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All Journal Jurnal Manajemen Pendidikan Lexeme : Journal of Linguistics and Applied Linguistics Insyirah: Jurnal Ilmu Bahasa Arab dan Studi Islam Journal of Arabic Literature (Jali) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran At-Tadzkir: Islamic Education Journal International Journal of Research and Community Empowerment Jurnal Literasi dan Pembelajaran Indonesia Cigarskruie Al-HIbru: Jurnal Ilmu Bahasa Arab dan Pembelajarannya Tamadduna: Jurnal Peradaban Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Kabalmay, Taqiyuddin
Unknown Affiliation
Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Visual Learning Meets Dual Coding: Rethinking Arabic Reading Pedagogy Azzaahro, Vivia Salma; Habib, Ikhwanul; Kabalmay, Taqiyuddin; Muhibbuddin, Muhibbuddin
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1: Articles in Press
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.454

Abstract

The main problem of this research is the low optimization of students' reading skills (maharah qiroah) due to the dominance of conventional methods, so it is necessary to implement an Image-Based Learning approach based on Dual Coding theory. This study aims to analyse the implementation of the Image-Based Learning (IBL) approach based on the Dual Coding theory in improving Arabic reading skills (maharah qiroah) of 12 postgraduate students during the learning process in the classroom. The study employs a descriptive qualitative method, with data collected through direct observation, in-depth interviews, and documentation of the learning process in the Arabic Language Education Programme at UIN Maulana Malik Ibrahim Malang. Data validity is ensured through triangulation of sources and data collection techniques. The results indicate that the IBL approach is effective in activating students' schemas, enriching vocabulary, deepening understanding of Arab cultural context, and developing critical thinking skills through text structure analysis. The integration of Dual Coding theory enables students to process information simultaneously through visual and verbal channels, significantly enhancing retention and reading comprehension. These findings reinforce the evidence of the effectiveness of interactive visual media in Arabic language learning. The contribution of this research lies in affirming the strategic role of visualisation in developing analytical skills and comprehensive discourse understanding. Therefore, the Dual Coding-based IBL approach is recommended as an adaptive pedagogical strategy in maharah qirā’ah learning to meet the demands of 21st-century learning.
Analyzing Cognitive Skill Balance in Arabic Summative Assessments: A Case Based on LOST-MOST-HOST Framework Kabalmay, Taqiyuddin; Rahmadewi, Sintya; Alim Aziz, Anshari Nur Muhammad; Tantawi, Imam
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.174

Abstract

This study is motivated by the absence of item analysis based on Anderson and Krathwohl’s cognitive taxonomy in the implementation of summative assessment, indicating a gap in the evaluation practices of Arabic language instruction in Grade VIII at MTsN Ambon. Item analysis is essential to ensure that assessment instruments accurately measure students’ cognitive abilities in alignment with the learning objectives set out in the curriculum. This study aims to analyze the level of difficulty of the year-end summative test items in the Arabic language based on the revised taxonomy of Anderson and Krathwohl, which includes six cognitive levels: remembering, understanding, applying, analyzing, evaluating, and creating. This research employs a descriptive qualitative approach using non-interactive methods such as documentation, interviews, and observation. The research subjects are Arabic language test papers used in the year-end summative assessment for Grade VIII at MTsN Ambon in the 2022/2023 academic year. The findings reveal that most items fall within the MOST (moderate thinking skills) category, while LOTS (lower-order thinking skills) and HOTS (higher-order thinking skills) categories remain significantly underrepresented. This finding indicates that the assessment instruments do not yet comprehensively reflect the full spectrum of students’ cognitive domains. Therefore, this study recommends the development of more balanced assessments based on the LOTS, MOST, and HOTS framework, along with teacher training in constructing test items grounded in a comprehensive cognitive taxonomy, to enhance the validity of assessments and support more effective and meaningful learning processes.
Co-Authors Alim Aziz, Anshari Nur Muhammad Azzaahro, Vivia Salma Azzahro, Vivia Salma Djoko Susanto Fitriani, Namiyah Habib, Ikhwanul Hidayatullah , M Baihaki Ikhwanul Habib Ila Ifawati, Nur Khasyitullah, Zaki Miftahul Huda Muhaiban Muhaiban Muhammad Zaki Muhibbuddin Muhibbuddin Mulyani , Rinda Eka Nur Hasan Rahmadewi, Sintya Rahmah, Azizah Rahmanudin, Ii Ridho, Reziq S, Muhibbuddin Salsabila Jannata, Inas Sugiar, Lalu Rahmat Tantawi, Imam Ulfiandi, Ihsan Zikri