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FA'ALIYAH ISTIKHDAM TATBIQ 'EDUCANDY' FI TARQIYAT HIFZ AL-MUFRADAT LI THULLAB SOFFI AT-TASI’ BI-MADRASATI PRIK MUNICIPALITY SCHOOL AL-MUTAWASITHOTI AL-HUKUMIYYAH TAYLANDIYYAH Dewi Qotrun Nada Najwa; Natsaree Rosack; Erma Suryani; Muhammad Syarifuddin
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 1 (2025): April 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i1.11659

The purpose of this study is to determine the effectiveness of using Educandy Application in improving students' vocabulary memorization at Prik Municipality School Thailand. This research is a quantitative research, with a pre experimental research design in the form of one group pre-test and post-test. The population in this study were all students of class IX, while the sample in this study were students of class IX A. Data analysis techniques used in processing data are normality test and t-test. Statistical analysis in this study using SPSS. The results of this study are from the results of the t-test, both seen from the sig value. (2-tailed) which is 0.000 <0.05. Nor the results of T count> T table, namely (9.925> 2.101). Thus it is stated that Ho is rejected and Ha is accepted in this study. So it can be concluded that The educandy app is effective in improving vocabulary memorization for ninth grade students at Prik Municipality School in Thailand. The research demonstrate that the use of the Educandy application significantly improves students' vocabulary retention. This highlights the importance of integrating interactive, game-based technologies into Arabic language learning. In real-world settings, these results suggest that employing such tools can create more engaging and motivating learning environments, particularly in multilingual and multicultural contexts like Thailand. Moreover, this research opens possibilities for further studies focusing on the impact of similar educational applications on other language skills, such as speaking and writing, and across different age groups and educational levels.

The Foundations of AI-Driven Arabic Learning Materials: Toward an Integrative Conceptual Framework Imam Haromaen; Vina Ri’ayatillah; Adi Fadli; Dewi Qotrun Nada Najwa
Alibbaa': Jurnal Pendidikan Bahasa Arab Special Issue 2026 Vol. 01 | Artificial Intelligence in Arabic Language Education: Pedagogy, Media,
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ajpba.vi.24477

Artificial Intelligence (AI) has created new opportunities for developing Arabic learning materials that are more adaptive, personalized, and interactive. However, existing studies have primarily focused on technological applications, with limited attention to the theoretical foundations that should guide the development of AI-driven Arabic learning materials. This study aims to analyze the theoretical foundations underlying the development of Arabic learning materials in the era of artificial intelligence. Using a qualitative library research design, data were collected from scholarly books, journal articles, conference proceedings, and other relevant academic publications. The data were analyzed through content analysis, thematic analysis, and conceptual synthesis. The findings indicate that the development of AI-driven Arabic learning materials should be grounded in five interconnected foundations: philosophical, pedagogical, linguistic, psychological, and sociocultural. These foundations provide a comprehensive framework for integrating AI into Arabic language education while ensuring adaptability, personalization, interactivity, and cultural authenticity. This study contributes an integrative conceptual perspective that positions AI as an educational enabler rather than merely a technological tool.

Ta’tsīru Taṭbīqi Māddati Ta‘Līmi Al-Lughah Al-‘Arabiyyah ‘Alā Al-Manhaj Al-Mustaqill Ladā Ṭālibāt Bi Madrasah Nūr Al-Islām Al-Mutawassiṭah Al-Islāmiyyah Sīkar Bīlā Mātārām: تأثير تطبيق مادة تعليم اللغة العربية على المنهج المستقل لدى طالبات بمدرسة نور الإسلام المتوسطة الإسلامية سيكار بيلا ماترام Baiq Widia Nita Kasih; Dewi Qotrun Nada Najwa; Halimatus Sa'adiah
Cordova Journal Vol. 16 No. 1 (2026): Juni 2026
Publisher : The Center for Language Development, Mataram State Islamic University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/cordova.v16i1.14936

يهدف هذا البحث لمعرفة تأثير تطبيق مادة تعليم اللغة العربية على المنهج المستقل لدى طالبات الفصل الأول بمدرسة نور الإسلام المتوسطة الإسلامية سيكار بيلا للسنة الدراسية 2024/2025. منهج البحث المستخدم هو البحث الكمي بنوع البحث ex post facto وطريقة جمع البيانات هي طريقة الاختبار، والاستبانة. تحليل البيانات المستخدمة هي طريقة تحليل الانحدار الخطي البسيط. أظهرت النتائج أن هناك تأثير تطبيق مادة تعليم اللغة العربية على المنهج المستقل لدى طالبات الفصل الأول بمدرسة نور الإسلام المتوسطة الإسلامية سيكار بيلا للسنة الدراسية ٢٠٢٤/٢٠٢٥. كما يتضح من نتائج تحليل البيانات ومعالجتها التي تقدم الباحثة في هذا البحث. أوضحت الباحثة في هذا البحث، أن متوسط درجة في الاختبار القبلي هو 35،44 ومتوسط درجة في الاختبار البعدي هو 87،52. وهذا يدل على أن درجة الاختبار البعدي أعلى من درجة الاختبار القبلي. واستنادا إلى نتائج الاختبار الفرضية باستخدام طريقة تحليل الانحدار الخطية البسيطة حصول على دلالة 0.027<0،05، لذا يمكن استنتاج رفض H0 وقبول H1، وهذا يعني أن تطبيق مادة تعليم اللغة العربية له تأثير على المنهج المستقل

Nazhariyyatu iktisabil-lughatil-fithriyyati 'inda Noam Chomsky wa dauru jihazi iktisabil-lughati (LAD) fii ta'liamil-lughatil-'arabiyyah Dewi Qotrun Nada Najwa
An Nazhair: Journal of Arabic Education Vol. 3 No. 1 (2026): Jurnal An Nazhair: Journal Of Arabic Education
Publisher : Pascasarjana Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/nazhair.v3i1.490

This research aims to analyse Noam Chomsky's innateness theory of language acquisition and explain the role of the Language Acquisition Device (LAD) in Arabic language teaching, based on the idea that language is not merely a behaviour acquired through imitation and repetition, but rather an innate mental capacity with which humans are born. This capacity enables them to receive linguistic inputs, process them, and form grammatical rules unconsciously. This research utilized a qualitative research method of library research type, relying on books, scientific articles, as well as linguistic and psychological references related to the innateness theory and the Language Acquisition Device, which were then analysed descriptively and analytically. The research findings conclude that Noam Chomsky's theory brought about a cognitive shift in explaining language acquisition, as it emphasized that a child possesses an organized mental capacity that enables them to acquire any language they are exposed to through the interaction between biological preparedness and surrounding linguistic inputs. The results also indicate that the Language Acquisition Device plays an important role in teaching the Arabic language, as it helps the learner understand sounds, structures, and grammatical and morphological patterns naturally, provided that they are given a linguistic environment rich in interaction and communication. Therefore, Arabic language teaching should not be limited to memorizing rules and vocabulary; rather, it must rely on providing live linguistic inputs, real communicative situations, and interactive educational media that contribute to activating the Language Acquisition Device, thereby making the learning process more effective and consistent with the cognitive and natural development of the learner.

FA'ALIYAH ISTIKHDAM TATBIQ 'EDUCANDY' FI TARQIYAT HIFZ AL-MUFRADAT LI THULLAB SOFFI AT-TASI’ BI-MADRASATI PRIK MUNICIPALITY SCHOOL AL-MUTAWASITHOTI AL-HUKUMIYYAH TAYLANDIYYAH Dewi Qotrun Nada Najwa; Natsaree Rosack; Erma Suryani; Muhammad Syarifuddin
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 1 (2025): April 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i1.11659

The purpose of this study is to determine the effectiveness of using Educandy Application in improving students' vocabulary memorization at Prik Municipality School Thailand. This research is a quantitative research, with a pre experimental research design in the form of one group pre-test and post-test. The population in this study were all students of class IX, while the sample in this study were students of class IX A. Data analysis techniques used in processing data are normality test and t-test. Statistical analysis in this study using SPSS. The results of this study are from the results of the t-test, both seen from the sig value. (2-tailed) which is 0.000 <0.05. Nor the results of T count> T table, namely (9.925> 2.101). Thus it is stated that Ho is rejected and Ha is accepted in this study. So it can be concluded that The educandy app is effective in improving vocabulary memorization for ninth grade students at Prik Municipality School in Thailand. The research demonstrate that the use of the Educandy application significantly improves students' vocabulary retention. This highlights the importance of integrating interactive, game-based technologies into Arabic language learning. In real-world settings, these results suggest that employing such tools can create more engaging and motivating learning environments, particularly in multilingual and multicultural contexts like Thailand. Moreover, this research opens possibilities for further studies focusing on the impact of similar educational applications on other language skills, such as speaking and writing, and across different age groups and educational levels.

Project-Based Learning for Integrated Arabic Language Skills: A Library-Based Review of Linguistic and Communicative Competence Development Dewi Qotrun Nada Najwa; M. Miftahurrizkil Khairi; Adi Fadli
Dzil Majaz: Journal of Arabic Literature Vol. 4 No. 2 (2026): May-August
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar, Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/dzilmajaz.v4i2.905

The integration of listening, speaking, reading, and writing remains a major challenge in Arabic language instruction, as these skills are often taught separately, resulting in limited communicative competence among learners. Although Project-Based Learning (PjBL) has been widely implemented in language education, comprehensive evidence regarding its role in integrating the four Arabic language skills is still limited. Therefore, this study aims to examine how PjBL facilitates the integrated development of Arabic language skills while fostering learners’ linguistic and communicative competence. This study employed a qualitative library research approach by analyzing peer-reviewed journal articles, books, and relevant academic publications published between 2021 and 2025. Data were collected through documentation and analyzed using content analysis to identify recurring themes, instructional patterns, and pedagogical implications. The findings reveal that PjBL creates a student-centered learning environment in which listening, speaking, reading, and writing are developed simultaneously through interconnected project stages, including planning, information gathering, collaborative discussion, product development, presentation, and reflection. Listening skills are enhanced through exposure to instructions and authentic audio materials, speaking through group discussions and presentations, reading through the exploration of various written sources, and writing through the production of reports, dialogues, posters, and digital content. Furthermore, PjBL promotes learner motivation, creativity, critical thinking, collaboration, self-confidence, and meaningful language use in authentic contexts. Despite challenges related to instructional time, teacher readiness, and technological resources, the findings suggest that PjBL remains an effective pedagogical approach for developing integrated Arabic language proficiency. This study contributes a comprehensive synthesis of recent evidence and offers a conceptual framework for implementing integrated, communicative, and project-oriented Arabic language instruction in secondary education.

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