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All Journal Al Ishlah Jurnal Pendidikan Ijaz Arabi Journal of Arabic Learning Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Tanwir Arabiyyah: Arabic as Foreign Language Journal Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Al-Muyassar: Journal of Arabic Education Science and Education Journal Indonesian Journal of Islamic Studies
Herdah Herdah
Institut Agama Islam Negeri Parepare
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Guided Writing Skills: The Impact of Mufradat and Qawaid Mastery in Arabic Language Learning Herdah Herdah; Raodhatul Jannah; Nurul Atika; Mirdawati Mirdawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6764

Abstract

Mastery of mufradat (vocabulary) and qawaid (grammar) is crucial in Arabic language acquisition at all educational levels, including at Madrasah Aliah YMPI Rappang. Proficiency in these areas is strongly linked to students’ ability to produce insya' muwajjah (guided writing). This study employed an ex post facto design to examine the relationship between mufradat and qawaid mastery and Arabic writing skills. The population consisted of 113 eleventh-grade students, from which a sample of 53 was selected through proportionate stratified random sampling using the Slovin formula. Data collection involved standardized tests measuring vocabulary, grammar, and guided writing proficiency. Analysis was conducted using product-moment correlation and multiple linear regression techniques. Findings revealed that mufradat mastery (X₁) had a significant positive effect on writing skills (Y), with a correlation coefficient of 0.140. Qawaid mastery (X₂) showed a stronger impact, with a coefficient of 0.536. Combined, both variables significantly influenced writing ability, as evidenced by an F-value of 22.879. These results underscore the importance of integrating vocabulary and grammar mastery into the Arabic curriculum to enhance students’ writing competence. Targeted instructional strategies focusing on both elements can substantially support students’ language development.
Pengembangan Media Pembelajaran Bahasa Arab Berbasis Artificial Intelligence untuk Siswa Kelas V Nurul Atika; Saepudin Saepudin; Hamsa Hamsa; Herdah Herdah; Darmawati Darmawati
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6037

Abstract

This study aims to develop an artificial intelligence–based Arabic language learning medium suitable for fifth-grade elementary school students. The research employed a research and development (R&D) approach using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The development process focused on using artificial intelligence to produce learning content by integrating Canva AI, Whisk, and Suno to create a web-based learning platform with visual, auditory, and interactive features. A limited trial was conducted with 18 fifth-grade students at SDIT Al-Insan Pinrang. Data were collected using validation sheets completed by material and media experts, as well as response questionnaires administered to students and teachers to assess the practicality of the developed media. The results indicated that the learning medium achieved a very high level of validity, with a score of 92% from the material expert and 88% from the media expert. Furthermore, the practicality test showed that the medium was categorized as very practical, with scores of 83% from students and 90% from teachers. These findings suggest that the developed media is feasible and practical for use as a supporting medium in Arabic language learning at the elementary school level. The novelty of this study lies in the use of artificial intelligence to produce Arabic learning content that integrates visual, auditory, and interactive elements within a single web-based platform, offering an innovative alternative for Arabic language learning in basic education.
Interferensi Bahasa Ibu Terhadap Bahasa Arab di SMA PPM Rahmatul Asri Ririn Anisa Fitri; Herdah Herdah; Hamsa Hamsa; Saepudin Saepudin; Kaharuddin Kaharuddin
Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Vol 9 No 1 April 2026
Publisher : STIQ Amuntai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i1.6030

Abstract

Mother tongue interference remains a challenge in Arabic language learning at SMA PPM Rahmatul Asri, despite the pesantren environment that encourages active use of Arabic. Such interference appears in phonological, morphological, and syntactic aspects in both spoken and written Arabic, as well as in maharah al-qira’ah in the form of mispronunciation, inaccurate vowel length, and inappropriate pauses that affect meaning. This study employed a quantitative correlational design. The population consisted of 150 students, with 60 respondents selected using the Slovin formula and purposive sampling. Data were collected through questionnaires, Arabic grammar tests, and reading performance assessments, and analyzed using descriptive and inferential statistics. The results show that mother tongue interference was predominantly at a moderate level (78.3%), while low and high levels accounted for 11.7% and 10%, respectively. Grammar mastery was also dominated by the moderate category (65%), followed by low (21.7%) and high (13.3%) categories. Meanwhile, maharah al-qira’ah was mostly at a moderate level (48.3%), with 33.3% of students in the high category and 18.3% in the low category. Simple linear regression analysis revealed that mother tongue interference had no significant effect on grammar mastery (Sig. = 0.598 > 0.05) or on maharah al-qira’ah (Sig. = 0.966 > 0.05); therefore, the alternative hypothesis was rejected, and mother tongue interference is understood as a natural linguistic phenomenon in a bilingual context.
Enhancing Muhadatsah Skills Through Structured Question Cards in Arabic Language Learning Herdah Herdah; Raodhatul Jannah; Rara Mutiah; Rahmatika Rahmatika
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 6, No 1: June (2026)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v6i1.8159

Abstract

This study aims to evaluate the effectiveness of structured question cards in improving the muhadatsah (Arabic speaking) skills of students in the Arabic Language Education Study Program at IAIN Parepare. The research was motivated by the limited fluency and coherence observed in students’ oral production, indicating the need for an instructional medium that provides systematic scaffolding. A quasi-experimental design employing a pre-test and post-test without a control group was used, involving 20 students as participants. In addition to oral tests, data were collected through classroom observations across four treatment sessions and interviews to examine supporting and inhibiting factors throughout the learning process. Results revealed a significant improvement in students’ speaking skills, with mean scores rising from 64.3 to 82.7, representing a 28.6% increase. A t-test value of 9.84, which exceeded the critical value at the 0.05 significance level, confirmed the significant impact of the media on muhadatsah development. The study also found that a supportive classroom environment, systematically designed cards, and collaborative practice served as major facilitating factors, whereas variations in initial ability and limited class time posed challenges. These findings suggest that structured question cards constitute an effective and practical instructional medium for enhancing learners’ oral communicative performance in Arabic language education.
Evaluasi Program Pembelajaran Bahasa Arab Berbasis Integrasi Model CIPP Dan Quality Assurance: Kajian Konseptual Penguatan Mutu Akademik Basmala Basmala; Bunga Rosi; Muslimin Resi; Sulfadli Sulfadli; Herdah Herdah
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.599

Abstract

Evaluasi program pembelajaran Bahasa Arab masih menghadapi tantangan konseptual karena model evaluasi yang digunakan sering kali belum mampu menghubungkan fungsi diagnosis program dengan pengendalian mutu yang berlangsung secara berkelanjutan. Model CIPP cenderung menghasilkan evaluasi yang bersifat periodik, sedangkan Quality Assurance (QA) kerap berorientasi pada pemenuhan administrasi dan standar mutu formal. Kondisi tersebut menimbulkan kesenjangan antara aktivitas evaluasi dan upaya peningkatan mutu akademik secara berkelanjutan. Artikel ini bertujuan merumuskan kerangka konseptual integrasi model CIPP dan Quality Assurance sebagai strategi holistik untuk memperkuat mutu akademik program pembelajaran Bahasa Arab. Kajian dilakukan menggunakan pendekatan kualitatif dengan desain penelitian kepustakaan (library research) melalui analisis isi dan analisis komparatif-sintetis terhadap literatur sekunder yang terbit pada periode 2021–2026. Hasil kajian menghasilkan sintesis integratif yang mengombinasikan fungsi diagnosis makro CIPP pada aspek Context, Input, Process, dan Product dengan fungsi pengawalan mutu kontinu QA melalui siklus PPEPP dan PDCA. Integrasi tersebut memungkinkan identifikasi masalah program secara komprehensif sekaligus memastikan perbaikan berkelanjutan terhadap kompetensi pendidik, relevansi kurikulum, konsistensi bi'ah lughawiyyah, dan ketercapaian maharat al-lughawiyyah. Kerangka ini menawarkan peta jalan teoretis-metodologis bagi pengembangan budaya mutu akademik yang substantif, adaptif, dan berkelanjutan.
ANALISIS PERBANDINGAN KONSEP DASAR DAN URGENSI EVALUASI PEMBELAJARAN BAHASA ARAB Nawal Sa’adah HM; Herdah Herdah
Indonesian Journal of Islamic Studies (IJIS) Vol. 2 No. 2 (2026): Vol. 2 No. 2 Edisi Juli 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijis.v2i2.2459

Abstract

Evaluasi merupakan bagian penting dalam proses pembelajaran karena berfungsi untuk mengetahui tingkat keberhasilan peserta didik serta efektivitas proses pembelajaran. Dalam kajian evaluasi pendidikan terdapat tiga istilah yang sering digunakan, yaitu pengukuran (measurement), penilaian (assessment), dan evaluasi (evaluation), yang memiliki konsep dan fungsi yang berbeda. Artikel ini bertujuan untuk menganalisis perbedaan konsep pengukuran, penilaian, dan evaluasi serta mengkaji urgensi penerapannya dalam pembelajaran bahasa Arab. Penelitian ini menggunakan metode studi pustaka (library research) dengan menganalisis berbagai sumber buku dan jurnal yang relevan. Hasil kajian menunjukkan bahwa pengukuran berkaitan dengan proses memperoleh data kuantitatif melalui pemberian skor, penilaian merupakan proses menafsirkan hasil pengukuran untuk mengetahui tingkat pencapaian belajar peserta didik, sedangkan evaluasi merupakan proses pengambilan keputusan terhadap keberhasilan pembelajaran. Dalam pembelajaran bahasa Arab, evaluasi sangat penting karena mencakup empat keterampilan berbahasa, yaitu istima’, kalam, qira’ah, dan kitabah, sehingga dapat memberikan gambaran yang menyeluruh mengenai kemampuan berbahasa peserta didik.
ANALISIS PERBANDINGAN PARADIGMA EVALUASI PEMBELAJARAN BAHASA ARAB TEORI DAN URGENSINYA Muhammad Riswan Liling; Herdah Herdah
Indonesian Journal of Islamic Studies (IJIS) Vol. 2 No. 2 (2026): Vol. 2 No. 2 Edisi Juli 2026
Publisher : JCI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/ijis.v2i2.2460

Abstract

Evaluasi pembelajaran merupakan komponen krusial dalam menentukan keberhasilan pendidikan Bahasa Arab di tengah dinamika perubahan kurikulum dan tantangan global. Penelitian ini bertujuan untuk menganalisis perbandingan berbagai paradigma evaluasi pembelajaran Bahasa Arab, meninjau landasan teorinya, serta mengkaji urgensinya dalam meningkatkan kualitas instruksional. Melalui metode penelitian kualitatif dengan pendekatan studi pustaka, artikel ini membedah berbagai model evaluasi, mulai dari model tradisional yang cenderung berfokus pada hasil akhir (tes tulis) hingga model komprehensif seperti CIPP (Context, Input, Process, Product) yang mengevaluasi keseluruhan sistem pembelajaran. Temuan penelitian menunjukkan bahwa paradigma evaluasi yang efektif harus mengintegrasikan elemen kognitif seperti metakognisi dan umpan balik formatif untuk menciptakan pembelajaran yang lebih responsif dan bermakna. Urgensi evaluasi tidak hanya terletak pada pengukuran tingkat penguasaan materi oleh siswa, tetapi juga sebagai alat bagi pendidik untuk melakukan perbaikan berkelanjutan terhadap strategi pengajaran agar tetap adaptif terhadap kebutuhan zaman. Penelitian ini merekomendasikan transisi dari paradigma evaluasi yang bersifat statis menuju model evaluasi adaptif yang menyeimbangkan indikator kognitif, afektif, dan psikomotorik secara menyeluruh.
ANALISIS PERBANDINGAN KONSEP DASAR DAN URGENSI EVALUASI PEMBELAJARAN BAHASA ARAB Nur Atika Putri; Herdah Herdah
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.4791

Abstract

Evaluasi pembelajaran merupakan salah satu komponen penting dalam proses pendidikan, termasuk dalam pembelajaran bahasa Arab. Artikel ini bertujuan untuk menganalisis konsep dasar pengukuran (measurement), penilaian (assessment), dan evaluasi (evaluation) serta mengidentifikasi perbedaan karakteristik, cakupan, dan objek dari ketiga konsep tersebut dalam konteks pembelajaran bahasa Arab. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) melalui analisis berbagai literatur yang relevan terkait evaluasi pembelajaran dan pengajaran bahasa Arab. Hasil kajian menunjukkan bahwa pengukuran merupakan proses pemberian angka terhadap hasil belajar peserta didik, penilaian merupakan proses pengumpulan dan interpretasi informasi mengenai pencapaian kompetensi peserta didik, sedangkan evaluasi merupakan proses yang lebih komprehensif yang mencakup pengukuran dan penilaian serta digunakan sebagai dasar dalam pengambilan keputusan mengenai keberhasilan proses pembelajaran. Selain itu, penerapan ketiga konsep tersebut dalam pembelajaran bahasa Arab dapat dilakukan pada empat kemahiran berbahasa yaitu istimā’, kalām, qirā’ah, dan kitābah melalui berbagai bentuk instrumen seperti tes, observasi, dan tugas praktik. Dengan demikian, pemahaman yang tepat mengenai pengukuran, penilaian, dan evaluasi dapat membantu pendidik dalam merancang sistem evaluasi pembelajaran bahasa Arab yang lebih komprehensif, sistematis, dan efektif.
Policy Challenges and Implementation Gaps in Arabic Proficiency Testing at Indonesian Islamic State Universities Herdah Herdah; Raodhatul Jannah; Darmawati Darmawati
Ijaz Arabi Journal of Arabic Learning Vol 9, No 3 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i3.37618

Abstract

The implementation of Arabic proficiency testing in Indonesian Islamic State Universities presents several challenges and opportunities for improving students’ language proficiency. This study explores the experiences of students and educators in navigating the Arabic proficiency tests and examines the implications for institutional and pedagogical practices. The study focuses on three major challenges in the implementation of testing policy: (1) inconsistency in testing standards across institutions, (2) misalignment between the test content and the Arabic curriculum, and (3) inadequate institutional support for student test preparation. This study adopts a qualitative case study design of Arabic proficiency testing at the State Islamic Institute of Parepare (IAIN Parepare). Data were collected through policy analysis, test results, and interviews with students from various academic programs.  The findings indicate that students often perceive the test as difficult due to unfamiliar test formats and content that exceeds the curricular scope. Moreover, educators struggle to integrate test-oriented skills into regular instruction due to the lack of clear institutional guidelines. The analysis reveals that, while the tests play a critical role in assessing students’ language skills, these challenges hinder the policy's effectiveness. Despite these challenges, the study offers recommendations for improving the standardization of testing procedures, aligning the curriculum more closely with the tests, and enhancing institutional support to prepare students better. Addressing these issues will help create more equitable and accurate assessments of Arabic proficiency across all institutions.
Artificial Intelligence in Arabic Language Education: Opportunities, Challenges and Future Directions Hujaifa Muhammad Ibrahim; Nailul Izzah; Herdah Herdah; Nurhadi Nurhadi; Hamzah Hamzah; Rizka Widayanti
Al-Muyassar: Journal of Arabic Education Vol 5 No 3 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/bz9nh005

Abstract

Artificial Intelligence (AI) is increasingly reshaping language education through adaptive learning, intelligent tutoring, automated assessment, speech technologies, natural language processing, and generative AI. This narrative review examines how these developments are being applied to Arabic language education, with particular attention to educational opportunities, Arabic-specific constraints, implementation conditions, and future research needs. The review used an iterative narrative search of academic databases and supplementary scholarly sources, focusing primarily on publications from 2019 to 2026 and retaining earlier foundational works where conceptually necessary. A structured literature-extraction matrix was used to record study focus, context, AI application, educational purpose, principal findings, limitations, and implications. The final synthesis comprised 28 sources and was analysed through thematic comparison and mapping to four research questions. The evidence shows that AI can support personalization, feedback, writing, pronunciation, assessment, learner autonomy, and teacher productivity, but its educational value is conditional on teacher competence, Arabic linguistic resources, infrastructure, cultural responsiveness, and ethical governance. The review's principal conceptual contribution is the Human-Centered AI for Arabic Language Education (HCAI-ALE) framework, which integrates six mutually dependent dimensions: human-centered pedagogy, Arabic linguistic intelligence, personalized learning, ethical AI governance, teacher and learner AI literacy, and continuous evaluation. The review argues that responsible Arabic AI education should be understood not as technology adoption alone but as the alignment of AI affordances with pedagogical purpose, linguistic context, human agency, and institutional safeguards.
Co-Authors Basmala Basmala Bunga Rosi Darmawati Darmawati Darmawati Darmawati Hamsa Hamsa Hamzah Hamzah Hujaifa Muhammad Ibrahim Kaharuddin Kaharuddin Mirdawati Mirdawati Muhammad Riswan Liling Muslimin Resi Nailul Izzah Nawal Sa’adah HM Nur Atika Putri Nurhadi Nurhadi Nurul Atika Rahmatika Rahmatika Raodhatul Jannah Raodhatul Jannah Rara Mutiah Ririn Anisa Fitri Rizka Widayanti Saepudin Sulfadli Sulfadli