Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban IJ-ATL (International Journal of Arabic Teaching and Learning) TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab
Fuad Hasim, Muhamad
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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

Found 5 Documents
Search

 1 
Technological Pedagogical Content Knowledge (TPACK) Approach In Arabic Language Learning At Madrasah Miftahul Afkar Fuad Hasim, Muhamad; Thohir, Muhammad; Baihaqi, M.; Iqbal Fuadhi, Muhammad; Islamiyah, Nur
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 8 No 1 April 2025
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i1.4335

Abstract

The development of science and ICT (information, communication, & technology) requires teachers as the main component of the learning process to be able to integrate technology into the learning process. TPACK is a learning approach that integrates technology, pedagogy, and subject matter into learning. The use of technology in Arabic language learning, one of the goals of which is to master four language skills (maharatul istima', maharatul kalam, maharatul qiraah, and maharah kitabah), is very helpful in achieving the expected competencies both as a learning resource and as a learning media. This study aims to examine the implementation of TPACK-based Arabic language learning and its use at Madrasah Miftahul Afkar Kediri based on source searches (documentation and teachers and learning media) that are then classified and processed, interpreted, and concluded. This research employs a qualitative approach, proceeding through several stages. Initially, the researcher gathers various documents and data pertinent to TPACK. Second, the researcher observes the research object (Madrasah Miftahul Afkar, Kediri). Third, the researcher analyzes and draws conclusions from the obtained and collected documents and data. Based on the results of this study, it can be concluded that Arabic language teachers at Madrasah Miftahul Afkar have implemented TPACK, which combines technology, pedagogy, and content in learning Arabic through the learning and teaching process.
Psychological Impact Of UIN Sunan Ampel Surabaya Students On Academic Arabic Language Mastery Fuad Hasim, Muhamad; Akhmad Taufiq, Mirwan; Baihaqi, M; Amaliyah, Nurul; Rachmawati, Emilia
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 8 No 1 April 2025
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i1.4337

Abstract

This study aims to determine the psychological impact on Uinsa students in mastering academic Arabic. This study was conducted by interviewing 10 postgraduate students of the Arabic Language Education Study Program, semester 1, at the State Islamic University of Sunan Ampel, Surabaya. The research method used in this study is qualitative research, namely descriptive analysis. We selected the research subjects using the purposive sampling method. Data collection was carried out by interviewing research subjects using structured interviews and unstructured interviews. The research found that 1) 80% of respondents said learning Arabic on campus can affect their mental health. 20% of the respondents indicated that the process of mastering Arabic on campus does not influence their mentality.does not influence their mentality. 2) 100% of respondents believe that readiness to be serious is something that must be present in every student in the process of mastering Arabic. 3) 50% of respondents answered that difficulty in vocabulary or mufrodat is an obstacle in the process of mastering Arabic. Meanwhile, 20% of other respondents revealed difficulties in pronunciation style or lahjah. And the remaining 30% of respondents revealed a lack of mastery of Qowaid or Arabic grammar. 4) 80% of respondents answered that refreshing is the right way to stabilize emotions and mentality in every student. Meanwhile, 20% of the respondents stated that they maintain their emotional and mental stability by persistently learning and striving until they achieve their goals.
An Analysis of Morphological Errors in Arabic Thesis Abstracts at a University Level Fuad Hasim, Muhamad; Muflihah, Muflihah; Baihaqi, M.; Iqbal Fuadhi, Muhammad; Islamiyah, Nur
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.10924

Abstract

Morphological competence plays a crucial role in producing academically sound Arabic writing, especially for non-native learners in higher education. This study aims to analyze and categorize morphological errors found in the thesis abstracts of students in the Arabic Language Education Study Program at IAIN Kediri. Using a qualitative descriptive method with a content analysis approach, the research focuses on identifying dominant patterns of morphological mistakes and offering strategic insights to improve linguistic accuracy in students’ final academic projects. The data consisted of three randomly selected abstracts from 2023–2024 graduates, which served as the primary source, supported by secondary sources such as books and articles related to Arabic morphology. The analysis process involved four stages: data collection, error identification, explanation, and evaluation. The results revealed four major categories of morphological errors: incorrect word formation, misapplication of wazan (word patterns), inaccurate use of various types of hamzah, and improper placement of ḍamīr (pronouns). These findings suggest the need for targeted instructional interventions to reinforce students’ understanding of Arabic morphological structures in academic contexts.
Bridging Assessment and Proficiency: Developing Speaking Skill Test Instruments for Arabic Learners Fuad Hasim, Muhamad; Muhammad Baihaqi; Nelly Sakinah; Ulil Irzaqotul Humaidah; Adi Surya Utama
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 7 No 2 (2025): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/zk6nbg28

Abstract

This study aims to examine the practice of evaluating Arabic speaking skills (maharah kalam) at MTs Pondok Pesantren Darul Ulum Indragiri and identify the need for developing evaluation instruments that are performative-based, standardized, and appropriate for the pesantren context. This study used a mixed methods approach with quantitative survey techniques on 40 students and in-depth qualitative interviews with Arabic teachers. The findings show that the form of evaluation used is still dominated by direct question and answer, while only a small proportion of teachers (35%) use written rubrics. Most teachers conduct assessments intuitively and have not received specialized training in oral assessment design. On the other hand, students expressed feeling more confident after taking the exam, but also faced obstacles such as time constraints and unclear instructions. The mismatch between the communicative learning approach and the evaluation methods used indicates the need for systemic intervention in curriculum design and assessment. This research contributes theoretically in strengthening the concepts of Second Language Acquisition (SLA) and Communicative Language Teaching (CLT) in the context of oral evaluation in pesantren-based institutions. Practically, this study provides an empirical basis for the development of task-based, authentic, and digital interactive kalam test instruments that can be applied more widely in Arabic language education. Abstrak Penelitian ini bertujuan untuk mengkaji praktik penilaian keterampilan berbicara bahasa Arab (maharah kalam) di MTs Pondok Pesantren Darul Ulum Indragiri dan mengidentifikasi kebutuhan pengembangan instrumen evaluasi yang berbasis performatif, terstandar, dan sesuai dengan konteks pesantren. Penelitian ini menggunakan pendekatan metode campuran dengan teknik survei kuantitatif terhadap 40 siswa dan wawancara kualitatif mendalam dengan guru bahasa Arab. Temuan menunjukkan bahwa bentuk evaluasi yang digunakan masih didominasi oleh tanya jawab langsung, sementara hanya sebagian kecil guru (35%) yang menggunakan rubrik tertulis. Sebagian besar guru melakukan penilaian secara intuitif dan belum mendapatkan pelatihan khusus dalam desain penilaian lisan. Di sisi lain, siswa menyatakan merasa lebih percaya diri setelah mengikuti ujian, tetapi juga menghadapi kendala seperti keterbatasan waktu dan instruksi yang tidak jelas. Ketidaksesuaian antara pendekatan pembelajaran komunikatif dan metode evaluasi yang digunakan menunjukkan perlunya intervensi sistemik dalam desain dan penilaian kurikulum. Penelitian ini berkontribusi secara teoritis dalam memperkuat konsep Akuisisi Bahasa Kedua dan Pengajaran Bahasa Komunikatif dalam konteks evaluasi lisan di lembaga berbasis pesantren. Secara praktis, penelitian ini memberikan dasar empiris untuk pengembangan instrumen tes kalam interaktif berbasis tugas, autentik, dan digital yang dapat diterapkan lebih luas dalam pendidikan bahasa Arab.
The Influence of Modern Philosophy on Language Education: An Epistemological Analysis Fuad Hasim, Muhamad; Nelly Sakinah; Nurul Amaliyah; Nur Islamiyah; Emilia Rachmawati
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/4xmfg594

Abstract

This study investigates the influence of modern philosophical thought on the development of language education by examining its epistemological, ontological, and axiological foundations. Using a qualitative literature review approach, the study analyzes major works of modern philosophy—particularly empiricism, rationalism, critical philosophy, and positivism—and explores their implications for educational theory and language learning. The analysis demonstrates that modern philosophy has significantly shaped language education by redefining the sources of knowledge, the role of experience and reason, and the function of language as a medium for constructing meaning and understanding human experience. The findings reveal that empiricism emphasizes sensory experience as the basis of knowledge acquisition, rationalism highlights the role of reason, Kantian criticism synthesizes both approaches, and positivism reinforces empirical verification and methodological rigor in educational practice. These philosophical perspectives collectively influence how language education conceptualizes learning, knowledge formation, and pedagogical objectives. This study contributes to the theoretical discourse on language education by clarifying the philosophical assumptions underlying modern educational practices and by reinforcing the relevance of philosophical inquiry in strengthening conceptual clarity and critical thinking within language education. Abstrak Studi ini menyelidiki pengaruh pemikiran filosofis modern terhadap perkembangan pendidikan bahasa dengan memeriksa landasan epistemologis, ontologis, dan aksiologisnya. Dengan menggunakan pendekatan tinjauan pustaka kualitatif, studi ini menganalisis karya-karya utama filsafat modern—khususnya empirisme, rasionalisme, filsafat kritis, dan positivisme—dan mengeksplorasi implikasinya terhadap teori pendidikan dan pembelajaran bahasa. Analisis menunjukkan bahwa filsafat modern telah secara signifikan membentuk pendidikan bahasa dengan mendefinisikan ulang sumber pengetahuan, peran pengalaman dan akal, serta fungsi bahasa sebagai media untuk membangun makna dan memahami pengalaman manusia. Temuan menunjukkan bahwa empirisme menekankan pengalaman indrawi sebagai dasar perolehan pengetahuan, rasionalisme menyoroti peran akal, kritik Kantian mensintesis kedua pendekatan tersebut, dan positivisme memperkuat verifikasi empiris dan ketelitian metodologis dalam praktik pendidikan. Perspektif filosofis ini secara kolektif memengaruhi bagaimana pendidikan bahasa mengkonseptualisasikan pembelajaran, pembentukan pengetahuan, dan tujuan pedagogis. Studi ini berkontribusi pada wacana teoretis tentang pendidikan bahasa dengan mengklarifikasi asumsi filosofis yang mendasari praktik pendidikan modern dan dengan memperkuat relevansi penyelidikan filosofis dalam memperkuat kejelasan konseptual dan pemikiran kritis dalam pendidikan bahasa.
Co-Authors Adi Surya Utama Akhmad Taufiq, Mirwan Emilia Rachmawati Iqbal Fuadhi, Muhammad ISLAMIYAH, NUR M Baihaqi muflihah muflihah Muhammad Thohir Nelly Sakinah Nur Islamiyah Nurul Amaliyah Rachmawati, Emilia Ulil Irzaqotul Humaidah