Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Abjadia, International Journal of Education Mahira: Journal of Arabic Studies & Teaching
Maharani, Ninda
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Systematic Review of Psychological and Sociological Factors in Arabic Language Learning among Foreign Speakers in Indonesia Maharani, Ninda; Zalni, Nurfitri
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39913

Abstract

This study systematically reviews 25 empirical articles published between 2019 and 2025 to comprehensively examine the role of psychological and sociological factors in Arabic language learning among foreign speakers in Indonesia, particularly by elucidating the dynamics of language anxiety, learning motivation, and self-efficacy within the social context of learning. This study employs a systematic literature review following PRISMA guidelines, analyzing scientific articles obtained from the Scopus, DOAJ, SINTA, and Google Scholar databases. Thematic analysis was used to identify patterns and correlations between psychological and sociological variables. The results of the study show that speaking anxiety emerges as a significant obstacle to communicative participation, while motivation and self-efficacy play a role in maintaining the sustainability of student learning engagement, which is greatly influenced by the quality of the learning environment, support from teachers and peers, and the dynamics of social interaction in the classroom. These findings indicate that students' psychological conditions do not develop individually but are shaped through continuous social learning experiences. Therefore, Arabic language learning should be understood as an integrated socio-affective process, guiding the development of pedagogical practices to create a learning environment that is psychologically safe, communicative, and responsive to students' needs, thereby supporting the development of sustainable language competence.
Implementasi Project-Based Learning dalam Pembelajaran Bahasa Arab: Studi Kualitatif terhadap Maharah Kalam dan Maharah Kitabah Maharani, Ninda; Prastika, Inka Puji
Mahira: Journal of Arabic Studies & Teaching Vol. 4 No. 1 (2026)
Publisher : Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/mahira.2026.41.04

Abstract

Arabic language learning still faces challenges in developing productive skills, particularly speaking (kalam) and writing (kitabah), which have not been optimized due to the dominance of conventional teaching approaches. Meanwhile, in-depth qualitative studies examining the implementation of Project-Based Learning (PjBL) especially those that integrate these two skills simultaneously remain relatively limited. This study aims to analyze the implementation of PjBL and examine the dynamics of the development of kalam and kitabah skills in Arabic language learning. This study employs a descriptive qualitative approach with data collection techniques including interviews, documentation, and analysis of learning artifacts. The findings indicate that the implementation of PjBL fosters a shift in learning toward a student-centered approach through authentic project-based activities. This approach demonstrates enhanced productive skills, increased self-confidence, and greater student engagement in learning. On the other hand, the implementation of PjBL also faces a number of challenges, such as time constraints, heterogeneity in language proficiency, and complexity in the development of assessment instruments. This study contributes to the development of Arabic language pedagogy by affirming the relevance of PjBL as a contextual approach and the importance of strengthening teacher competencies and institutional support in its implementation
Co-Authors Prastika, Inka Puji Zalni, Nurfitri