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Edutainment in Qur'an Publishing: Integrating Learning Theories and Entertainment in Indonesian Mushaf Fatchiatuzahro, Fatchiatuzahro; Imronudin, Imronudin; Reza, Riza Muhammad
Jurnal Studi Ilmu-ilmu Al-Qur'an dan Hadis Vol. 25 No. 1 (2024): Januari
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/qh.v25i1.4666

The publication of Qur'an in Indonesia reflects the direction of the publishing industry, which emphasizes products that are not only informative but also interesting and entertaining for readers. This phenomenon was triggered by a response to society's need for access to additional, more complete information. However, innovations like color tajwid have sparked controversy. Further research into the publication of the Qur'an in Indonesia is necessary to fully understand its impact. This study, employing the concept of edutainment, examines how Al-Qur'an manuscripts in Indonesia integrate learning theories and edutainment approaches. Utilizing analytical descriptive methods alongside philosophical-speculative and phenomenological approaches, fifteen manuscripts were analyzed. These manuscripts effectively meet readers' needs while incorporating educational theories and edutainment strategies. Additionally, there is an emphasis on technological innovation, particularly in visual learning methods that utilize both technological and non-technological features. Despite these advancements, the teacher's role remains crucial in promoting independent learning, especially within the context of Qur'an study.

Using Multimodal Learning in Arabic Vocabulary Instruction at Islamic Elementary School Fahmi, Nurul; Latuf, Lingkan Haifa; Fatchiatuzahro, Fatchiatuzahro
Aphorisme: Journal of Arabic Language, Literature, and Education Vol 6 No 1 (2025): Geographical Coverage: Indonesia
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i1.6870

This study investigates using a multimodal learning technique in teaching Arabic vocabulary to sixth-grade primary school pupils at Madrasah Ibtidaiyah Mathlaul Anwar. Researchers employed a qualitative technique to understand better how a multimodal learning strategy is utilized to acquire Arabic. This study used both primary and secondary data. Primary data, collected directly from the source, consisted of classroom observations and in-depth interviews with the teacher and 36 sixth-grade students at Madrasah Ibtidaiyah Mathlaul Anwar. Secondary data is gathered from existing sources, including relevant literature, teaching materials, and student textbooks. The data analysis in this research uses Stevick's phenomenological method, focusing on understanding participants' subjective experiences. It involves collecting data through interviews, observations, and documents, then analyzing themes to interpret the meanings of participants' experiences. Observations and studies indicate that using multimodal learning to teach Arabic vocabulary at Madrasah Ibtidaiyah Mathlaul Anwar offers significant benefits, notably improved student interest, memory, and language competency. Presenting information through multiple modalities, rather than just text, increases student engagement and motivation. Therefore, multimodal learning can effectively enhance Arabic language instruction in elementary schools. The study recommends that teachers incorporate diverse media, especially stimulating student senses, more frequently during lessons to achieve better language teaching outcomes.

Using Multimodal Learning in Arabic Vocabulary Instruction at Islamic Elementary School Fahmi, Nurul; Latuf, Lingkan Haifa; Fatchiatuzahro, Fatchiatuzahro
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 1 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i1.6870

This study investigates using a multimodal learning technique in teaching Arabic vocabulary to sixth-grade primary school pupils at Madrasah Ibtidaiyah Mathlaul Anwar. Researchers employed a qualitative technique to understand better how a multimodal learning strategy is utilized to acquire Arabic. This study used both primary and secondary data. Primary data, collected directly from the source, consisted of classroom observations and in-depth interviews with the teacher and 36 sixth-grade students at Madrasah Ibtidaiyah Mathlaul Anwar. Secondary data is gathered from existing sources, including relevant literature, teaching materials, and student textbooks. The data analysis in this research uses Stevick's phenomenological method, focusing on understanding participants' subjective experiences. It involves collecting data through interviews, observations, and documents, then analyzing themes to interpret the meanings of participants' experiences. Observations and studies indicate that using multimodal learning to teach Arabic vocabulary at Madrasah Ibtidaiyah Mathlaul Anwar offers significant benefits, notably improved student interest, memory, and language competency. Presenting information through multiple modalities, rather than just text, increases student engagement and motivation. Therefore, multimodal learning can effectively enhance Arabic language instruction in elementary schools. The study recommends that teachers incorporate diverse media, especially stimulating student senses, more frequently during lessons to achieve better language teaching outcomes.

Development of MABBAR Web-Based Evaluation System for Enhancing Arabic Listening Competency (Mahārah al-Istimā’) in Junior High Schools fatchiatuzahro, fatchiatuzahro; Ainul Haq, Muhammad; Abdillah, Ubay; Syani Amrullah , Friendis; Fatah, Abdul
Dzihni: Jurnal Pendidikan Bahasa Arab, Linguistik dan Kajian Literatur Arab Vol. 4 No. 01 (2026)
Publisher : Universitas Al-Amien Prenduan

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

The lack of specialized digital tools for structured auditory exposure frequently limits the development of Arabic listening skills (mahārah al-istimā’) at the secondary education level, as observed in preliminary studies at SMP IT Yasalam where conventional audio methods showed limited engagement. This study develops and evaluates the effectiveness of MABBAR, a web-based evaluation system that integrates Native Speaker Text-to-Speech (TTS) and automated feedback to provide self-regulated auditory input. Using a Research and Development (R&D) approach with a modified Borg & Gall model (1983), the study progressed through eight stages from needs analysis to dissemination. The subjects were 39 eighth-grade students at SMP IT Yasalam, Bogor. Data were collected via expert validation rubrics, pre-test/post-test instruments, and a 20-item usability questionnaire using a 5-point Likert scale. The findings indicate that MABBAR is highly feasible, with material experts scoring it 5.00/5.00 and media experts scoring 4.87/5.00. Statistical analysis through a paired-sample t-test revealed a significant improvement in student performance ($p = 0.001$), with the mean score increasing from 74.64 to 84.26. Based on the perception questionnaire, students gave a 96.64% positive response, specifically identifying the benefit of independent audio control in reducing cognitive load. MABBAR transforms the listening evaluation process into an adaptive, self-regulated learning ecosystem suitable for the Society 5.0 era. Keywords: Arabic Linguistics, Arabic Teaching, Mahārah al-Istimā’, MABBAR, Web-based Evaluation.

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