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All Journal Al Mahara: Jurnal Pendidikan Bahasa Arab EduInovasi: Journal of Basic Educational Studies
Syakira Esa Rahimi Sari
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mengintegrasikan Aspek-Aspek Kebudayaan Arab dalam Pembelajaran Bahasa Arab Syakira Esa Rahimi Sari; Sangidu
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 1 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i1.5381

Abstract

In this paper, literature, history, art, and cultural values ​​are discussed and it is emphasized that Arabic does not only function as a means of communication, but also a reflection of the culture and way of life of Arab society. The lack of ability of Arab teachers in understanding Arabic culture which results in difficulties in the learning process that integrates aspects of Arabic culture is an important factor in the decline in students' mastery and understanding of the technical aspects of the language, both meaning and broader cultural context. So the purpose of cultural integration in the Arabic language learning curriculum is to gain a deeper and contextual understanding of the language, social, history, and cultural values ​​that exist in the language. With the theory of cultural integration using qualitative descriptive methods used in this study, which involved observation, in-depth interviews, and document analysis, revealed. The results showed that higher learning motivation, improved language skills and a deep understanding of Arabic culture can enrich students' learning experiences and prepare them to interact better in the international world. This study shows that culture-based teaching methods are more effective when used in the Arabic language learning process. However, the main problem for teachers who do not understand Arabic culture, which requires strategic solutions such as the use of technology and special training. With the aim of improving teaching efficiency and students' understanding of Arabic language and its culture as a whole, this paper provides practical guidelines for educators to incorporate Arabic cultural elements into the Arabic language learning process.
Evaluation of Arabic Listening Tests Based on The CEFR Framework: Level Classification and Competency Indicators: Evaluasi Tes Menyimak Bahasa Arab Berdasarkan Kerangka CEFR: Klasifikasi Level dan Indikator Kompetensi Anisa Pitri Ramadani; Ihwan Mahmudi; Tiara Eki Wahyu Rinawati; Syakira Esa Rahimi Sari; Andi Nurizzah Aqilah; Nima Chusna Umniyah
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 2 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0112-04

Abstract

Listening comprehension is one of the most challenging components of Arabic language learning due to auditory limitations, environmental distractions, and the rapid and non-repeatable nature of spoken language. To support the development of more standardized listening assessments, this study aims to analyze and classify 29 types of Arabic listening test items based on the Common European Framework of Reference for Language(CEFR). Using a descrptive-qualitative approach, data were collected through literature review and document analysis of 29 test types found in al-ikhtibarat al-lughawiyyah. The findings reveal that these test types can be systematically mapped across the six CEFR proficiency levels (A1-C2), each reflecting distinct competency indicators ranging from basic word recognition to the interpretation of implicit meaning in complex spoken discourse. The result also demonstrate that the test variations cover a broad spectrum of listening abilities, offering a representative model for CEFR-aligned listening assessment in Arabic. This study contributes a practical classification framework that can serve as a reference for educators and test developers in designing more objective, transparent, and proficiency-oriented listening evaluations. Practically, this framework enables teachers to select, adapt, and construct listening test items that better align with learners’ proficiency profiles and support more effective instruction and assessment of Arabic listening skills. Keywords: Arabic Listening Skills, CEFR, Competency Indicators, Language Assessment, Test Design
Co-Authors Andi Nurizzah Aqilah Anisa Pitri Ramadani Ihwan Mahmudi Nima Chusna Umniyah Sangidu Tiara Eki Wahyu Rinawati