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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education Intelektual: Jurnal Pendidikan dan Studi Keislaman
Simamora, Mukmin Ridoan
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Implementasi Cerita Islami dalam Menanamkan Nilai-nilai Keagamaan pada Santri Taman Pendidikan Al-Qur’an Simamora, Mukmin Ridoan; Sujatmiko, M.; Kamila, Faizah; Rismawati, Yanda
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 2 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i2.6967

Abstract

The phenomenon of moral degradation and the weakening of religious character in children during the digital era has become an increasingly concerning issue. Many children are more familiar with gadgets and digital content than with religious values, a crucial foundation in character formation. This study examines the implementation of Islamic stories as an effective method for shaping children's religious character. The research method used in this study is descriptive qualitative. Data collection techniques included observation, in-depth interviews, and documentation. The research results reveal three main findings: first, the process of implementing Islamic stories; second, the religious values instilled; and third, the challenges faced. Islamic stories have become a routine part of the learning process, conducted monthly during the third week and inserted outside the main learning time. The religious values instilled include monotheism (tauhid), worship (ibadah), and morality (akhlak). Challenges in implementing Islamic stories include limited story sources, difficulty selecting appropriate stories, and limited learning time. The implications of this study indicate that the structured implementation of Islamic stories, adapted to children's age, is proven to be effective in instilling religious values and serves as an educational alternative amidst the increasingly complex challenges of the times.
Biological Factors Influencing the Acquisition of Arabic as a Foreign Language Simamora, Mukmin Ridoan; Ritonga, Arip Rachman; Azizah, Mufidah Asri; Rismawati, Yanda; Hamdani, Muhammad
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8561

Abstract

This study aims to provide an in-depth examination of how biological factors, including brain development, cognitive capacity, neurological processes, and age-related maturity, influence the acquisition of Arabic as a foreign language. The research method used a literature review method, analyzing empirical studies, books, and relevant academic articles published between 2015 and 2025. The literature was systematically selected through Scopus, Google Scholar, and Crossref, following PRISMA guidelines, and analyzed using a thematic narrative approach. The research findings indicate that Arabic language acquisition is strongly influenced by the phenomenon of the critical period, which is the phase when language learning is most optimal before the age of 12, when neural plasticity is at its peak. Nevertheless, neurological studies have shown that the adult brain is still capable of acquiring Arabic through neuroplastic processes that allow the reorganization of neural networks and the activation of key linguistic areas. Furthermore, differences in cognitive capacity also help explain variations in vocabulary retention and grammatical competence among learners. His study emphasizes the importance of understanding biological factors, such as brain maturation, neurolinguistic processes, working memory capacity, and age differences, in Arabic language learning. Teachers need to adjust teaching methods and materials according to learners’ cognitive stages and age, using consistent language exposure and guided practice. Integrating these biological findings can enhance learning effectiveness and support the development of an adaptive curriculum.
Co-Authors Azizah, Mufidah Asri faizah kamilah, faizah Muhammad Hamdani, Muhammad Rismawati, Yanda Ritonga, Arip Rachman Sujatmiko, M.