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All Journal Al Ibrah Journal of Arabic Language Education LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra Action Research Journal Indonesia (ARJI) Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Jurnal pendidikan dan Humaniora (Edumaniora) SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Al-Ilmiya: Jurnal Pendidikan Islam TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab
Fachrul Ghazi
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tinjauan Sistematik Literatur Review: Model Pembelajaran Interaktif TPR, NA, Audio Visual dalam Pengajaran Keterampilan Berbicara Bahasa Arab di Madrasah Aliyah Ainun Mardiyah; Umi Hijriyah; Koderi Koderi; Fachrul Ghazi; Erlina Erlina
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.633

Abstract

Pembelajaran keterampilan berbicara (maharah kalam) bahasa Arab di Madrasah Aliyah masih menghadapi sejumlah kendala, terutama keterbatasan kosakata siswa, rendahnya kepercayaan diri dalam berbicara, serta minimnya penerapan pendekatan pedagogis yang interaktif. Kondisi ini menegaskan perlunya model pembelajaran yang mampu meningkatkan kemahiran lisan secara lebih efektif. Penelitian ini menggunakan metode Systematic Literature Review (SLR) berbasis protokol PRISMA untuk mengkaji efektivitas metode Total Physical Response (TPR), Natural Approach (NA), dan media audiovisual, serta potensi integrasi ketiga komponen tersebut dalam pembelajaran bahasa Arab. Studi relevan diidentifikasi, diseleksi, dan disaring secara sistematis dari Google Scholar, DOAJ, dan Garuda, menghasilkan 78 artikel awal, 42 artikel yang memenuhi kriteria relevansi, 25 artikel yang ditelaah secara penuh, dan 15 artikel inti yang dianalisis secara mendalam. Data disintesis menggunakan analisis tematik–konten untuk memetakan tema-tema utama terkait efektivitas dan potensi integratif pendekatan-pendekatan tersebut. Temuan penelitian menunjukkan bahwa TPR meningkatkan respons verbal awal dan motivasi belajar; Natural Approach mendorong pemerolehan bahasa secara natural serta mengurangi hambatan afektif sementara media audiovisual memperkaya input autentik dan memberikan paparan komunikasi yang lebih kontekstual. Integrasi ketiga elemen tersebut menghasilkan model pembelajaran multimodal yang mampu memperkuat partisipasi lisan dan kepercayaan diri berbicara siswa. Kendati demikian, penelitian-penelitian terdahulu umumnya berskala kecil dan berfokus pada keterampilan reseptif, sehingga belum memberikan gambaran memadai terkait kelancaran dan akurasi dalam produksi wacana. Studi ini berkontribusi pada pedagogi bahasa Arab dengan menawarkan kerangka integratif yang aplikatif serta merekomendasikan penelitian longitudinal berskala besar untuk memvalidasi efektivitasnya secara kuantitatif.
PERAN ALIRAN LINGUISTIK MODERN DALAM PENGEMBANGAN KURIKULUM BAHASA ARAB Nurhalim; Nur Fatimatuzzahroh; Robi Irawan; Fachrul Ghazi
Al Ibrah: Journal of Arabic Language Education Vol. 9 No. 1 (2026): Al Ibrah: Journal of Arabic Language Education
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v9i1.10624

Abstract

This study aims to analyze the role of modern linguistic schools in the development of the Arabic language curriculum and their relevance to contemporary Arabic language learning. The background of this research is based on the dominance of traditional approaches in Arabic language learning that focus mainly on grammar mastery and memorization, which are considered insufficient to meet communication needs and 21st-century competencies. This research employed a qualitative approach using library research methods. The data were collected through documentation of various scientific sources, including books, journal articles, and previous studies related to modern linguistics and Arabic language curriculum development. The data analysis technique used content analysis through the stages of data reduction, classification, interpretation, and conclusion drawing. The findings reveal that modern linguistic schools such as structuralism, behaviorism, generativism, sociolinguistics, and communicative linguistics significantly contribute to the development of the Arabic language curriculum in terms of learning objectives, material organization, teaching methods, and evaluation systems. The study also found that the integration of modern linguistics can transform the Arabic language curriculum into a more communicative, contextual, integrative, and adaptive system toward digital technological developments. Therefore, the development of the Arabic language curriculum in the contemporary era requires a multidisciplinary approach integrating modern linguistic theories and the demands of 21st-century learning. Abstrak Penelitian ini bertujuan untuk menganalisis peran aliran linguistik modern dalam pengembangan kurikulum bahasa Arab serta relevansinya terhadap pembelajaran bahasa Arab kontemporer. Latar belakang penelitian ini didasarkan pada masih dominannya pendekatan tradisional dalam pembelajaran bahasa Arab yang berorientasi pada penguasaan tata bahasa dan hafalan sehingga kurang mampu menjawab kebutuhan komunikasi dan kompetensi abad ke-21. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Data penelitian diperoleh melalui dokumentasi berbagai sumber ilmiah berupa buku, artikel jurnal, dan hasil penelitian yang relevan dengan linguistik modern dan kurikulum bahasa Arab. Teknik analisis data menggunakan analisis isi (content analysis) melalui tahapan reduksi data, klasifikasi, interpretasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa aliran linguistik modern seperti strukturalisme, behaviorisme, generativisme, sosiolinguistik, dan linguistik komunikatif memiliki kontribusi signifikan terhadap pengembangan kurikulum bahasa Arab, baik dalam aspek tujuan pembelajaran, penyusunan materi, metode pembelajaran, maupun sistem evaluasi. Penelitian ini juga menemukan bahwa integrasi linguistik modern mampu mengarahkan kurikulum bahasa Arab menjadi lebih komunikatif, kontekstual, integratif, dan adaptif terhadap perkembangan teknologi digital. Dengan demikian, pengembangan kurikulum bahasa Arab di era kontemporer memerlukan pendekatan multidisipliner yang mengintegrasikan teori linguistik modern dan kebutuhan pembelajaran abad ke-21.  
CONTEMPORARY LINGUISTIC TRENDS AND THEIR APPLICATIONS IN ARABIC LANGUAGE TEACHING Althaf Javid H. Aziz; Dewy Sartika; Hayatun Nissa; Dika Syam El-Fathony; Fachrul Ghazi
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.11888

Abstract

ABSTRACT Modern linguistic schools, such as structuralism, transformational-generative linguistics, functionalism, and sociolinguistics, have made significant contributions to the development of language theory and teaching practices. In Arabic language learning, understanding these linguistic approaches serves as a strategic foundation for designing curricula, instructional methods, and assessment systems that are more effective and responsive to learners’ needs. This study aims to identify the major schools of modern linguistics, analyze their fundamental characteristics, and examine their relevance to Arabic language teaching. The study employs a library research method with a descriptive-analytical approach through the review of various primary and secondary sources in both theoretical and applied linguistics. The findings indicate that each linguistic school offers distinct perspectives for Arabic language learning, ranging from strengthening structural and grammatical aspects to developing communicative competence and incorporating social and cultural contexts into the learning process. The study further reveals that no single linguistic approach can fully address the diverse needs of Arabic language instruction. Therefore, an integrative approach that combines the strengths of various linguistic schools is necessary to accommodate different learning objectives, instructional materials, and learner characteristics. In conclusion, the integrated application of modern linguistic approaches can enhance the effectiveness of Arabic language teaching while fostering learners’ linguistic and communicative competence. ABSTRAK Aliran linguistik modern seperti strukturalisme, transformasional-generatif, fungsionalisme, dan sosiolinguistik telah memberikan kontribusi penting terhadap perkembangan teori dan praktik pengajaran bahasa. Dalam pembelajaran bahasa Arab, pemahaman terhadap berbagai aliran linguistik menjadi landasan strategis untuk merancang kurikulum, metode pembelajaran, dan sistem evaluasi yang lebih efektif serta sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan untuk mengidentifikasi aliran-aliran linguistik modern utama, menganalisis karakteristik dasarnya, serta mengkaji relevansinya dalam pembelajaran bahasa Arab. Metode yang digunakan adalah kajian pustaka (library research) dengan pendekatan deskriptif-analitis melalui penelaahan berbagai sumber primer dan sekunder dalam bidang linguistik teoretis maupun terapan. Hasil penelitian menunjukkan bahwa setiap aliran linguistik menawarkan perspektif yang berbeda dalam pembelajaran bahasa Arab, mulai dari penguatan aspek struktural dan gramatikal, pengembangan kompetensi komunikatif, hingga pemanfaatan konteks sosial dan budaya sebagai bagian dari proses pembelajaran. Temuan ini mengindikasikan bahwa tidak ada satu aliran yang sepenuhnya mampu menjawab seluruh kebutuhan pembelajaran bahasa Arab, sehingga diperlukan pendekatan integratif yang mengombinasikan keunggulan berbagai aliran linguistik sesuai dengan tujuan, materi, dan karakteristik peserta didik. Dengan demikian, penerapan pendekatan linguistik modern secara terpadu dapat meningkatkan efektivitas pembelajaran bahasa Arab sekaligus memperkuat kompetensi kebahasaan dan komunikatif peserta didik.
A Comparison of Structuralism and Generative Grammar in Arabic Linguistics Anisa Tufahati; Ahmad Afif Al-Mumtaz; Ronaa Fitri Butsainah; Fachrul Ghazi
Edumaniora : Jurnal Pendidikan dan Humaniora Vol. 4 No. 3 (2026): Jurnal Pendidikan dan Humaniora (Edumaniora)
Publisher : Cattleya Darmaya Fortuna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54209/edumaniora.v4i3.136

Abstract

Linguistic studies have yielded a range of divergent approaches to understanding language structure and usage; perhaps the most prominent and widespread of these are the structuralist and generative approaches. This study aims to compare the two approaches within the context of Arabic linguistic studies by analyzing recent literature and presenting concrete practical examples in the field of education. The goal is to identify the distinctive features of each approach, highlight their contributions to understanding the Arabic language, and identify the challenges they face. The findings indicate that the structuralist and generative approaches offer two distinct yet complementary perspectives in the study of Arabic; the structuralist approach builds a solid understanding of the language’s basic structure, while the generative approach provides a more dynamic perspective for understanding the language’s potential and the scope of its usage. Both contribute to the advancement of linguistic studies and a deeper understanding of the Arabic language.
ChatGPT as an Interactive Dictionary for Mahārah Kitābah Learning: A Literature Review Viqri Aditya; Zulhannan Zulhannan; Fachrul Ghazi; Koderi Koderi; Guntur Cahaya Kusuma
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 2 (2025): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v4i2.45609

Abstract

This study explores the role of ChatGPT as an interactive dictionary in enhancing mahārah kitābah (Arabic writing skills) learning. Arabic writing remains a challenging area due to learners’ limited vocabulary, complex grammatical structures, and insufficient feedback, which highlights the necessity of adopting technology-based pedagogical solutions. To address these challenges, a Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines to ensure methodological rigor and transparency. The review analyzed 15 peer-reviewed studies published between 2020 and 2025, systematically selected from Scopus, Google Scholar, and ResearchGate using predefined inclusion and exclusion criteria. The results demonstrate that ChatGPT substantially enhances vocabulary retention (reported in seven studies), improves grammatical accuracy (five studies), and promotes learner motivation and autonomy (four studies). Despite these advantages, the findings also reveal challenges, including the risk of overreliance on AI-generated input and the need for teacher scaffolding to sustain creativity and critical thinking. In conclusion, ChatGPT shows strong potential as an interactive dictionary for supporting mahārah kitābah within digital Arabic language education. The study contributes by synthesizing current empirical evidence and offering pedagogical insights for integrating artificial intelligence into Arabic language curricula in a balanced, ethical, and effective manner.
Administrasi Pendidikan Islam: Tinjauan Integratif dan Model Tata Kelola Berbasis Nilai trian hermawan; Muhammad Akmansyah; Zulhannan; Fachrul Ghazi
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Juli)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Administrasi pendidikan Islam kerap dirumuskan sebagai seperangkat nilai normatif, sehingga hubungan antara nilai, mekanisme administrasi, dan luaran kelembagaan belum dijelaskan secara memadai. Artikel ini bertujuan menyintesis struktur konseptual administrasi pendidikan Islam dan merumuskan model tata kelola berbasis nilai yang dapat diuji. Penelitian menggunakan tinjauan literatur integratif melalui lima tahap: identifikasi masalah, penelusuran, evaluasi, analisis, dan penyajian. Korpus analisis meliputi enam literatur berbahasa Arab dan delapan studi empiris terbitan 2023–2025. Hasil menunjukkan bahwa nilai Islam tidak bekerja secara otomatis terhadap kinerja. Amanah memerlukan transparansi, kompetensi, dan pengendalian; syura dan tabayyun memerlukan data serta representasi pemangku kepentingan; keadilan dan maslahah memerlukan kriteria distribusi dan analisis dampak; sedangkan hisbah dan itqan memerlukan audit, koreksi, dan perbaikan berkelanjutan. Sintesis menghasilkan Model Administrasi Pendidikan Islam Integratif yang menghubungkan nilai, mekanisme, kapasitas kontekstual, dan luaran. Model ini menjadi dasar konseptual bagi pengembangan instrumen dan pengujian empiris pada lembaga pendidikan Islam
Analisis Muqabalah Dalam Al-Qur’an Surah Al-Hadid Dan Desain Pembelajarannya Siti Khairunisa; Fachrul Ghazi; Amirudin; Guntur Cahya Kesuma
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 2 (2026): JULI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i2.4993

Abstract

Balaghah as a branch of Arabic rhetoric, plays a significant role in revealing the linguistic beauty and depth of meaning in the Qur'an, particularly through the rhetorical device of muqabalah. However, the teaching of muqabalah tends to remain theoretical and has not been fully integrated contextually with Qur’anic text analysis. This study aims to analyze the forms and rhetorical functions of muqabalah in Surah Al-Hadid and to design a balaghah learning model based on its verses. The research employs a qualitative approach with a library research method. The primary data consist of the verses of Surah Al-Hadid, analyzed using linguistic-rhetorical and pedagogical approaches, supported by classical exegetical works such as Tafsir Ibn Kathir and Tafsir al-Munir. The findings reveal various forms of muqabalah, including itsnain bi itsnain, tsalatsah bi tsalatsah, arba’ah bi arba’ah, khamsah bi khamsah, and sittah bi sittah, which emphasize theological and moral messages through semantic contrasts. Based on these findings, a contextual and analytical learning design is proposed to enhance students’ rhetorical understanding and comprehensive verse interpretation.
Analisis Balaghah Pada At-Thibaq Ilmu Badi' dalam Surat Al-Isra': dan Desain Pembelajarannya Ervia Arum Yuniarti; Fachrul Ghazi; Zulhannan; Muhammad Akmansyah
TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab Vol. 6 No. 1 (2026): JANUARI
Publisher : Universitas KH. Mukhtar Syafaat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/arabiyat.v6i1.5012

Abstract

Balaghah  is the science that discusses how to convey meaning accurately and beautifully, while at-tibaq in the science of bad?‘ is a style of language that emphasizes the contrast between two opposing meanings in a text, including in the verses of Surat Al-Isra’. This is the key to understanding the depth of meaning and beauty of the language of the Qur’an, but it is rarely used systematically as the basis for learning design. Therefore, this study aims to analyze the form and function of at-tibaq in Surah Al-Isra' and formulate a text-based Balaghah  learning design and case method. The method used is a qualitative approach in the form of a literature study, with the main data being verses from Surah Al-Isra' that contain at-tibaq and related scientific articles, analyzed through content analysis. The results of this study show that there are several types of at-tibaq (contradictions in meaning between verses, within a phrase, within a sentence, and in semantic roles) that serve to emphasize dichotomies of meaning, clarify moral consequences, and strengthen the persuasive, emotional, and aesthetic power of the text. The contribution to the development of Balaghah  learning is evident when the verses of Al-Isra' are used as the main case for analysis, arranged in a step-by-step module, and enriched with lesson plan design tasks so that Balaghah  material is easier to understand and closer to the learning experience.
Manajemen Staf Berbasis Mutu pada Pusat Kegiatan Belajar Masyarakat Tarekah Hasanah; Junaina; Muhammad Akmansyah; Zulhanan; Fachrul Ghazi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.513

Abstract

Community Learning Centers, known in Indonesia as Pusat Kegiatan Belajar Masyarakat (PKBM), play a strategic role in expanding access to non-formal education, particularly for learners who are underserved by formal schooling. However, the quality of PKBM services is strongly influenced by the capacity of institutional actors, especially managers, tutors, administrative staff, and program facilitators. This study aims to analyze staff management in supporting educational quality in PKBM through a literature review. Using an integrative literature review approach, this study synthesized 10 relevant articles published between 2018 and 2025 with accessible DOIs, identified through Google Scholar, journal/publisher pages for journals indexed in Scopus, ScienceDirect, ERIC, DOAJ, Garuda, and SINTA, and focused on staff management, community learning centers, non-formal education, tutor development, leadership, community participation, and internal quality assurance. The analysis was conducted through thematic synthesis to identify recurring patterns and conceptual relationships across the selected studies. The synthesis identified six recurring dimensions associated with staff management in PKBM: staff needs planning, competency-based recruitment and placement, professional development of tutors, leadership and work discipline, community partnership and participation, and internal quality assurance. Across the reviewed studies, these dimensions were associated with educational quality through service regularity, learning relevance, tutor performance, institutional accountability, and program sustainability. The conceptual contribution of this study lies in positioning staff management as an integrative mechanism for strengthening PKBM quality rather than merely as an administrative function. The implication is that PKBM managers should develop a more systematic, documented, collaborative, and quality-oriented staff management system to strengthen non-formal education services and support continuous institutional improvement. Given the heterogeneity of contexts, the limited corpus of 10 studies, and the absence of a formal methodological appraisal, the identified relationships should be interpreted as conceptual rather than causal, and the DOI-based corpus may have excluded relevant non-DOI studies
Transformasi Administrasi Pendidikan Melalui Pemanfaatan Teknologi Digital dalam Tata Kelola Sekolah Modern Samsul Hadi; Fitriyana; Muhammad akmansyah; Zulhanan; Fachrul Ghazi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.550

Abstract

Digital transformation is increasingly reshaping educational administration, yet existing studies rarely integrate technology use, digital leadership, data governance, and administrative outcomes within a single school-governance framework. This integrative literature review examines how digital technology is associated with administrative efficiency, information-system integration, transparency, accountability, digital leadership, and institutional readiness in modern school governance. The review synthesizes 25 core sources: 23 publications from 2019–2025 and two earlier EMIS policy/framework documents used only for conceptual support. Sources were retained through sequential title/abstract relevance screening and full-text eligibility assessment against predefined inclusion and exclusion criteria, then analysed using content analysis and thematic synthesis. The synthesis indicates that digital systems are associated with faster access to records, more structured reporting, improved information availability, and stronger support for managerial decision-making; however, the evidence remains heterogeneous and largely non-causal. Recurring constraints include infrastructure gaps, fragmented systems, uneven digital literacy, user resistance, dependence on technical operators, and data-security risks. The review proposes an integrative framework linking enabling conditions, organizational mechanisms, control mechanisms, core administrative processes, and governance outcomes. These findings imply that schools should adopt digital administration gradually, with clear data-governance rules, sustained capacity building, interoperability planning, and context-sensitive infrastructure support rather than treating application adoption as an end in itself.
Co-Authors Ahmad Afif Al-Mumtaz Ainun Mardiyah Althaf Javid H. Aziz Amirudin Anisa Tufahati Dewy Sartika Dika Syam El-Fathony Erlina Erlina Ervia Arum Yuniarti Fitriyana Guntur Cahaya Kusuma Guntur Cahya Kesuma Hayatun Nissa Junaina Koderi Muhammad Akmansyah Nur Fatimatuzzahroh Nurhalim Robi Irawan Ronaa Fitri Butsainah Samsul Hadi Siti Khairunisa Tarekah Hasanah Trian Hermawan Umi Hijriyah Viqri Aditya Zulhanan Zulhannan Zulhannan Zulhannan