Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Arabic Language Teaching IJALT EL TSAQAFAH
Mad ‘Ali
Universitas Pendidikan Indonesia
Religion Arts Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
TA’SIRU NAMUDAJ AT TA’LIM TA’AWUNI ROUND TABLE ALA NATAAIJ AT TA’ALUM FII MAADATI AL LUGHAH AL ARABIYYAH Arina Dienana; Isnaeni Khoirul Bariyyah; Bening Anjaswara; Mad ‘Ali
El-Tsaqafah : Jurnal Jurusan PBA Vol. 23 No. 2 (2024): Oktober 2024
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v23i2.10173

Abstract

Arabic is one of the compulsory subjects in Madrasah Aliyah Negeri 1 Magetan. However, learning Arabic at this school faces challenges, notably students’ limited grasp of the lessons. Furthermore, teachers continue to employ direct methods, resulting in monotonous Arabic language learning activities at these schools, ultimately leading to student disengagement and boredom. Based on the mentioned issues, this research aims to assess the impact of adopting the Round Table Learning model on the Arabic language learning achievements of the 10th-grade students at Madrasah Aliyah Negeri 1 Magetan. This quantitative study uses a true experimental design, specifically a control group design, where the experimental and control groups are randomly selected from the population. The study involves 40 participants, divided equally between the experimental group (20 students) and the control group (20 students), out of a total population of 238 students. Researchers utilized data collection methods, including observation, interviews, tests, and document analysis. The data were analyzed using the t-test (independent samples t-test) due to its normality and homogeneity. The findings from Arabic language learning using the Round Table learning model in class indicate that H0 is rejected and H is accepted; this shows the statistical results of the t-test based on SPSS 25, namely 0.001 < 0.05. Therefore, we conclude that Ho is rejected and Ha is accepted, so it is said that there is a difference between the learning outcomes of Arabic language subjects in the experimental class and the control class.
Balancing Language Skills in Arabic Assessment: Challenges of Curriculum Implementation in an Islamic Integrated School Adibah Ulaya Putri; Maman Abdurrahman; Mad ‘Ali
Jurnal Internasional Pendidikan Bahasa Arab Vol 8 No 01 (2026): International Journal of Arabic Language Teaching (IJALT)
Publisher : Postgraduate of IAIN Metro Lampung Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijalt.v8i01.13326

Abstract

This study examines Arabic language assessment practices within curriculum implementation at an Islamic Integrated Junior High School (SMPIT), employing a qualitative instrumental case study design with teacher as participant. Data were collected through semi-structured interviews and document analysis, then analyzed using inductive thematic analysis. The findings reveal that, within this specific institutional context, assessment practices are predominantly structured around written tests that emphasize vocabulary (mufradat), grammar (qawa'id), and translation activities, a pattern driven primarily by the school's curriculum requirements rather than the teacher's individual choices. Assessment of the four language skills is imbalanced: speaking is partially addressed through dialogue and video projects, while listening, reading, and writing receive limited attention in the formal assessment system. Digital platforms such as Google Forms and Quizizz have been integrated into assessment, though their alignment with pedagogical goals requires further development. Key challenges include low student motivation, limited hijaiyyah literacy, and demanding curriculum targets. The study concludes that Arabic language assessment practices in this context are shaped more by institutional curriculum structures rather than by individual teacher agency.
Co-Authors Adibah Ulaya Putri Arina Dienana Bening Anjaswara Isnaeni Khoirul Bariyyah Maman Abdurrahman