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All Journal AL-KILMAH BEGIBUNG: Jurnal Penelitian Multidisiplin EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab
Anisah Firdausi
UIN Sunan Ampel Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Language Anxiety and Deep Learning Integration in Arabic Language Learning under the Independent Curriculum Anisah Firdausi; Maftukh Ghulam; Umi Hanifah
Al-Kilmah: Jurnal Pendidikan Bahasa Arab dan Humaniora Vol. 4 No. 2 (2025): December 2025. Al-Kilmah: Jurnal Pendidikan Bahasa Arab dan Humaniora
Publisher : Faculty of Education and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/al-kilmah.v4i2.3032

Abstract

This study aims to analyze language anxiety among students in Arabic learning under the Merdeka Curriculum and to apply a deep learning approach to detect and predict the factors causing such anxiety. The research method employed is descriptive qualitative, with data collected through in-depth interviews, classroom observations, and documentation analysis at MTs Nurul Islam Mojokerto. The findings indicate that language anxiety is closely related to the fear of making mistakes in pronunciation and sentence structure, as well as the lack of speaking practice in more informal contexts. However, students who demonstrate greater self-confidence in speaking tend to experience lower levels of anxiety. The application of deep learning in this research shows that technology can identify anxiety patterns based on students’ interactions with speaking and writing tasks. In light of these findings, it is recommended that Arabic learning place stronger emphasis on flexible speaking practices and the use of deep learning tools to analyze students’ anxiety. The study also suggests further research to develop more specific deep learning models to address language anxiety across different levels of education.
Item Analysis of Arabic Language Test Questions Based on Difficulty Level, Discrimination Index, and Distractor Effectiveness Anisah Firdausi; Maftukh Ghulam Mursyidan; M. Baihaqi
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 15 No. 1 (2026): EL-IBTIKAR
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/r8k4qq42

Abstract

This study aims to analyze the quality of Arabic language test items based on difficulty level, discrimination index, and distractor effectiveness in formative assessment. The research employed a descriptive quantitative approach involving 30 students of an intensive Arabic program. The instrument consisted of 20 multiple-choice items covering grammar (qawā‘id) and text comprehension. Data were analyzed using Classical Test Theory with the assistance of Microsoft Excel and SPSS. The results showed that 14 items were valid while 6 items were invalid. The reliability coefficient (Cronbach’s Alpha) was 0.716, indicating good internal consistency. The difficulty level analysis revealed that 80% of the items were categorized as easy and 20% as moderate, with no difficult items found. In terms of discrimination index, most items were classified as good to very good, indicating their effectiveness in distinguishing students’ abilities. Distractor analysis showed that most distractors functioned adequately, although some items had ineffective distractors due to low selection rates. These findings indicate that although the test instrument is generally reliable and has good discrimination power, improvements are needed in balancing item difficulty and enhancing distractor quality. Therefore, the development of more varied and higher-order thinking (HOTS)-based items is recommended to improve the overall quality of Arabic language assessment.  
REKONSTRUKSI KURIKULUM BAHASA ARAB BERBASIS MODEL ROGERS: PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN MAHĀRAH LUGHAWIYYAH Anisah Firdausi; Maftukh Ghulam; Umi Hanifah
BEGIBUNG: Jurnal Penelitian Multidisiplin Vol. 4 No. 2 (2026): BEGIBUNG: Jurnal Penelitian Multidisiplin, April 2026
Publisher : Lembaga Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begibung.v4i2.340

Abstract

This article aims to reconstruct an Arabic language curriculum based on a humanistic approach by adopting Carl Rogers’ learning model. The main problem in Arabic language learning in Indonesia is the dominance of the structural-grammatical approach, which tends to neglect the affective aspects and individual needs of learners. This study employs a descriptive qualitative approach through a literature review, analyzing relevant literature on curriculum, humanistic theory, and language learning. The findings indicate that Rogers’ model, which emphasizes student-centered learning, freedom of learning, and authentic experiences, can serve as a foundation for reconstructing a more holistic Arabic language curriculum. This reconstruction includes the development of learning objectives, contextual materials, participatory strategies, and authentic assessment. The implementation of this model in mahārah lughawiyyah instruction has proven effective in enhancing students’ motivation, engagement, and communicative competence. This article recommends strengthening teacher training and reformulating the evaluation system to support the implementation of a humanistic curriculum
Co-Authors M Baihaqi Maftukh Ghulam Maftukh Ghulam Mursyidan Umi Hanifah