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All Journal Al-Rasikh : Jurnal Hukum Islam Ukazh: Journal of Arabic Studies Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Kasmaluddin
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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KEWAJIBAN KEPALA KELUARGA DALAM MENGREALIASASIKAN KELUARGA SAKINAH Kasmaluddin; M. Islach
al-Rasῑkh: Jurnal Hukum Islam Vol. 10 No. 1 (2021): July
Publisher : Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (671.939 KB) | DOI: 10.38073/rasikh.v10i1.802

Abstract

Research ini dilatar belakangi oleh jama’ah Masjid Jami’ Al-Istiqomah. Menilik masyarakat di sekitar masjid Jami’ Al Istiqomah dahulunya enggan jika diajak mengikuti aktifitas di masjid dan susah untuk berjamaah di masjid. Akan tetapi setelah adanya berbagai macam upaya dari takmir masjid, kini Masjid Jami’ Al-Istiqomah menjadi wadah dalam penyaluran ‘Ulumud Diin (ilmu pengetahuan agama) dan menjadi tempat bagi masyarakat untuk mencari-cari solusi dalam persoalan agama dan aktifitas sehari-hari. Dari kepercayaan tersebut masyarakat aktif mengikuti kajian yang diselenggarakan oleh Masjid Jami’ Al Istiqomah Penelitian ini menggunakan metode pendekatan kualitatif serta jenis penelitian deskriptif dengan metode pengumpulan data menggunakan observasi, dimana dalam penelitian ini menggali tentang kepala keluarga dalam membina keluarga sakinah di masjid Jami’ Al Istiqomah. Dari hasil penelitian ini dapat diketahui bahwa Kewajiban Dalam Mewujudkan Keluarga Sakinah Yang Dilakukan Kepala Keluarga di Masjid Jami’ Al Istiqomah menunjukkan adanya perubahan yang mampu dirasakan bersama, seperti saling menyebar kebaikan, mampu menambah wawasan para jama’ah dan menambah kedewasaan dan kematangan berfikri.
Peran Guru dalam Menginternalisasi Penggunaan Adawat al-Istifham dan Dhama’ir dari Teks Percakapan Kasmaluddin
Ukazh : Journal of Arabic Studies Vol. 6 No. 4 (2025): Ukazh : Journal of Arabic Studies, December 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/ukazh.v6i4.99

Abstract

This study examines the role of teachers and pedagogical strategies in internalizing the use of Adawât al-Istifhâm (interrogative words) and Dhama’ir (pronouns) in Arabic conversation learning. Internalizing these communicative elements is crucial to addressing the gap between structural knowledge and speaking practice. This study uses a descriptive qualitative approach grounded in language acquisition theory (Krashen) and social constructivism (Vygotsky). Data were obtained through observation, semi-structured interviews, and documentation during intensive Daurah Ramadhaniyah activities. The results indicate that teachers have four main roles: Language Model, Facilitator (providing scaffolding), Evaluator (error analysis), and Motivator (lowering the affective filter). Effective strategies include chained questioning (as-su’āl al-mutatabi‘), role simulations, and repeated text readings. The novelty of this study lies in the synthesis of these teacher roles within a scaffolding framework for intensive learning contexts. The implication is that successful internalization requires a balance between providing adequate input and affective support that fosters spontaneous speaking habits, characterized by the appropriate use of adawât and dhama’ir.
Duolingo-Based Arabic Vocabulary Acquisition in Islamic Educational Contexts Kasmaluddin
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 1 (2026): Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Internasional Darullughah Wadda'wah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almuhawaroh.v2i1.4358

Abstract

This study investigates the effectiveness of Duolingo-based instruction in enhancing Arabic vocabulary acquisition within Islamic educational contexts. Employing a quantitative experimental design with a pre-test–post-test control group, the research involved forty first-grade senior students at an Islamic educational institution in Indonesia. Participants were randomly assigned to an experimental group receiving Duolingo-based vocabulary instruction and a control group taught through conventional classroom methods. Data were collected using validated vocabulary tests and supported by classroom observations and teacher field notes for triangulation. The findings reveal that students in the experimental group achieved significantly higher vocabulary gains than those in the control group, indicating that Duolingo-based learning had a strong and positive impact on Arabic vocabulary acquisition. These results suggest that gamified mobile-assisted language learning can effectively address persistent lexical challenges in Arabic education, particularly in contexts where exposure to the language is limited. The study contributes to the growing body of research on digital language pedagogy by positioning vocabulary acquisition as a central learning outcome and highlighting the pedagogical potential of Duolingo within Islamic educational settings.  
Co-Authors M. Islach