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All Journal MIQOT: Jurnal Ilmu-ilmu Keislaman Al-Ta'rib: Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Arabiyatuna : Jurnal Bahasa Arab Studi Arab 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 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 Journal of Arabic Education, Linguistics, and Literature Studies Lahjatuna: Jurnal Pendidikan Bahasa Arab Journal of Arabic Language Learning and Teaching Pedagogy: Journal of Multidisciplinary Education Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab
Menik Mahmudah
Sekolah Tinggi Agama Islam Al-Yasini Pasuruan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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.
Strategi Pemahaman Masdar melalui Padanan Kata Benda Verbal dalam Bahasa Indonesia Hanifansyah, Nur; Mahmudah, Menik; Batrisya, Nur Aunie
Pedagogy: Journal of Multidisciplinary Education Vol. 2 No. 2 (2025): November 2025
Publisher : Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/pedagogy.v2i2.267

Abstract

Pemahaman masdar bagi pembelajar pemula bahasa Arab kerap menghadapi hambatan karena keterbatasan padanan langsung dalam bahasa Indonesia. Akibatnya, banyak pelajar hanya menghafalkan pola (wazan) tanpa memahami fungsi semantisnya secara kontekstual. Penelitian ini bertujuan mengembangkan strategi pemahaman masdar dengan mengaitkan konsep verbal nouns dalam bahasa Arab dengan kata benda turunan dari verba dalam bahasa Indonesia, misalnya sentuhan dari menyentuh, pukulan dari memukul, teguran dari menegur, atau ciuman dari mencium. Metode penelitian menggunakan pendekatan kualitatif-deskriptif dengan teknik observasi kelas, wawancara guru, serta tes diagnostik kepada 30 pelajar tingkat pemula di Pondok Pesantren Darullughah Wadda’wah. Analisis data dilakukan melalui tahapan reduksi, penyajian, dan penarikan kesimpulan menurut model Miles & Huberman. Hasil penelitian menunjukkan bahwa 82% pelajar lebih cepat memahami fungsi masdar setelah diberikan padanan kata benda verbal dalam bahasa Indonesia. Selain itu, strategi ini meningkatkan kemampuan pelajar dalam menggunakan masdar dalam kalimat produktif, baik lisan maupun tulisan. Dengan demikian, strategi perbandingan lintas bahasa terbukti efektif sebagai jembatan konseptual dalam pengajaran masdar. Temuan ini berimplikasi pada perlunya pendekatan pedagogis yang lebih kontekstual dan integratif dalam pembelajaran gramatika Arab di pesantren.
Enhancing Arabic Vocabulary with Hilyah Book Menik Mahmudah
Al-Muhawaroh: Jurnal Pendidikan Bahasa Arab Vol. 1 No. 1 (2025): 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.v1i1.2427

Abstract

Mastering Arabic vocabulary remains a significant challenge for non-native learners, particularly those studying in Islamic boarding schools. Traditional vocabulary learning methods, such as rote memorization and isolated word lists, often fail to ensure long-term retention and meaningful application in communication. This study explores the effectiveness of Hilyah Book as a structured vocabulary resource in enhancing Arabic vocabulary acquisition among students at Pondok Pesantren Darullughah Wadda’wah (Dalwa), Pasuruan, Indonesia. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis, involving 25 intermediate-level Arabic learners and 5 Arabic instructors. The findings indicate that Hilyah Book facilitates vocabulary retention through thematic organization, contextualized examples, and bilingual Arabic-English explanations, which help learners establish stronger associations between words and their meanings. Compared to conventional memorization techniques, students reported increased engagement and recall due to the book’s structured format. However, the study also identified challenges, such as difficulties in spontaneous vocabulary application and the need for guided reinforcement through interactive learning activities. These findings suggest that while Hilyah Book is an effective tool for vocabulary acquisition, its impact is maximized when integrated with conversational practice, writing exercises, and teacher-led reinforcement strategies. This study contributes to Arabic language pedagogy by providing empirical insights into the role of structured vocabulary books in enhancing language acquisition in Islamic boarding schools and similar educational settings.
A Multimodal Instructional Design Model: Integrating Infographics and Interactive Videos in Arabic Language Learning Menik Mahmudah; Hanik Mahliatussikah; Muhamad Solehudin; Masnun; Nur Aunie Batrisya
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.11671

Abstract

Arabic language instruction in secondary Islamic education has traditionally relied on text-based explanation and memorization, which often fails to address learners’ cognitive diversity and engagement in digital learning environments. This study aims to develop and evaluate a multimodal instructional design model integrating infographics and interactive videos to enhance Arabic language learning, particularly vocabulary and grammar mastery. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and structured through the ADDIE framework, the study employed an exploratory sequential mixed-methods approach. Data was collected through pre- and post-tests, classroom observations, questionnaires, and semi-structured interviews involving 60 Madrasah ‘Aliyah students divided into experimental and control groups. The multimodal materials were developed using Canva, Powtoon, and H5P and implemented over six weeks. Quantitative results showed a statistically significant improvement in the experimental group’s vocabulary and grammar achievement (p < .05), while qualitative findings indicated increased motivation, engagement, and conceptual understanding. The novelty of this study lies in its empirically validated multimodal instructional design model that systematically integrates visual and interactive elements within Arabic language pedagogy. The findings suggest that sustained teacher training in digital pedagogy is essential to support the effective implementation and scalability of multimodal learning in Arabic education.
Co-Authors Agil, Abdurrahman Ahmad Ali, Muhammad Najib Arifin, Ahmad Baharun, Segaf Batrisya, Nur Aunie Khalid, Syarif Muhammad Syaheed bin Lazuardi, Achmad Makki Maghfiroh, Lailil Mahliatussikah , Hanik Masnun Masnun Masnun Moh. Tohiri Habib Muhamad Solehudin Nur Aunie Batrisya Nur Hanifansyah Nurul Murtadho Sari, Nanda Khafita Somadani, Haikalus Sultan Abdus Syakur Syaheed, Syarif Muhammad Syakur, Sultan Abdus Wahyudi, Iqmal Zulpina, Zulpina