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All Journal Al Himam: Jurnal Ilmu Ilmu Pendidikan & Bahasa Arab LISANIA: Journal of Arabic Education and Literature An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Rayah Al-Islam : Jurnal Ilmu Islam
Rizka Sari
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Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Digital Media Innovation For Istima' Teaching In Arabic Language Education: Literature Study Rizka Sari; Anwar Sidik
Al-Himam Vol 4 No 2 (2025): Al Himam: Jurnal Ilmu-Ilmu Pendidikan & Bahasa Arab
Publisher : Prodi Pendidikan Bahasa Arab Sekolah Tinggi Agama Islam As-Sunnah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/alhimam.v4i2.1069

Abstract

Listening (istima’) is one of the four essential skills in Arabic language learning that plays a crucial role in understanding spoken messages. However, in Indonesia, the teaching of istima’ is still largely conducted using conventional methods, which tend to be monotonous and less effective. Technological advancements have led to various digital media innovations that support more interactive, flexible, and contextual listening instruction. This study aims to identify forms of digital media innovation in istima’ instruction, evaluate their effectiveness, and analyze the supporting and inhibiting factors in their implementation. The method used is a literature review with content analysis techniques. The findings show that media such as animated videos, podcasts, mobile applications, and online platforms can enhance student motivation, participation, and learning outcomes. These innovations also promote flexible, independent, and needs-based learning. However, the effectiveness of digital media depends on content quality, teacher competence, and infrastructure readiness. Therefore, the integration of digital media in istima’ instruction must be pedagogically and strategically designed. This study provides theoretical and practical contributions to the development of modern and 21st-century-relevant Arabic language learning.
MOTIVASI BELAJAR MAHARAH KALAM DALAM PEMBELAJARAN BAHASA ARAB DIGITAL DI MAS TAHFIDZ ROKAN HULU Rina Ristiyani; Rizka Sari; Siti Kholifah
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 4 No. 4 (2025): Juli 2025
Publisher : Najah Bestari

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan motivasi belajar siswa dalam menguasai maharah kalām (keterampilan berbicara) bahasa Arab di MAS Tahfidz Rokan Hulu serta mengeksplorasi peran media digital dalam menunjang pembelajaran tersebut. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan jenis studi fenomenologis. Data dikumpulkan melalui observasi kelas, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara tematik menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa motivasi siswa terbentuk melalui faktor intrinsik, seperti keinginan untuk menjadi pendakwah atau melanjutkan studi ke pesantren, serta faktor ekstrinsik seperti penggunaan media digital, pujian, dan penghargaan. Media digital seperti video animasi, audio percakapan, dan aplikasi berbasis audio-visual terbukti dapat meningkatkan partisipasi aktif dan keberanian siswa dalam berbicara. Namun, kendala yang ditemukan mencakup keterbatasan perangkat digital, akses internet yang tidak stabil, dan penguasaan kosakata yang masih terbatas. Strategi guru yang efektif, seperti pembentukan kelompok kecil, pemberian contoh langsung, dan pendekatan kontekstual, menjadi kunci dalam menumbuhkan motivasi belajar. Temuan ini menunjukkan bahwa pembelajaran maharah kalām akan lebih efektif jika dipadukan dengan pendekatan komunikatif dan teknologi digital secara adaptif dan sistematis.
Task-Based Arabic Syntax Learning Design through STEM Integration Anwar Sidik; Rizka Sari; Siti Kholifah; Gesta Lestari
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i2.544-567

Abstract

This study aims to develop an Arabic syntax learning model that integrates Task-Based Language Teaching (TBLT) and STEM to improve students’ language skills and scientific literacy. The research used a Research and Development (R&D) method adapted from Borg & Gall, involving seven stages, including needs analysis, expert validation, and limited trials with 10 university students in the Arabic Language Education Program at ISQ Syekh Ibrahim. The learning model consists of six thematic units that integrate STEM themes into Arabic syntax topics such as jumlah ismiyyah, jumlah Fi’liyah, idhafah, and na’at, using TBLT stages: pre-task, task cycle, and language focus. Expert validation showed high feasibility (90%). Trial results indicated a significant improvement in students’ syntax achievement, with average scores increasing from 65.0 to 82.7, as well as higher motivation, collaboration, and critical thinking. Overall, the integration of TBLT and STEM made Arabic grammar learning more meaningful and contextual. The study concludes that the TBLT–STEM approach is effective in improving Arabic syntax learning outcomes at the university level.
Transformasi Kurikulum Bahasa Arab: Analisis Lima Pendekatan dalam Penguatan Kemahiran Berbahasa untuk Peradaban Islam Masa Depan Adyllah, Nola; Marhamah Ulfa; Rizka Sari; Salahuddin Al Asadullah; Anwar Sidik; Sri Masyitah; Siti Kholifah
Rayah Al-Islam Vol. 9 No. 3 (2025): Rayah Al-Islam: Jurnal Ilmu Islam July 2025
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v9i3.87

Abstract

The transformation of the Arabic language curriculum is essential for developing language skills that meet the challenges of the contemporary era and the needs of the future Islamic civilization. This study aims to analyze the transformation of the Arabic curriculum through five curriculum evaluation approaches: goal-oriented, need assessment, formative, responsive, and connoisseurship. Using a qualitative literature study and descriptive analysis of curriculum documents and previous evaluation results, the research found that the current Arabic curriculum is still dominated by cognitive approaches such as memorization and grammar, while communicative skills and students’ contextual needs are less addressed. Formative assessments and stakeholder participation in curriculum development are also limited. The novelty of this study lies in its recommendation for an integrative curriculum transformation combining language competencies, Islamic values, cultural identity, and 21st-century skills. The implication is the urgent need to revise the curriculum to be more responsive to students’ needs and global challenges, thus producing future generations capable of active contributions to Islamic civilization.
Co-Authors Adyllah, Nola Anwar Sidik Gesta Lestari Marhamah Ulfa Nola Adyllah Rina Ristiyani Salahuddin Al Asadullah Siti Kholifah Sri Masyitah