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All Journal LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab AL-KILMAH BEGIBUNG: Jurnal Penelitian Multidisiplin
Maftukh Ghulam
UIN Sunan Ampel Surabaya
Religion Arts Humanities Education Environmental Science 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.
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
Arabic Language Teaching Strategies in a Multicultural Environment: An Analysis of Practices in Madrasah Maftukh Ghulam; Anisah Firdausi Nuzula; Muzakki Abdurrahman; Kamal Yusuf; Muhammad Dhiya' Almaskuri
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol. 9 No. 2 (2025): December 2025
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/5kqh8r53

Abstract

تستكشف هذه الدراسة الاستراتيجيات الفعالة لتدريس اللغة العربية في بيئات المدارس المتعددة الثقافات. وتهدف إلى تحليل كيفية تخطيط المعلمين لتدريس اللغة العربية وتنفيذه بطريقة تعكس التنوع اللغوي للطلاب وخلفياتهم الثقافية واحتياجاتهم التعليمية. تطبق الدراسة تصميم دراسة حالة نوعية في عدة مدارس، مع جمع البيانات من خلال الملاحظات الصفية ومقابلات المعلمين وتحليل الوثائق التعليمية. تظهر النتائج أن الاستراتيجيات التكيفية والشاملة، مثل الأساليب التواصلية القائمة على السياق الثقافي، والتعليم المتمايز، والتعلم التعاوني، واستخدام الوسائط الرقمية، تزيد من مشاركة الطلاب وتحفيزهم وكفاءتهم التواصلية. تسلط الدراسة الضوء أيضًا على أهمية إبداع المعلمين ووعيهم الثقافي ومهاراتهم التكنولوجية في إدارة الفصول الدراسية المتنوعة. تساهم النتائج في تطوير نماذج مبتكرة لتدريس اللغة العربية ذات صلة بالتعليم متعدد الثقافات، وتوفر رؤى عملية للمعلمين وصانعي السياسات لتحسين جودة تعليم اللغة العربية.
Co-Authors Anisah Firdausi Anisah Firdausi Nuzula Kamal Yusuf Muhammad Dhiya' Almaskuri Muzakki Abdurrahman Umi Hanifah