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All Journal Ijaz Arabi Journal of Arabic Learning International Journal of Pedagogy and Learning Community (IJPLC)
Abdul Ghani, Mohammad Taufiq
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Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Strategies For Enhancing Arabic Speaking Proficiency Among Students In Government-Aided Religious Schools In Malaysia Mohamed Shalikin, Nor Hadisah; Abdul Ghani, Mohammad Taufiq
Ijaz Arabi Journal of Arabic Learning Vol 8, No 2 (2025): 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.v8i2.31308

Abstract

Proficiency in Arabic has become a significant priority for pupils in Government-Aided Religious Schools, as it constitutes a fundamental objective of Arabic language education in Malaysia. Proficiency in this skill is essential and is evaluated during oral examinations. Obstacles to attaining this competency frequently stem from students' dispositions, inadequate pedagogical methods, and external influences. This study seeks to ascertain the levels of Arabic speaking competency and the tactics for mastering this talent that can be implemented, particularly by students and educators, with assistance from the surrounding environment. This study utilizes a qualitative methodology, including semi-structured interviews for data acquisition. A total of 35 students from government-aid religious Schools in peninsular Malaysia were chosen as responders by purposive sampling. The gathered data will undergo thematic analysis with Atlas.ti software. Research reveals three tiers of Arabic speaking skills among students: weak, moderate, and proficient. This study indicates that successful ways to develop Arabic speaking abilities encompass repetitive practice, environmental support, active engagement in extracurricular activities, background knowledge, and motivation. Therefore, Arabic speaking abilities must be refined to attain a proficient level of fluency using efficient and interactive mastery techniques, enhancing the capability of students to utilize Arabic successfully in everyday conversation and promoting reciprocal communication in the classroom.
AI Concepts Integration in Developing E-Muhadathat Kits For Non-Arabic Speakers Borham, Siti Rahmah; Ramli, Saipolbarin; Abdul Ghani, Mohammad Taufiq
Ijaz Arabi Journal of Arabic Learning Vol 7, No 3 (2024): 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.v7i3.26568

Abstract

Recent educational reforms focus on strategically integrating technology into teaching, aligning with the principles of the fourth industrial revolution (IR 4.0). Among the swiftly evolving technologies in language learning is Artificial Intelligence (AI), particularly in the form of Natural Language Processing (NLP). This technology has been applied to create the E-Muhadathat kit, an interactive Arabic conversation simulation tool designed to enhance communication skills for non-Arabic speaking students in Malaysian public universities. This study aims to investigate the role of AI in education, address the challenges in developing AI-based Arabic language learning software, and propose a model for the E-Muhadathat kit tailored for non-Arabic speakers. This literature review uses documentary methods to gather information from journals, conference proceedings, articles, dissertations, and digital books from databases such as Google Scholar, Springer Link, Science Direct, and Research Gate. The collected data undergoes descriptive analysis based on thematic categorization. The findings indicate that the concept of AI consists of three core components: machine learning, deep learning, and neural networks. Arabic linguists have recognized several challenges in developing AI-based software, such as orthographic, morphological, syntactic, anaphoric, and semantic ambiguities. Moreover, the E-Muhadathat kit's design integrates machine learning and deep learning techniques, featuring applications for both spoken and written language. The study's findings support educators and researchers aiming to create Arabic language software tailored for non-native speakers in Malaysian higher education institutions. As a result, the study advocates for further investigation into the use of AI in Arabic language education to enhance the communication abilities of non-native speakers in Malaysia.
Innovating Arabic Language Module Design in Higher Education through a Content-Driven Integrated Model Budiarti, Meliza; Abdul Ghani, Mohammad Taufiq
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.36

Abstract

This study aims to examine the effectiveness of an e-module developed for the Ilm al-Bayan course at UIN Imam Bonjol Padang through a series of systematic empirical evaluations involving experimental and control groups. The development of the e-module was guided by the ADDIE instructional design model, encompassing five structured stages: needs analysis, design, development, implementation, and evaluation. Prior to hypothesis testing, data normality was assessed using the Kolmogorov–Smirnov and Shapiro–Wilk tests, while data homogeneity was examined using Levene’s test. Inferential statistical analyses included Paired Samples t-Tests to evaluate within-group learning improvements and Independent Samples t-Tests to compare post-test performance between groups. The results indicated that the data from both the experimental and control groups were normally distributed and homogeneous, fulfilling the assumptions required for parametric testing. The Paired Samples t-Test revealed statistically significant improvements in learning outcomes for both groups; however, the experimental group demonstrated a higher mean difference (–7.036, p < 0.05) compared to the control group (–4.673, p < 0.05). The study underscores the potential of e-modules as effective, student-centered pedagogical tools that support interactive learning and contribute to the digital transformation of Arabic language education in higher education.
The Role Of Teaching Aids In Supporting Differentiated Pedagogy Among Arabic Language Teachers Dawod, Muhamad Iman Wedad; Abdul Ghani, Mohammad Taufiq
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (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.v9i2.39958

Abstract

21st-century education demands that educators cater to the diversity of student potential, particularly following the abolition of the class streaming system in 2019, which created mixed-ability classes. However, the unreadiness of Arabic language teachers, who often remain bound by traditional methods, has been found to hinder the student learning process. Therefore, this study aims to explore the role and integration of Teaching Aids in supporting the implementation of Differentiated Pedagogy among Arabic language teachers. This qualitative study employs a case study design using semi-structured interviews with experienced Arabic language teachers at Jawahir Al-Ulum Religious High School, Johor. The data analysis outlined four main themes: selection strategies for Teaching Aids based on student inclination and cognitive levels; effective characteristics of Teaching Aids encompassing real materials and multimedia; suitability measurement mechanisms through teacher reflection; and implementation challenges involving resource, time, and training constraints. Overall, the study concludes that Teaching Aids function as a critical strategic instrument, not merely a support tool, in bridging student cognitive gaps. The implications suggest that teacher training programs should be empowered with innovations in Teaching Aid development to ensure a more effective and inclusive implementation of Differentiated Pedagogy in Arabic language education.
Co-Authors Borham, Siti Rahmah Budiarti, Meliza Dawod, Muhamad Iman Wedad Mohamed Shalikin, Nor Hadisah Ramli, Saipolbarin