Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching
Shofwan Sholahudin
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Implementation of the Picture Word Inductive Model (PWIM) Assisted by a Digital Dictionary in Teaching Arabic Writing Skills Sulthan Zainul Amin; Shofwan Sholahudin; Asep Sopian
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1798

Abstract

This study explores the integration of the Picture Word Inductive Model (PWIM) with the use of digital dictionaries in teaching Arabic writing skills. Employing the Integrative Literature Review (ILR) approach, the study analyzes literature related to PWIM, digital dictionary technology, and the teaching of Arabic writing skills. The findings indicate that PWIM is effective in enhancing vocabulary acquisition, grammar, and sentence structure through a visual and systematic approach. Digital dictionaries complement this method by providing quick access to vocabulary, contextual meanings, and word usage variations. The resulting teaching model involves structured steps, starting from image-based vocabulary introduction to the gradual development of complete texts. The implementation model of PWIM assisted by a digital dictionary has significant implications for Arabic language learning. For teachers, this method helps optimize image-based and inductive learning while guiding students in using digital dictionaries to select the appropriate vocabulary in writing contexts. For educational institutions, this study highlights the importance of strengthening digital literacy through teacher training and the integration of technology into the curriculum. For researchers, these findings open opportunities to explore the effectiveness of this method through empirical studies at various educational levels and compare it with other approaches in teaching writing skills. This research is expected to serve as a reference for educators, institutions, and educational technology developers in creating more effective, innovative, and engaging Arabic language learning experiences.
Analysis of Arabic Textbook for Grade VII Merdeka Curriculum Based on Textbook Praxeological Analysis Shofwan Sholahudin; Agil Husein Al Munawar; Maman Abdurrahman
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1865

Abstract

This study aims to analyze the textbook Semangat Mendalami Bahasa Arab for Grade VII MTs published by Erlangga using a praxeological approach, which evaluates four main components: type of task, technique, technology, and theory. The method employed is qualitative descriptive with a content analysis design focusing on tarkib (syntax) material. The results show that the textbook incorporates 13 types of tasks using an inductive technique, where students are encouraged to analyze sentence or phrase examples to understand grammatical patterns. Visual aids such as tables are effectively used to simplify the relationships between constituents and support practical applications like self-introduction. However, several shortcomings are identified, such as the inconsistency in the sequence of materials, which, while not causing significant ontogenetic conceptual obstacle, and the lack of explanation for technical terms like nakirah and ma‘rifah, may lead to epistemological obstacle. In terms of theory, the textbook supports broader knowledge construction by fostering practical communication skills through structured tasks and contextual applications. Thus, while the textbook has the potential to be an effective learning resource, improvements in material sequencing and theoretical explanations are needed to better support comprehensive Arabic language learning.
Cultural Representation in Erlangga Arabic Textbooks (Phases D–F): A Multimodal Discourse Analysis for the Merdeka Curriculum Shofwan Sholahudin; Mazin Abdelrazig Eljack Farag Alla; Mohamad Zaka Al Farisi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18826

Abstract

Despite the Merdeka Curriculum’s emphasis on intercultural competence, the limited number of multimodal analyses of cultural representation in Arabic-language textbooks in Indonesia remains a concern. This study investigates how local, Arab–Islamic, and global cultural elements are represented in three Erlangga Arabic textbooks for Phases D–F using Multimodal Discourse Analysis (MDA) and the Multimodal Content Analysis (MMCA) template proposed by Serafini and Reid (2023). A total of 32 multimodal units were analysed. The findings reveal a clear imbalance in cultural representation. Local culture dominates across phases (75% in Phase D; 69.23% in Phase E; 72.73% in Phase F), while Arab–Islamic and global cultures are minimally represented. Big C cultural elements account for the vast majority of representations (over 85% within local culture), whereas small c elements appear only sporadically and exclusively within local contexts. Furthermore, most cultural representations are presented implicitly through visual–verbal integration rather than through explicit cultural explanation. These findings suggest that current Arabic language textbooks underrepresent cultural diversity and offer limited support for the development of intercultural communicative competence. The study recommends more balanced inclusion of local, Arab–Islamic, and global cultures, greater integration of small c cultural practices, and more explicit cultural framing to support teachers’ pedagogical mediation.
Co-Authors Agil Husein Al Munawar Asep Sopian Maman Abdurrahman Mazin Abdelrazig Eljack Farag Alla Mohamad Zaka Al-Farisi Sulthan Zainul Amin