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All Journal Didaktika Religia Kitaba : Journal of Interdisciplinary Arabic Learning
Aslihah, Indy
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Religion Education Languange, Linguistic, Communication & Media Other

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Analyzing Santri Perceptions of the Readability and Comprehension of Classical Islamic Texts in Khat Naskhi Aslihah, Indy; Angela, Selvia; Faruq, Ahmad Umar
Kitaba Vol 3, No 2 (2025): KITABA
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/kitaba.v3i2.33468

Abstract

Classical Islamic texts remain the cornerstone of Islamic education in pesantren (Islamic boarding schools), yet their readability poses a significant challenge, particularly for novice santri. This difficulty stems not only from the linguistic complexity of classical Arabic but also from the visual characteristics of the script (khat) used in printing. This study aims to analyze the perceptions of santri regarding the readability and comprehension of classical Islamic texts written in khat Naskhi at the Qur'anan 'Arobiyya Islamic Boarding School in Kediri, Indonesia. Khat Naskhi was selected for its clarity, proportionality, and widespread use in modern Qur’anic mushafs, making it a potential candidate for enhancing text accessibility. Employing a mixed-methods descriptive approach, data were collected through observation, semi-structured interviews, document analysis, and a questionnaire distributed to 55 respondents across various educational levels. The results indicate that 87% of santri found khat Naskhi easier to read, while 86% reported that it improved their understanding of the text. These findings underscore the significant influence of the visual aspect of script on the effectiveness of learning classical texts. However, a notable minority of santri perceived khat Naskhi as less representative of the traditional aesthetic and scholarly heritage associated with classical texts. This study concludes that while khat Naskhi is a highly effective tool for improving readability and comprehension for beginners, its adoption must be balanced with the preservation of traditional script forms to maintain the cultural and spiritual identity of pesantren education. The results provide a crucial foundation for the development of adaptive, user-centered learning media that are both pedagogically effective and culturally grounded.
Rebus Story Media: A Study of Effectiveness and Perception in Elementary Arabic Learning Aslihah, Indy; Fitri, Lailatul; Chikmiyah, Zahrotul; Saputra, Iwanda Yogi
Didaktika Religia Vol. 13 No. 1 (2025): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v13i1.3608

Abstract

This study aims to analyze the effectiveness and students’ perceptions of using Rebus Story media in Arabic language learning at SD NU Insan Cendekia. The research background arises from the low interest and comprehension of students in Arabic vocabulary due to conventional methods that lack visual and contextual engagement. This study employed a mixed methods approach using a convergent parallel design, combining quantitative data from pretest–posttest results and qualitative data from classroom observations and interviews. Statistical analysis revealed that the use of Rebus Story significantly improved students’ learning outcomes, with the mean pretest score of 68.5 rising to 93.25 in the posttest, and a paired-sample t-test result of t(19) = 20.012 (p < 0.001), indicating a highly significant effect. The qualitative findings further showed that students responded positively to the use of this media because it made learning more enjoyable, contextual, and interactive. These results support Mayer’s Cognitive Theory of Multimedia Learning and Paivio’s Dual Coding Theory, emphasizing the importance of combining visual and verbal elements in language learning. The study concludes that Rebus Story is effective in enhancing students’ understanding and motivation in learning Arabic, while also fostering a communicative and collaborative classroom atmosphere.
Integrating Peer Tutoring and Behavioristic-Structuralism for Effective Shorof Instruction in Higher Education Faruq, Ahmad Umar; Aslihah, Indy; Fuad, Muhammad Sabitul; Husna, Miftahul
Didaktika Religia Vol. 13 No. 1 (2025): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v13i1.3609

Abstract

This study aims to analyze the implementation of the behavioristic–structuralist approach through the peer tutoring method in teaching Arabic morphology (maharah shorof) to students of the Arabic Language Education Department at UIN Syekh Wasil Kediri. The research was motivated by students’ low mastery of Arabic morphological patterns due to teacher-centered traditional learning methods. Using a mixed-methods approach with an Explanatory Sequential Design, quantitative data were collected through pre-test and post-test, followed by qualitative data from classroom observations and interviews. The participants consisted of 19 undergraduate students (Class C) and graduate students as tutors. Findings revealed an increase in students’ mean scores from 77.11 to 85.79, with a p-value of 0.0079 (<0.05), indicating a statistically significant improvement. Qualitative findings showed that the integration of behavioristic reinforcement and structuralist analysis through peer tutoring encouraged more active, collaborative, and analytical learning behaviors. The study concludes that the behavioristic–structuralist approach effectively enhances Arabic morphology learning outcomes by combining behavioral conditioning and systemic linguistic understanding.
Co-Authors Angela, Selvia Chikmiyah, Zahrotul Faruq, Ahmad Umar Fuad, Muhammad Sabitul Husna, Miftahul Lailatul Fitri Saputra, Iwanda Yogi