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All Journal Kalamuna ARKHAS: Journal of Arabic Language Teaching Jurnal Tarbiyatuna
A'yun, Siska Qurrota
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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تطوير التقييم الأصيل المتكامل لمهارات التحدث العربية في التعليم الثانوي للصف الثامن وزارة الأوقاف 2019: Development of Integrated Authentic Assessment in Speaking Skills Grade 8 Arabic Textbook Ministry of Religious Affairs 2019 A'yun, Siska Qurrota; Baroroh, R. Umi; Aeni, Azizah Nur Fitri
Journal of Arabic Language Teaching Vol. 5 No. 2 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i2.2335

Abstract

This study aims to analyze and address assessment challenges, particularly in speaking skills, within the 2019 Kemenag Arabic Class VIII textbook published by the Ministry of Religious Affairs of Indonesia (Kemenag RI). Employing a descriptive qualitative method and literature review, data were gathered through descriptive analysis followed by in-depth interpretation. The research proposes an innovative solution by implementing authentic assessment to overcome existing evaluation issues. Specifically, the study focuses on revising and enhancing Arabic language learning questions across six chapters of a high school-level textbook, utilizing an integrative and authentic approach. Revisions targeted various question types related to the kalām (speaking) skill, emphasizing oral proficiency improvement through project-based activities such as presentations, video recordings, and direct dialogues. Each question was contextualized to reflect real-life communication, enabling students to express personal experiences and perspectives actively. The revisions led to a notable shift from passive questioning to active, participatory tasks, thereby fostering integration across multiple language skills. Consequently, this innovation reinforces an integrative learning framework and facilitates the development of more functional and practical Arabic language competencies.
The Role of Psychological and Social Factors in the Acquisition of Arabic as a Second Language A'yun, Siska Qurrota; Azzahra, Talitha Rahma
Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 7 No. 1 (2026): Kalamuna: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat (P3M) STAI DR. KHEZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/klm.07.1.12

Abstract

The acquisition of Arabic as a second language is influenced by the dynamic interaction of psychological and social factors. This study examines how internal psychological dimensions—such as motivation, self-confidence, and anxiety—interact with social environments in shaping learners’ ability and willingness to actively use Arabic. Using a qualitative library-based research approach, this study analyzes 25 scholarly sources published between 2020 and 2025 through thematic content analysis. The findings reveal that psychological factors, particularly anxiety and self-confidence, play a dominant role in determining learners’ communicative engagement, while social environments function as critical reinforcement that either strengthens or weakens these psychological conditions. Supportive social contexts, including interaction with native speakers and access to technology-based learning resources, significantly reduce anxiety and enhance learners’ confidence. This study highlights that Arabic language acquisition becomes more effective when psychological readiness and social support operate in synergy. The findings contribute to Arabic language education by emphasizing the importance of integrating psychological support and social learning environments to improve instructional practices for non-native Arabic learners.
Social Capital–Based Edupreneurship in Arabic Language Education: A Case Study of SmartKids Tutoring Center in Kedungringin Village A'yun, Siska Qurrota; Rohmah, Lailatu; Shodiq, Muhammad Jafar; Azzahra, Talitha Rahma; Fitri Aeni, Azizah Nur
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.13798

Abstract

Edupreneurship has emerged as an alternative approach to sustaining educational services, particularly in non-formal learning contexts. This study aims to analyze the implementation of social capital–based edupreneurship in Arabic language education at the SmartKids tutoring center in Kedungringin Village. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and documentation. The data were analyzed using thematic analysis to identify key patterns in the utilization of social capital. The findings reveal that SmartKids Bimbel successfully integrates social capital into its educational practices through three main forms: bonding social capital among tutors and learners, bridging social capital through collaboration with parents and community members, and linking social capital through engagement with local institutions. These forms of social capital contribute to the sustainability of Arabic language learning programs, strengthen community trust, and enhance learners’ motivation and participation. The study highlights that social capital–based edupreneurship can serve as an effective model for developing community-oriented Arabic language education in non-formal settings. The findings provide practical implications for educators and educational entrepreneurs seeking to integrate social capital into innovative and sustainable educational practices.
Co-Authors Aeni, Azizah Nur Fitri Azzahra, Talitha Rahma Fitri Aeni, Azizah Nur Lailatu Rohmah, Lailatu Muhammad Jafar Shodiq R. Umi Baroroh, R. Umi