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All Journal ARABIYAT Al Mahara: Jurnal Pendidikan Bahasa Arab
Diana Fitri Islami
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Education Languange, Linguistic, Communication & Media

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Problem-based learning in Mastering Arabic Vocabulary in Modern Islamic Boarding Schools: Penerapan Problem Based Learning dalam Penguasaan Kosakata Bahasa Arab di Pondok Pesantren Modern Abdul Hafidz bin Zaid; Diana Fitri Islami; Fairuz Subakir Ahmad; Agus Yasin
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol. 11 No. 2 (2025)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2025.0112-06

Abstract

This study examines the role of the problem-based learning model in mastering mufradāt among 3 KMI at Islamic boarding schools. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with teachers and language instructors, and a review of relevant documents. The results indicate that the implementation of PBL strengthened mastery of mufradāt through several indicators: an accurate understanding of word meanings, increased vocabulary use in oral responses, and a more consistent ability to construct sentences appropriate to the context. Changes in learning behaviour were also evident, such as more active participation, the ability to solve problems independently and in groups, and increased Confidence in speaking Arabic. The problem identification stage and the collaborative inquiry process were the most influential aspects. The context of language familiarisation, such as muhādarah and taʿbīr syafawī, enhanced the natural internalization of new words, forming a strong synergy with PBL. This research offers novelty by demonstrating the readiness of PBL to be integrated into the immersive learning culture of modern Islamic boarding schools, thereby making it an effective model for contextual mufradāt learning. Keywords: Modern Islamic Boarding Schools, Mufradāt, Problem Based Learning, Qualitative Study
Arabic Vocabulary Test Standars for Beginners According to Common European Framework of Reference for Languages (CEFR) Ihwan Mahmudi; Syifa Firdausi Putri; Diana Fitri Islami; Khansa Nabila; Raihana Nur Azizah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47096

Abstract

Vocabulary is a fundamental component in second language learning, especially for beginners. However, Arabic vocabulary assessment has not been fully standardized according to the Common European Framework of Reference for Languages (CEFR). This study aims to identify vocabulary test criteria for Arabic at the beginner level aligned with CEFR. This research applied a descriptive qualitative method with a literature study approach. Primary data were collected from vocabulary test items in al-Ikhtibârât al-Lughawiyah by Ali Khuly, supported by secondary data on CEFR and language assessment. The results that A1 learners should master approximately 500–600 high-frequency words within themes such as family, time, numbers, daily routines, colors, animals, clothing, weather, and food. Effective test formats include fill-in-the-blank, picture-based multiple-choice, definition-based questions, synonym/antonym tasks, and word usage in context. An ideal proportion of 60% receptive and 40% productive tasks is recommended for beginner-level learners. It is concluded that Arabic vocabulary tests must prioritize validity, reliability, and practicality, while aligning with CEFR for international comparability.
Co-Authors Abdul Hafidz Bin Zaid Agus Yasin Ahmad, Fairuz Subakir Ihwan Mahmudi Khansa Nabila Raihana Nur Azizah Syifa Firdausi Putri