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All Journal Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Arabiyyatī: Journal of Arabic Language Education
Rezkya Afril
UIN Imam Bonjol Padang
Religion Education Languange, Linguistic, Communication & Media Other

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Learning Arabic in the Digital Era: Challenges and Effective Strategies Rezkya Afril; Ilya Husna; Hasan Jasem
Arabiyyatī: Journal of Arabic Language Education Vol. 1 No. 1 (2024): Arabiyyatī: Journal of Arabic Language Education
Publisher : PPPBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65679/arabiyyat.v1i1.7

Abstract

The learning of Arabic language has undergone significant changes with the development of digital technology. This article aims to formulate the understanding of Arabic language learning in the digital era, explore challenges, and discover effective strategies to overcome them. This research utilizes the Library Research method with content analysis techniques. The research findings indicate that Arabic language learning in the digital era is a process of teaching and learning utilizing technology to enhance effectiveness and accessibility. Key challenges include digital divide, limited access to quality resources, the need for technology training for educators, and a lack of direct interaction with native speakers. Effective solutions include reducing the digital divide by improving internet access, providing quality digital resources, technology training for educators, and facilitating direct interaction with native speakers. Despite significant challenges, the potential to enhance the quality of Arabic language learning through digital innovation is substantial. With the right approach, Arabic language learning can become more effective, engaging, and inclusive in this digital era
Integration of Religious Moderation in The Arabic Textbook “Mumtaz 1” at UIN Imam Bonjol Padang Zaimatuz Zakiyah; Rezkya Afril
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 8, No 2 (2025): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v8i2.13168

Abstract

Religious moderation has become a key pedagogical mandate in Indonesia’s Islamic higher education, including at UIN Imam Bonjol Padang, where Arabic instruction is expected to promote balance, tolerance, and peaceful engagement. This study examines how far the Mumtaz 1 textbook used in several undergraduate programs embeds moderation values and supports their pedagogical application. The study aims to: (1) identify moderation values across the book’s lexical, textual, visual, and task components; (2) analyze their representation using a rubric based on moderation indicators; and (3) assess the textbook’s pedagogical adequacy for fostering critical reflection and dialogic competence. Using qualitative content analysis, data were drawn from the textbook and relevant literature, then analyzed thematically according to the Ministry of Religious Affairs’ moderation framework. The findings show that moderation values appear implicitly through polite expressions, cooperative dialogues, balanced-lifestyle messages, and peaceful community depictions, but their presentation is unsystematic and provides limited support for higher-order thinking skills. The study concludes that while Mumtaz 1 contains basic elements of moderation, its effectiveness relies heavily on teacher mediation and supplementary reflective activities.
Role-Playing Strategy in Arabic Language Learning: Concepts, Theoretical Foundations, Implementation Model, and Implications Rezkya Afril; Hanomi Hanomi; Rahmawati Rahmawati
Lisaanuna Ta`lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab Vol 9, No 1 (2026): Lisaanuna Ta'lim Al-Lughah Al-Arabiyah: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Imam bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/lisaanuna.v9i1.14390

Abstract

This article examines the role-playing strategy in Arabic language learning as a response to the persistent gap between learners' knowledge of vocabulary and grammar and their ability to use Arabic orally in meaningful interaction. The study aims to clarify the concept of role playing, synthesize its theoretical foundations, formulate a practical implementation model, and identify its pedagogical implications for developing maharah al-kalam. This research uses an integrative library research design. The data consist of conceptual statements, empirical findings, and methodological recommendations drawn from books, peer-reviewed journal articles, proceedings, and relevant research reports on role playing, communicative language teaching, active learning, social constructivism, experiential learning, Arabic speaking skills, and foreign language anxiety. The data were collected through documentation, selected by relevance, credibility, and recency, and analyzed through thematic synthesis involving data reduction, data display, comparison, interpretation, and conclusion drawing. The findings show that role playing is pedagogically relevant because it integrates linguistic forms, communicative functions, social interaction, affective support, and reflective feedback. Its implementation should be gradual: starting from guided dialogues, moving to semi-open scenarios, and ending with free or problem-based performances. Practically, this strategy requires clear objectives, sufficient language input, contextual scenarios, role distribution, rehearsal, performance, observation sheets, constructive feedback, and follow-up activities. Therefore, role playing should not be treated merely as an entertaining classroom activity, but as a structured communicative strategy for building speaking confidence, contextual vocabulary mastery, and meaningful Arabic language use.
Co-Authors Hanomi Hanomi Hasan Jasem Ilya Husna Rahmawati, Rahmawati Zaimatuz Zakiyah