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All Journal Ijaz Arabi Journal of Arabic Learning Journal of Arabic Language Learning and Teaching
Achmad Yani
Universitas Islam Sultan Sharif Ali
Education 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.
Enhancing Arabic Vocabulary Learning through ActiveInspire Interactive Media: A Quasi-Experimental Study in Islamic Secondary Education: تحسين تعلم المفردات العربية من خلال الوسائط التفاعلية أكتيف إنسباير: دراسة شبه تجريبية في التعليم الثانوي الإسلامي Kamaluddin Kamaluddin; Septika Rudiamon; Achmad Yani; Olivia Levan's; Nurlaila Nurlaila; Rizka Widayanti
Journal of Arabic Language Learning and Teaching (JALLT) Vol. 4 No. 2 (2026): Journal of Arabic Language Learning and Teaching (JALLT)
Publisher : Universitas Islam Negeri Palangka Raya Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jallt.v4i2.533

Abstract

Vocabulary mastery constitutes a fundamental component of Arabic language learning, yet conventional instructional approaches often fail to foster active student engagement and effective vocabulary retention. This study investigated the effectiveness of ActiveInspire as an interactive digital learning medium for improving Arabic vocabulary mastery among junior secondary students. A quantitative approach with a quasi-experimental, non-equivalent control group design was employed. The participants comprised 20 ninth-grade students at Madrasah Tsanawiyah Negeri 17 Tanah Datar, assigned to an experimental group and a control group. Data were collected through classroom observations, interviews, documentation, and vocabulary achievement tests, and analyzed using normality, homogeneity, and independent t-tests. The findings revealed a statistically significant difference between the two groups, with the calculated t-value (3.27) exceeding the critical t-value (2.10), confirming the positive effect of ActiveInspire on students' vocabulary mastery. Students exposed to ActiveInspire demonstrated greater vocabulary acquisition, retention, and contextual use than those receiving conventional instruction. These findings provide empirical evidence that interactive digital media can enhance vocabulary learning outcomes while promoting classroom engagement, suggesting that ActiveInspire represents a promising pedagogical tool for technology-enhanced Arabic language instruction.
Co-Authors Kamaluddin Kamaluddin Muhammad Afifudin Dimyathi Muhammad Al-Mubassyir Muzakki Abdurrahman Nurlaila Nurlaila Olivia Levan's Rizka Widayanti Septika Rudiamon Shofil Fikri