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All Journal Al-Ma'rifah : Jurnal Budaya, Bahasa dan Sastra Arab Istifkar: Media Transformasi Pendidikan
Anis Malik Thoha
Universiti Islam Sultan Sharif Ali, Brunei Darussalam
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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The Role of the Kendal Book Circle Literacy Community as a Transformation of the Young Generation Hithna Rohadatul Aisyi; Anis Malik Thoha; Firdaus Himawan Raharjo; Zohaib Hassan Sain
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.424

Abstract

The expansion of digital information has increased access to knowledge, yet it does not automatically develop young people’s ability to interpret, evaluate, and reflect on information critically. This study examines the Kendal Book Circle (KBC) as a community-based literacy space that connects reading, dialogue, contextual experience, and writing. The study aims to analyze how literacy practices are organized, how participants construct and negotiate meaning, the changes experienced by participants, and KBC’s role as a non-formal educational space. A qualitative case study was employed through participatory observation, semi-structured interviews with six informants, and documentation. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that KBC organizes literacy through interconnected practices involving sharing sessions, Book to Culture, Book to Nature, Book to School, and Book Venture. These activities connect texts with dialogue, cultural and environmental experiences, educational institutions, and writing. Participants reported increased confidence in communication, critical reflection, digital information evaluation, and engagement in knowledge production. KBC also complements formal education through collaboration with schools and other educational communities. The study contributes to community literacy research by proposing a series of interconnected literacy practices as a unit of analysis for understanding the transformation of young people from information consumers into more active interpreters and producers of knowledge.
تحليل الدافعية التعلمية والكفاية الاتصالية لدى دارسي العربية بكلية أصول الدين بجامعة السلطان الشريف علي الإسلامية Achmad Yani; Siti Sara Binti Haji Ahmad; Rafidah Binti Abdullah; Siti Shalihah; Anis Malik Thoha
Al-Ma‘rifah Vol 22 No 2 (2025): Al-Ma'rifah: Jurnal Budaya, Bahasa, dan Sastra Arab
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/almakrifah.22.02.09

Abstract

This study evaluates the effectiveness of the “Communicative Arabic Language” course in enhancing students’ motivation and engagement in learning activities. It employs a descriptive, evaluative quantitative approach that integrates statistical analysis with an in-depth educational examination of behavioral and psychological factors associated with language learning. A purposive sample of twelve first-year students from the Faculty of Usuluddin at Sultan Sharif Ali Islamic University (UNISSA) was selected, as they represent learners actively engaged in studying Arabic as a foreign language. Data were collected through a closed-ended questionnaire developed based on established theories in educational psychology, including Self-Determination Theory, the Theory of Planned Behavior, and Self-Regulated Learning. The instrument’s validity was confirmed through expert review, and its reliability yielded a high Cronbach’s Alpha coefficient of 0.89.The findings indicate that 88.3% of participants demonstrated high motivation toward learning communicative Arabic, while 93.3% expressed positive attitudes and active classroom participation. Additionally, 91.7% showed strong commitment to completing assignments. These results reflect the course’s high instructional effectiveness in fostering learner motivation and meaningful engagement, aligning with contemporary learner-centered education that emphasizes active and meaningful learning experiences. The study recommends redesigning language curricula to strengthen intrinsic motivation and collaborative interaction, providing teacher training programs to support student-centered strategies, and adopting modern assessment tools to measure learner engagement and self-regulation in second or foreign language learning contexts.
Co-Authors Achmad Yani Firdaus Himawan Raharjo Hithna Rohadatul Aisyi Rafidah Binti Abdullah Siti Sara Binti Haji Ahmad Siti Shalihah Zohaib Hassan Sain