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All Journal Alibbaa': Jurnal Pendidikan Bahasa Arab International Journal of Islamic Education (IJIE)
Al Maidah, Sandia
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Utilization of Computer-Based Learning Technology to Enhance Students’ Arabic Language Profeciency: A Study at MIMA Zainul Hasan Balung Al Maidah, Sandia; Ilma, Maulia Humaini; Cahyani, Budiati
IJIE International Journal of Islamic Education Vol 4 No 1 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i1.2303

Abstract

This study aims to analyze the implementation of Computer-Based Learning (CBL) methods in Arabic subjects at MIMA Zainul Hasan Fullday School Balung Jember. This study tries to identify the ad-vantages, challenges, and impacts on students’ language skills. Using descriptive qualitative methods, data were collected trough observation, interviews, and documentation. The results of the study indicate that CBL, especially trough simulations, educational games, and interactive multimedia, is effective in increasing students’ motivation, engagement, and Arabic language proficiency. CBL enables personalized, flexible, and engaging learning with instant feedback. However, challenges such as limited infrastructure and teachers’ technological competence still exist. This study concludes that CBL is a relevant method fo 21st-century education, but requires curriculum development, teacher training and continuous technological support to optimize its implementation in madrasah.
Utilization of Computer-Based Learning Technology to Enhance Students’ Arabic Language Profeciency: A Study at MIMA Zainul Hasan Balung Al Maidah, Sandia; Ilma, Maulia Humaini; Cahyani, Budiati
IJIE International Journal of Islamic Education Vol. 4 No. 1 (2025): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v4i1.2303

Abstract

This study aims to analyze the implementation of Computer-Based Learning (CBL) methods in Arabic subjects at MIMA Zainul Hasan Fullday School Balung Jember. This study tries to identify the ad-vantages, challenges, and impacts on students’ language skills. Using descriptive qualitative methods, data were collected trough observation, interviews, and documentation. The results of the study indicate that CBL, especially trough simulations, educational games, and interactive multimedia, is effective in increasing students’ motivation, engagement, and Arabic language proficiency. CBL enables personalized, flexible, and engaging learning with instant feedback. However, challenges such as limited infrastructure and teachers’ technological competence still exist. This study concludes that CBL is a relevant method fo 21st-century education, but requires curriculum development, teacher training and continuous technological support to optimize its implementation in madrasah.
Aligning Curriculum, Language, and Learners: An Evaluation of Arabic Reading Materials in Primary Education Al Maidah, Sandia; Indrianto, Nino; Nasar Bin Madi, Faisol
Alibbaa': Jurnal Pendidikan Bahasa Arab Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026) | in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.v7i1.23573

Abstract

This study examines the alignment of Arabic reading (maharah qirā’ah) instructional materials with the Indonesian curriculum policy KMA 183 of 2019 and evaluates their linguistic quality and pedagogical relevance in primary education. Using a qualitative content-based approach, the study analyzed an Arabic textbook for Grade 3 through document analysis, classroom observation, and semi-structured interviews. The findings show that the materials are generally aligned with curriculum requirements at the level of early reading competence, particularly in vocabulary recognition and simple sentence structures. However, the linguistic content demonstrates limited variation and a relatively flat progression of difficulty, while reading activities predominantly emphasize decoding and literal comprehension. Observational and interview data confirm that classroom practices largely replicate these patterns, with limited opportunities for contextual meaning-making. The study highlights a gap between curriculum expectations and pedagogical realization, emphasizing the need for instructional materials that better support gradual and meaningful reading development in primary Arabic education.
Co-Authors Cahyani, Budiati Ilma, Maulia Humaini Indrianto, Nino Nasar Bin Madi, Faisol