Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Alibbaa': Jurnal Pendidikan Bahasa Arab Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora
M. Naufal Al Qurthuby Fuady S
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Peningkatan Kemampuan Bahasa Arab Santri melalui Implementasi Program Pusat Studi Bahasa Asing (PUSBA): Studi Pengabdian di Pondok Pesantren Jalaluddin Arrumi M. Naufal Al Qurthuby Fuady S; Nuril Mufidah; Abdul Malik Karim Amrullah
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 4 No. 3 (2025): September 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v4i3.5975

Abstract

The Foreign Language Study Center (PUSBA) program at the Jalaluddin Arrumi Jatisari Islamic Boarding School in Jenggawah, Jember, is a form of community service aimed at improving students' Arabic language skills as a key resource for facing global challenges. The program aims to describe the implementation and impact of the PUSBA program as a structured and sustainable community service effort. Activities are implemented through a participatory approach and intensive training methods that include direct learning, mentoring by ustadz/ustadzah, and the integration of language practices into daily life within the Islamic boarding school environment. The implementation process involves participant selection, the development of a tiered curriculum, and the establishment of a collaborative implementation structure. The program's impact is evident in the students' increased motivation to use Arabic in daily interactions, positive changes in language habits, and the development of concrete skills such as active conversation, translation, and simple writing. Qualitative data from interviews and observations indicate that students experience increased confidence in using Arabic and the formation of a conducive language culture within the Islamic boarding school environment. This program has succeeded in creating an effective community-based learning model in strengthening the language capacity of community partners.
Bridging Traditional Arabic Pedagogy and AI-Supported Learning through Snakes and Ladders Game-Based Instruction M. Naufal Al Qurthuby Fuady S; Halimi Zuhdy; Idrus Muchsin bin Agil
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24169

Abstract

This study explores the use of snakes and ladders game-based instruction in Arabic uslub learning at LSBA Ula within the broader perspective of AI-supported pedagogy. The study emerged from the challenges of contextual Arabic language learning, particularly students’ difficulties in understanding the communicative functions and contextual usage of Arabic expressions through conventional teacher-centered instruction. Using a qualitative case study approach, data were collected through classroom observation, semi-structured interviews, and learning documentation involving students and teachers participating in Arabic uslub instruction. The findings reveal that the traditional snakes and ladders game created collaborative and contextual learning interactions through peer discussion, meaning negotiation, reflective feedback, and experiential learning activities. The study also found that the pedagogical mechanisms emerging during gameplay, including real-time feedback, error identification, and adaptive instructional support, align with the principles of AI-supported learning without transforming the traditional game into a digital AI-based system. This study concludes that traditional game-based instruction remains pedagogically relevant for Arabic language learning in the AI era because it supports collaborative, reflective, and human-centered learning experiences. The study contributes to the development of low-tech yet AI-compatible Arabic pedagogy, particularly in non-formal educational contexts.
Co-Authors Abdul Malik Karim Amrullah Halimi Zuhdy Idrus Muchsin bin Agil Nuril Mufidah