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All Journal Ijaz Arabi Journal of Arabic Learning Journal Of Arabic Language Studies And Teaching Jurnal Pembelajaran Bahasa dan Sastra
Syafitri, Nila Sari
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Education Languange, Linguistic, Communication & Media Other

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Pengaruh Pengembangan Diri Terhadap Motivasi Belajar Bahasa Arab Syafitri, Nila Sari; Kamal Yusuf
Journal of Arabic Language Studies and Teaching Vol. 5 No. 1 (2025): May 2025 / مايو ٢٠٢٥
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jalsat.2025.5.1.86-101

Abstract

Ibn Taimiyah emphasized that Arabic belongs to the integral elements of Islam, and learning it is considered a necessity, because understanding the Qur'an and As-Sunnah cannot be achieved without Arabic. Thus, motivation to learn Arabic becomes an important aspect in learners' mastery of the language. Self-development is acknowledged as a factor that influences motivation to learn. This study aims to identify the correlations between self-development and students' learning motivation and the extent to which self-development affects their motivation to learn. The research method used in this study is quantitative with a descriptive correlational approach. The sampling consisted of seventh-grade students of MTs Sirojul Haromain, Gresik. The research findings showed a positive & significant relationship between self-development and students' motivation to learn, with a correlation value of r = 0.687 and significance of p = 0.001 (p < 0.01). The Cronbach's Alpha value of 0.890 indicates that the instrument in this study has excellent internal consistency.
Difficulty Level Of Arabic Language Exam Questions For High School Students Fauziyah, Luqi; Baihaqi, M.; wafa, Ali; Ansori, Moh.; Syafitri, Nila Sari; Fahma, Nabiela
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i1.35914

Abstract

Good learning outcome evaluation questions must have a degree of difficulty that matches the level of learning outcomes being measured. To obtain good questions, a study has been conducted to assess the degree of difficulty of the test questions. The object of this research is the MA Islamiyah Senori Final Semester Exam questions. The analysis was performed using quantitative methods and a simple descriptive qualitative approach. Data collection was carried out by assessing each exam question. Based on the study's results, the difficulty of each question was evaluated. From the results, it was observed that the exam questions were distributed as 2 difficult, 9 medium, and 9 easy, out of 20. It can be inferred from the study's findings that promising findings can be used. While questions categorized as not good indicate that the level of difficulty is unbalanced, so they should be used again, it is necessary to carefully consider the analysis results of the questions in terms of their level of difficulty.
Improving Listening Skills Through the Use of Mondly and Busuu Apps Subject: Comparative Study Using the Mondly and Busuu Apps Syafitri, Nila Sari; Fahma, Nabiela; Maftuhah, Lailatul Hana; Taufik
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 1 (2026): Januari 2026 | in progress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i1.1078

Abstract

This study aims to investigate the extent to which the Mondly and Busuu applications can enhance students' listening skills in learning Arabic. This study uses a quasi-experimental method with an unequal control group model. There were two groups, each consisting of 15 people, who studied using the applications for a certain period. The data collected through initial and final tests were then analyzed using several statistical tests, such as normality, homogeneity, paired t-tests, and independent t-tests. The results showed that both apps significantly improved listening skills, as evidenced by the large difference between the pre-test and post-test scores and a significance value of p < 0.001. However, the comparison test between the two groups revealed no significant difference in post-test scores using Mondly andBusuu (p = 0.327). These results indicate that both applications are equally effective in improving Arabic speaking comprehension. This study confirms that mobile learning can be a good supporting tool for flexible, interactive language learning that is tailored to the needs of learners.
Co-Authors Ali Wafa Ansori, Moh. Fahma, Nabiela fauziyah, luqi Kamal Yusuf M Baihaqi Maftuhah, Lailatul Hana Taufik