Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Jurnal Pendidikan Agama Islam Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Ijaz Arabi Journal of Arabic Learning Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Alribdi, Nada Ibrahim
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
A Systematic Review Of Arabic Phonetic: Hijaiyyah’s Pronunciation Among New Learners Mohamed, Yuslina; Razak, Zainurrijal Abd; Ismail, Tuan Haji Sulaiman; Alribdi, Nada Ibrahim; Hoque, Mesbahul
Ijaz Arabi Journal of Arabic Learning Vol 7, No 2 (2024): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v7i2.24173

Abstract

Makhraj or pronunciation is an essential element of Arabic phonetic rules in the Quranic reading. Studies on the articulateness of Arabic alphabet pronunciation of phonetic aspects due to the influence of native languages have been debated for decades. The Makhraj of Hijaiyyah is related to learning and reading the Quran, as the Quran itself is revealed in Arabic. Therefore, the consonant of Hijaiyyah's pronunciation must be mastered at the beginning of the Quranic study to produce a clear sound and precise meaning. This study aims to acquire a pattern of Hijaiyyah consonant designation in terms of the characteristics of the Malay tongue's articulation fluency, consonants, and phonetic nature for the basis of Quranic learning and teaching. The content analysis method developed a theme related to the pronunciation fluency of letters in three levels. The classification of letters is emphasized to guide teachers and other researchers in teaching the Arabic language and al-Quran education.
Arabic Language Immersion Models in Indonesian Islamic Universities: A Phenomenological Multi-Campus Study Nuraini, Nuraini; Setyawan, Cahya Edi; Hanun, Aisyatul; Rauhillah, Siti; Alribdi, Nada Ibrahim
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 1 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i1.45297

Abstract

Arabic language immersion has been widely recognized as an effective approach to second language acquisition; however, its implementation in Islamic higher education remains underexplored, particularly within culturally specific contexts like Indonesia. This study aims to explore and conceptualize a contextually grounded model of Arabic language immersion in Indonesian Islamic universities through a phenomenological lens. Research was conducted at three prominent institutions with established Arabic programs: UIN Sunan Kalijaga, University of Darussalam Gontor, and Ar-Raayah College of Arabic Language in Sukabumi. A total of 18 participants—including instructors, curriculum developers, and students—were selected through purposive sampling. Data were collected via in-depth interviews, participant observation, and documentation, and analyzed using thematic analysis to uncover patterns from participants' lived experiences. The findings reveal that effective immersion is structured around four interrelated components: (1) an integrated and spiral curriculum, (2) intensive Arabic-only environments, (3) religious-cultural contextualization through Islamic practices, and (4) sustained institutional support. These elements form a holistic immersion framework that aligns linguistic competence with Islamic educational values. The study contributes to the theoretical discourse on language immersion by offering a culturally embedded model. It provides practical guidance for Islamic institutions aiming to enhance Arabic programs through authentic, pedagogically coherent strategies.
Strategies for Fostering Prosocial Behavior: A Mixed Methods Study in Indonesian Islamic Schools Hady, M. Samsul; Aziz, Rahmat; Nuqul, Fathul Lubabin; Mahpur, Mohammad; Nashori, Fuad; Alribdi, Nada Ibrahim
Jurnal Pendidikan Agama Islam Vol. 22 No. 1 (2025): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v22i1.10668

Abstract

Purpose – This article aims to analyze the influence of the Islamic school environment on students' prosocial behavior, with an emphasis on the integration of religious values in learning strategies and school policies. Design/methods/approach – This study used a sequential explanatory mixed-method design involving 445 students, four principals, and eight teachers from four Islamic junior high schools. The quantitative stage used structured questionnaires to assess prosocial behavior, school climate, and classroom learning practices. The qualitative stage involved interviews with principals and teachers to provide contextual understanding. Findings – Quantitative results show that the school atmosphere explains 27.2% of the variation in students' prosocial behavior (R² = .272). The most influential factors are peer relationships (β = .173), sense of belonging (β = .148), and interpersonal justice (β = .123). For classroom practices, positive teaching (β = .353) and teacher encouragement (β = .113) made significant contributions. Qualitative findings support these results, with teachers and principals citing programs such as 5S, study groups, and Friday donations as effective ways to foster empathy, cooperation, and concern among students. Research implications/limitations – This study highlights the importance of an Islamic-based environment in encouraging prosocial behavior, although the findings may not be generalized to non-Islamic educational contexts. Originality/value – This study offers valuable insights into the intersection between religion and education, and contributes to strategies for developing prosocial behavior in Islamic school.
Exploring Gender Bias in the Dual Continua of Mental Health Measurement: Differential Item Functioning Analysis Aziz, Rahmat; Mangestuti, Retno; Alribdi, Nada Ibrahim; Ali, Maqdisi Firdaus
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 15 No. 1 (2026): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v15i1.45690

Abstract

Gender differences in mental health are widely reported, yet few studies have examined whether commonly used assessment instruments function equivalently across gender at the item level, particularly within the Dual Continua Model of Mental Health. The present study addresses this gap by evaluating gender-related measurement bias using regression-based Differential Item Functioning (DIF) analysis. A total of 1,674 university students from 32 Indonesian institutions completed the Azira Mental Health Scale (AMHS-24), which measures psychological well-being and psychological distress. DIF was assessed by controlling for latent trait levels to determine whether males and females respond differently to items at equivalent levels of psychological functioning. Results indicate that most well-being items exhibited no DIF, suggesting structural stability across gender for positive emotion, social relationship, and life satisfaction domains. In contrast, several distress items demonstrated uniform and nonuniform DIF, with one item showing strong magnitude. These findings suggest that the distress dimension may be more sensitive to gender-related response tendencies than the well-being dimension. By integrating the dual-continua framework with item-level psychometric analysis, this study clarifies whether observed gender differences reflect construct-relevant variance or differential item functioning, thereby contributing to the theoretical refinement and measurement fairness of mental health assessment.
The Integration of Meaningful learning in Enhancing Students’ Speaking Skills (Maharah al-Kalam) in Islamic Elementary Schools Nuraini, Nuraini; Sumaryanti, Lilis; Hunainah, Hunainah; Alribdi, Nada Ibrahim
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 18 No 1 (2026): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab (In Press)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/s7k2jy73

Abstract

This study explores the integration of meaningful learning in strengthening students’ Arabic speaking skills (Maharah al-Kalam). Arabic language learning in Islamic elementary schools has traditionally emphasized grammatical mastery and vocabulary memorization, resulting in limited communicative competence among students. Meaningful learning is proposed as an instructional approach that facilitates the connection between new linguistic knowledge, students’ prior experiences, and contextual learning situations. This research employed a quasi-experimental method with a non-equivalent control group design involving elementary school students in Indonesia, divided into an experimental group and a control group. The experimental group was taught using the meaningful learning approach, while the control group received conventional instruction. Data were collected through speaking performance tests, classroom observations, and student questionnaires, and analyzed using descriptive statistics and independent sample t-tests. The results indicate that students taught through meaningful learning achieved significantly higher improvement in their Arabic speaking skills compared to those taught using conventional methods, as well as increased participation, confidence, and motivation in speaking activities. These findings suggest that the integration of meaningful learning effectively enhances Maharah al-Kalam and contributes to creating a more engaging and contextual Arabic learning environment at Islamic elementary school.
Co-Authors Ali, Maqdisi Firdaus Fathul Lubabin Nuqul Fuad Nashori Hady, M. Samsul Hanun, Aisyatul Hoque, Mesbahul Hunainah, Hunainah Ismail, Tuan Haji Sulaiman Lilis Sumaryanti, Lilis Mohamed, Yuslina Mohammad Mahpur Nuraini Nuraini Rahmat Aziz Rauhillah, Siti Razak, Zainurrijal Abd Retno Mangestuti Setyawan, Cahya Edi