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All Journal MIQOT: Jurnal Ilmu-ilmu Keislaman Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Arabiyatuna : Jurnal Bahasa Arab Studi Arab IZDIHAR An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Al-Arabi : Jurnal Bahasa Arab dan Pengajarannya = Al-Arabi: Journal of Teaching Arabic as a Foreign Language Prosiding Konfererensi Nasional Bahasa Arab Budimas : Jurnal Pengabdian Masyarakat Ihsan: Jurnal Pengabdian Masyarakat International Journal of Arabic Language Teaching IJALT Kalamuna INTAJUNA: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Arab El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Al-MIKRAJ: Jurnal studi Islam dan Humaniora Lughawiyah: Journal of Arabic Education and Linguistics Lahjatuna: Jurnal Pendidikan Bahasa Arab Journal of Arabic Language Learning and Teaching Mohuyula : Jurnal Pengabdian Kepada Masyarakat Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Pedagogy: Journal of Multidisciplinary Education Mosaic: Jurnal Pengabdian Kepada Masyarakat
Menik Mahmudah
Sekolah Tinggi Agama Islam Al-Yasini Pasuruan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Peer Tutoring as a Collaborative Approach in Arabic Language Learning Nur Hanifansyah; Mahmudah, Menik; Syakur, Sultan Abdus
Lahjatuna: Jurnal Pendidikan Bahasa Arab Vol. 4 No. 1 (2024): Lahjatuna: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lahjatuna.v4i1.2181

Abstract

In an era where traditional teaching methods often fail to meet the evolving needs of language learners, peer tutoring emerges as a transformative approach to Arabic language education. This study explores peer tutoring as a collaborative strategy at Darullughah Wadda’wah Islamic Boarding School (pesantren), addressing challenges such as limited class time, imbalanced teacher-student ratios, and rigid instructional methodologies. Using a qualitative case study design, data were collected through classroom observations, interviews, focus group discussions, and document analysis involving 30 students (15 tutors and 15 tutees) and 3 Arabic teachers. Findings reveal significant improvements in classroom dynamics, motivation, and confidence. Tutors developed leadership skills and reinforced their knowledge through the learning-by-teaching phenomenon, while tutees received personalized support, reducing anxiety and enhancing engagement. Despite challenges such as proficiency gaps, reliance on rote memorization, and the need for teacher supervision, peer tutoring fostered teamwork, critical thinking, and self-directed learning habits. This study concludes that peer tutoring transcends its role as a mere instructional method, acting as a catalyst for holistic academic excellence and personal empowerment. Recommendations include systematic implementation frameworks to balance academic rigor with social-emotional development, ensuring sustainable improvements in Arabic language education within Islamic boarding schools.
Enhancing Arabic Rhetoric Education through Mind Mapping: A Focus on Bayan & Badi’ Mahmudah, Menik; Maghfiroh, Lailil; Hanifansyah, Nur; Syakur, Sultan Abdus
Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 8 No. 1 (2025): Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Fakultas Tarbiyah Program Studi Pendidikan Bahasa Arab Universitas Islam Internasional Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/lughawiyyat.v8i1.2208

Abstract

Thousands of students study Arabic rhetoric every year, yet only a handful truly grasp its beauty and complexity." This gap is not merely a matter of student capability but also a result of monotonous teaching materials and ineffective instructional methods. This study aims to develop Arabic rhetoric teaching materials focusing on Ilm al-Bayan and Ilm al-Badi' using a mind mapping approach. This approach seeks to enhance students' understanding and skills in comprehending complex rhetorical concepts in a more systematic and engaging manner. The research method employed is Research and Development (R&D) using the Borg & Gall model, which includes stages such as needs analysis, initial product design, expert validation, revisions, field testing, and product refinement. Data were collected through observations, semi-structured interviews, and document analysis involving 30 final-year students at Sekolah Tinggi Agama Islam Al-Yasini. The findings reveal that using mind mapping in teaching Arabic rhetoric significantly improves conceptual understanding, student engagement, and instructional appeal. Evaluations by material experts, instructional tool experts, and graphic design experts resulted in scores of 98.7% (Excellent), 90% (Excellent), and 88.7% (Very Good), respectively. These findings affirm that the developed teaching materials are valid, effective, and capable of enhancing students' learning outcomes in understanding Arabic rhetoric. This study recommends adopting mind mapping as an innovative strategy in teaching Arabic rhetoric to achieve more effective and sustainable learning outcomes.
Enhancing Arabic Writing and Literacy through Ibda’ Magazine: A Culturally Relevant Medium in Islamic Boarding Schools Lazuardi, Achmad Makki; Hanifansyah, Nur; Mahmudah, Menik; Wahyudi, Iqmal
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 6 No. 2 (2025): Jurnal Pendidikan Bahasa Arab & Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.06.2.10

Abstract

In Arabic language education, writing remains one of the most underdeveloped yet essential skills, particularly for non-native learners who often excel in grammar drills but struggle to produce coherent and expressive texts. This study explores the role of Ibda’ Magazine as an authentic, student-centered platform to enhance Arabic writing skills and literacy among 60 third-year Tsanawiyah students at Pondok Pesantren Darullughah Wadda’wah. Using a qualitative descriptive design, the research draws on thematic analysis of student writings, classroom observations, and semi-structured interviews with both learners and instructors. The findings reveal significant improvement in students' vocabulary use, grammatical accuracy, narrative coherence, and stylistic expression. Additionally, learners reported increased confidence, motivation, and a deeper sense of ownership over their Arabic writing. The study affirms that culturally relevant, print-based media can serve as powerful pedagogical tools in bridging the gap between formal instruction and meaningful language practice, offering new pathways for Arabic writing development in Islamic educational settings.
Mnemonic Storytelling as a Psycholinguistic Approach to Enhancing Arabic Writing Competence Nur Hanifansyah; Menik Mahmudah; Sultan Abdus Syakur
El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab Vol. 5 No. 2 (2024): El-Jaudah: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Department of Arabic Education of State Collage for Islamic Studies of Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/ej.v5i2.2029

Abstract

Imagine a classroom where Arabic writing, often perceived as a rigid and intimidating skill, transforms into an engaging narrative journey filled with vivid stories and emotional connections. What if students could master complex grammatical structures and expand their vocabulary not through rote memorization, but by weaving them into unforgettable tales? This study breaks conventional norms by introducing mnemonic storytelling as a revolutionary psycholinguistic strategy to enhance Arabic writing competence among students at Darullughah Wadda’wah Islamic Boarding School. The research employs a qualitative approach, involving 30 students aged 16–18 years, selected through purposive sampling. Over six weeks, participants engaged in weekly mnemonic storytelling sessions, integrating key grammatical rules and vocabulary into culturally rich narratives. Data were collected via observations, semi-structured interviews, and analysis of writing samples. The findings reveal significant improvements in grammar retention, vocabulary acquisition, and creative expression, underscoring the effectiveness of mnemonic storytelling as an emotionally engaging and cognitively efficient teaching tool. This study not only redefines how Arabic writing is taught but also advocates for storytelling as a core pedagogical strategy. Future research should explore its adaptability across diverse educational settings to amplify its impact on language education.
RELIGIOUS DRAMA CONTROVERSY: The Impact of Bidaah on Islamic Pedagogy and Media Literacy Hanifansyah, Nur; Arifin, Ahmad; Zulpina, Zulpina; Mahmudah, Menik; Syaheed, Syarif Muhammad
MIQOT: Jurnal Ilmu-ilmu Keislaman Vol 49, No 2 (2025)
Publisher : State Islamic University North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/miqot.v49i2.1407

Abstract

This study explores audience reception of the Malaysian drama Bidaah through the perspectives of pedagogy and media literacy, focusing on how cinematic depictions of religious manipulation shape perceptions in Malaysia and Indonesia. Using a descriptive-exploratory qualitative method supported by quantitative data, the research analyzed social media discourse, surveyed 100 respondents, and interviewed 20 Islamic educators from both countries. Findings show divided responses: Indonesian audiences tended to value the film’s artistic critique of spiritual abuse, while most educators expressed concern about its potential to distort views of Islamic leadership. Thematic analysis highlights issues of charismatic dominance, symbolic language, and emotional religious rhetoric in media. The study argues that educators should move beyond binary judgments and instead foster critical, ethical media engagement. Bidaah thus becomes not only a cinematic controversy but also a pedagogical opportunity to nurture discernment, compassion, and media-literate faith.
Pendampingan Penulisan Karya Ilmiah bagi Mahasiswa UII Dalwa: Membangun Budaya Akademik yang Kritis Masnun, Masnun; Hanifansyah, Nur; Habib, Moh. Tohiri; Ali, Muhammad Najib; Mahmudah, Menik
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 7 No. 2 (2025): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v7i2.17102

Abstract

Abstrak Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan penulisan karya ilmiah mahasiswa tingkat awal di Universitas Islam Internasional Darullughah Wadda’wah (UII Dalwa) melalui program pendampingan intensif selama 30 hari. Sebanyak 20 mahasiswa Program Studi Sejarah Peradaban Islam mengikuti kegiatan ini secara aktif. Menggunakan pendekatan Participatory Action Research (PAR), mahasiswa dilibatkan dalam seluruh tahapan, mulai dari identifikasi kebutuhan, pelatihan, refleksi, hingga evaluasi. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman struktur karya ilmiah, kemampuan menyusun kutipan dan daftar pustaka, serta kepercayaan diri dalam menulis dan mempublikasikan tulisan akademik. Program ini juga berhasil membentuk budaya akademik yang lebih partisipatif dan kolaboratif, serta mendorong munculnya komunitas penulis mahasiswa yang berkelanjutan. Temuan ini memperkuat bukti efektivitas pelatihan berbasis praktik dan pendampingan aktif dalam peningkatan literasi ilmiah mahasiswa di lingkungan perguruan tinggi Islam. Kata kunci: pendampingan, karya ilmiah, mahasiswa, literasi akademik, pesantren, PAR Abstract This community service program aims to enhance the scientific writing skills of early-year students at the International Islamic University Darullughah Wadda’wah (UII Dalwa) through a 30-day intensive mentoring initiative. A total of 20 students from the Islamic Civilization History Program actively participated in this program. Employing a Participatory Action Research (PAR) approach, students were involved in every stage—from needs assessment and training to reflection and evaluation. The results showed significant improvement in understanding scientific writing structure, citation and referencing skills, and self-confidence in producing and submitting scholarly work. Moreover, the program fostered a participatory academic culture and initiated the formation of a sustainable student writing community. These outcomes align with previous findings on the effectiveness of practice-based mentoring in developing academic literacy within Islamic higher education. Keywords: mentoring, scientific writing, students, academic literacy, pesantren, PAR
Podcasts as an Innovative Solution for Teaching Arabic: Enhancing Speaking and Listening Skills Habib, Moh. Tohiri; Hanifansyah, Nur; Solehudin, Muhamad; Mahmudah, Menik; Syakur, Sultan Abdus
STUDI ARAB Vol 15 No 2: December 2024
Publisher : Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/sa.v15i2.5784

Abstract

In the modern era of digital education, podcasts have emerged as a dynamic medium to address the gaps in traditional Arabic language teaching, particularly in listening (maharah istima’) and speaking (maharah kalam) skills. Recognizing the challenges of limited exposure to authentic language environments and traditional methods that often fail to engage learners, this study aims to evaluate the effectiveness of podcasts as a pedagogical tool for Arabic language instruction. A qualitative research design was employed, involving 20 advanced-level students (santri) aged 16–18 from Darullughah Wadda’wah, a renowned Islamic boarding school. Participants engaged with curated Arabic podcasts over four weeks, supplemented by group discussions, structured speaking exercises, and comprehension assessments. Data collection included pre- and post-tests, observational notes, audio recordings, and semi-structured interviews. Results indicate a significant improvement in listening skills (30%) and speaking proficiency (25%), with students reporting enhanced vocabulary retention and increased confidence in communication. Observational data highlighted elevated engagement and motivation during podcast-based learning compared to traditional approaches. This study concludes that podcasts are a versatile and innovative medium for fostering language skills, bridging theoretical and practical knowledge gaps. Recommendations include expanding podcast topics and integrating visual aids for broader applicability in diverse educational contexts.
Enhancing Arabic Literacy in Islamic Boarding School: The Role and Pedagogical Implications of Interactive Whiteboard Technology Hanifansyah, Nur; Baharun, Segaf; Solehudin, Muhamad; Arisandi, Yusuf; Mahmudah, Menik; Syakur, Sultan Abdus
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 3 No. 2 (2025): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v3i2.361

Abstract

The integration of Interactive Whiteboard (IWB) technology into Arabic literacy instruction has drawn growing interest, particularly in pesantren (Islamic boarding schools), where traditional methods still prevail. Existing research largely addresses general or ESL contexts, leaving a gap in understanding IWB use in Islamic educational settings. This study explores the effectiveness of IWBs in enhancing Arabic reading proficiency, with a focus on student engagement, comprehension, and pedagogical outcomes. A mixed-methods approach was employed, involving 60 third-grade Tsanawiyah students at Pesantren Darullughah Wadda’wah. Using a quasi-experimental design, the study included pre- and post-tests, classroom observations, and interviews. Results show a significant improvement in reading skills, with post-test scores increasing by 24.4 percentage points (from 54.2 to 78.6; p < 0.01, d = 1.15). IWBs also promoted interactive learning and peer collaboration. Qualitative data supported these findings, highlighting enhanced student participation and classroom engagement. Despite positive outcomes, challenges such as insufficient teacher training and limited infrastructure were noted. The study contributes to the discourse on digital transformation in Arabic education and suggests that IWBs can effectively bridge traditional and modern pedagogical approaches in pesantren, offering a scalable model for improving literacy and learner interaction in Islamic educational contexts.
Implementation of the Jigsaw Learning Method for Maharah Qiro’ah Learning at MA As-Sholach, Kejeran Boyeman, Gondangwetan, Pasuruan Mahmudah, Menik; Hanifansyah, Nur
Lughawiyah: Journal of Arabic Education and Linguistics Vol 6, No 2 (2024)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v6i2.13456

Abstract

This study examines the effectiveness of the Jigsaw Learning Method in enhancing student engagement, motivation, and comprehension in Maharah Qiro’ah (Arabic reading) instruction at Madrasah Aliyah (MA) As-Sholach. Traditional methods such as sorogan and direct translation have long been used in pesantren-based Arabic instruction. While these approaches emphasize teacher-centered learning and individual recitation, they often struggle to maintain student engagement and provide limited opportunities for collaborative and active learning. In contrast, the Jigsaw method fosters peer interaction, cooperative knowledge-sharing, and structured learning, potentially addressing the motivation and comprehension gaps found in traditional methods. This study employs a mixed-methods approach, combining quantitative data from structured pre-tests, post-tests, and Likert-scale questionnaires with qualitative insights from classroom observations, student interviews, and teacher feedback. The study involved 107 students from grades XI and XII, divided into Jigsaw learning groups for Maharah Qiro’ah lessons. Descriptive statistical analysis revealed that 93.5% of students found the method effective, with 88.8% reporting increased motivation and 82.2% demonstrating improved comprehension. However, challenges persisted in material suitability (76.6%) and vocabulary retention (76.6%), highlighting areas for instructional refinement. The qualitative findings further reinforce these results, indicating that while the Jigsaw method enhances engagement and peer collaboration, additional support mechanisms—such as pre-teaching vocabulary sessions, scaffolding techniques, and continuous teacher training—are needed to optimize learning outcomes. The findings suggest that integrating Jigsaw into pesantren-based education can improve Arabic reading comprehension while making lessons more engaging and student-centered. This research contributes to the growing body of literature on cooperative learning strategies in Islamic education and underscores the potential of structured collaborative methods to enhance Maharah Qiro’ah instruction.
Arabic Proverbs as a Pedagogical Tool to Enhance Arabic Speaking Skills among University Students Agil, Abdurrahman Ahmad; Mahmudah, Menik
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 13 No 2 (2025)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v13i2.10603

Abstract

The teaching of Arabic speaking skills (Mahārah Kalām) often faces persistent challenges, particularly among learners in non-Arabic speaking environments who struggle to achieve fluency despite adequate grammatical knowledge. To address this gap, this study investigates the pedagogical potential of Arabic proverbs (al-amthāl al-‘arabiyyah) as culturally grounded tools for enhancing oral proficiency. Using a qualitative research design, the study was conducted with 30 undergraduate students of Arabic Language Education at Darullughah Wadda’wah International Islamic University. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings reveal three major outcomes: increased fluency and confidence through access to ready-made linguistic chunks, heightened cultural awareness and rhetorical sensitivity by engaging with moral and social values embedded in proverbs, and challenges in figurative comprehension and pragmatic application, which necessitate explicit instructional scaffolding. Despite these challenges, proverb-based pedagogy was shown to foster spontaneous communication, intercultural competence, and learner motivation. The study concludes that Arabic proverbs represent an effective pedagogical resource bridging linguistic knowledge and authentic oral expression, offering practical implications for Arabic language educators to integrate proverbs systematically into speaking activities and assessments.
Co-Authors Abdurrahman Ahmad Agil Agil, Abdurrahman Ahmad Ahmad Hamdan Amadiy Ahmad Makki Lazuardi Ahmad Qusairi Ali, Muhammad Najib Arifin, Ahmad Badrus Shalih Baharun, Segaf Batrisya , Nur Aunie Batrisya, Nur Aunie Juliari Agustian Khalid, Syarif Muhammad Syaheed bin Lazuardi, Achmad Makki Maghfiroh, Lailil Mahliatussikah , Hanik Masnun Masnun Masnun Masnun Masnun Masnun Moh. Tohiri Habib Moh. Tohiri Habib Muhamad Solehudin Muhamad Solehudin Muhammad Shobaahun Ni’am Nur Aunie Batrisya Nur Aunie Batrisya Nur Hanifansyah Nurul Murtadho Sari, Nanda Khafita Somadani, Haikalus Sultan Abdus Syakur Syaheed, Syarif Muhammad Syakur, Sultan Abdus Syarif Muhammad Syahed Wahyudi, Iqmal Wilda Rihlasyita Yusuf Arisandi Zulpina, Zulpina