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All Journal Al Ishlah Jurnal Pendidikan Al Mi’yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban Tanwir Arabiyyah: Arabic as Foreign Language Journal Science and Education Journal
Herdah Herdah
Institut Agama Islam Negeri Parepare
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.
Co-Authors Basmala Basmala Bunga Rosi Darmawati Darmawati Hamsa Hamsa Kaharuddin Kaharuddin Mirdawati Mirdawati Muslimin Resi Nurul Atika Rahmatika Rahmatika Raodhatul Jannah Rara Mutiah Ririn Anisa Fitri Saepudin Sulfadli Sulfadli