilingual Program in an Indonesian Secondary School: التقييم الإستجابي في السياق والعمليات والنتائج لبرنامج التعليم ثنائي اللغة (العربية-الإنجليزية) في المدرسة الثانوية بإندونيسيا Rifaldy Ali Firmansyah; Riza Nurlaila; Ahmad Farhan Rif’an Najib
ATHLA : Journal of Arabic Teaching, Linguistic and Literature Vol. 7 No. 1 (2026)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/athla.v7i1.13937

Abstract

Bilingual (Arabic-English) learning programs at the secondary school level have become a strategic approach to strengthening students’ linguistic and academic competencies; however, their implementation requires comprehensive evaluation to ensure effectiveness. This study aims to evaluate the implementation of the bilingual program at MTsN 2 Ponorogo using the responsive evaluation model, which emphasizes understanding context, process, and outcomes from the perspectives of key stakeholders. The research employed a qualitative approach, with data collected through observation, in-depth interviews, and documentation. Research participants included teachers, students, and parents, while data analysis was conducted through systematic processes of data reduction, data display, and conclusion drawing. The findings indicate that the bilingual program has been implemented in a well-planned manner and is supported by teacher preparedness, stable funding, and diverse, contextual, and interactive learning activities. In terms of outcomes, the majority of students achieved the minimum mastery criteria, demonstrated improved academic performance, and showed positive attitudes toward learning both Arabic and English. The program was also found to enhance students’ learning motivation and engagement both inside and outside the classroom. Based on these findings, this study recommends strengthening differentiated instructional strategies and conducting continuous evaluation to improve the quality and sustainability of bilingual programs at the secondary education level.
Enhancing Students’ Interest in Arabic Learning through H5P-Based Interactive E-Books Wildan Afkar; Ahmad Farhan Rif'an Najib; Ahmad Inzimam Haq
Alsina : Journal of Arabic Studies Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.8.1.30477

Abstract

The growing integration of digital technology in Islamic boarding school environments has created increasing demand for interactive learning media that can sustain students' affective engagement in Arabic language instruction. This study examines the effectiveness of Lumi Education (H5P)-based interactive e-books in enhancing junior high school students' interest in learning Arabic vocabulary, employing a quasi-experimental pretest-posttest control group design with 60 students from grades VIII–IX divided equally into experimental and control groups. Learning interest is measured through five indicators, namely pleasure, attention, interest, active involvement, and desire to learn independently. The measurement was carried out using a 25-point Likert scale questionnaire that has been tested for validity and reliability. Educators and curriculum developers working in digitally transitioning Islamic educational settings may find interactive e-books a viable instructional medium for fostering affective engagement, particularly in contexts where learner homogeneity and structured intervention conditions are present. Broader adoption should, however, account for instrument sensitivity and participant diversity to ensure that reported effects are appropriately calibrated to varied educational environments.
Video-Mediated Role Play and Simulation: Enhancing Arabic Communicative Skills in Tahfiz Boarding Schools Ahmad Farhan Rif'an Najib; Jalaluddin Jalaluddin; Zulkifli Ismail Ginting; Wildan Rosyidi; Zaki Abdul Muhaimin; Nhadzer Hassan Alvarez
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 13 No. 1 (2026)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v13i1.51205

Abstract

This study aims to examine the effect of the Role Play and Simulation model assisted by interactive video media on improving the listening and speaking skills of tenth-grade students at SahabatQu Tahfīdz Islamic Boarding School Yogyakarta. The study is motivated by the dominance of one-way, translation-oriented Arabic instruction, which limits the development of students’ communicative oral skills. This creates a gap between linguistic knowledge and real language use, particularly in a Tahfīdz environment that emphasizes understanding the Qur'an. This research employs a quantitative approach with a pre-experimental one-group pre-test and post-test design. The sample consists of 56 students selected through total sampling. Data were collected through listening and speaking tests administered before and after treatment and analyzed using the Shapiro-Wilk test, paired sample t-test, N-Gain, and Cohen’s d. The results show a significant improvement (Sig. 0.000 < 0.05) with a mean increase of 16 points. The N-Gain (0.51) is moderate, and the effect size (2.364) is very large, indicating strong effectiveness. This model offers an innovative approach to teaching Arabic.
Co-Authors Agus Yasin Ahmad Hidayatullah Zarkasyi Ahmad Inzimam Haq Ahmad Inzimam Haq Ahmad Wildan Sayyidul Bachr Alan Lutfi Gesang Saputra Alif Cahya Setiyadi Arsya Shafarul Nawenza Arya Wira Nugraha Faqih Nur Fahmi Hafilda Anisa Haqiqi Haqiqi Ikhwan Achmadi Ilham Wahyudi Jalaluddin Jalaluddin Khansa Nabila Kiki Budiyanto Nhadzer Hassan Alvarez Rifaldy Ali Firmansyah Riza Nurlaila Sumarno Sumarno Tri Wahyu Widodo Wildan Afkar Wildan Rosyidi Yoke Suryadarma Zaki Abdul Muhaimin Zidane Taqiyyurrahman Zulkifli Ismail Ginting Zulkifli Ismail Ginting