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All Journal Hayula: Indonesian Journal of Multidisciplinary Islamic Studies Ijaz Arabi Journal of Arabic Learning
Muzakki Abdurrahman
UIN Sunan Ampel Surabaya, Indonesia
Religion Languange, Linguistic, Communication & Media Social Sciences

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Exploring Academic Challenges In Arabic Linguistics Learning: Cognitive, Linguistic, And Pedagocical Perspectives In Indonesian Islamic Higher Education/ التحديات الأكاديمية في تعليم اللسانيات العربية: من منظور الجانب المعرفي واللغوي والتربوي في التعليمِ الجامعي الإسلامي بإندونيسيا Muhammad Afifudin Dimyathi; Muzakki Abdurrahman; Muhammad Al-Mubassyir; Achmad Yani; Shofil Fikri
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.40303

Abstract

Arabic linguistics is a core course in Arabic Language and Arabic Language Education programs at higher education institutions, and despite its crucial role as a theoretical foundation for linguistic studies, it is often perceived by students as abstract, complex, and highly demanding in terms of analytical skills. This study aims to identify and analyze the academic challenges faced by undergraduate and postgraduate students in learning Arabic linguistics at Islamic higher education institutions. Employing a mixed-methods approach with an explanatory sequential design, the study involved the distribution of Likert-scale questionnaires to 120 students and semi-structured interviews with selected informants at UIN Sunan Ampel Surabaya. The findings indicate that students’ academic challenges encompass cognitive, linguistic, and pedagogical aspects, with cognitive challenges emerging as the dominant factor, particularly in relation to difficulties in understanding abstract linguistic concepts and the high cognitive load involved. Linguistic challenges are associated with the complexity of terminology and the morphosyntactic structure of the Arabic language, while pedagogical challenges relate to instructional approaches that remain predominantly theoretical and lecturer-centered. The study also reveals differences in the characteristics of challenges between undergraduate and postgraduate students in terms of both difficulty levels and the linguistic areas perceived as most challenging, leading to the recommendation that Arabic linguistics instruction in higher education be developed in a more contextualized, analytical, and tiered manner.
A Multidisciplinary Approach to Integrating Islamic Values and Local Culture into STEM Pedagogy in Arabic Language Learning Sovia Fahraini; Muzakki Abdurrahman; Nada Ibrahim Alribdi; Muhammad Thohir; Moh Sholeh Afyuddin
Hayula: Jurnal Indonesia Studi Islam Multi-disiplin Vol 10 No 1 (2026): Hayula: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/hayula.010.01.06

Abstract

Arabic language learning has been dominated by traditional methods that emphasize memorization and analysis of classical texts, thus not supporting the development of 21st-century skills. This study aims to formulate an Arabic language learning model based on a multidisciplinary approach that integrates STEM, Islamic values, and local culture to create applicable, contextual, and meaningful learning experiences. The research method is a library research with a critical-analytical approach to the latest national and international literature, particularly those discussing STEM pedagogy, language learning, Islamic values-based education, and the local cultural context. The results of the study indicate that STEM integration allows Arabic to be used as a medium for exploration, discussion, and project production, while Islamic values ​​such as amanah (trust), adab, ta'āwun (respect), and ṣidq (compassion) serve as ethical guidelines in every activity. Local culture serves as a living and relevant context, strengthening motivation and meaning in learning. The proposed operational model emphasizes identification of real problems, linguistic exploration, cross-disciplinary integration, work production, and reflection and evaluation, in accordance with Vygotsky's principles of social constructivism. The contribution of this research is to present a holistic pedagogical framework that combines cognitive, affective, spiritual, and contextual aspects, so that Arabic language learning not only builds language competence, but also Islamic character, cultural awareness, and 21st-century skills that are relevant to global challenges.
Co-Authors Achmad Yani Moh Sholeh Afyuddin Muhammad Afifudin Dimyathi Muhammad Al-Mubassyir Muhammad Thohir Nada Ibrahim Alribdi Shofil Fikri Sovia Fahraini