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Arabiyatuna : Jurnal Bahasa Arab
Published by Institut Agama Islam Negeri Curup
ISSN : 25805045     EISSN : 25805053     DOI : http://doi.org/10.29240/jba
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences
Arabiyatuna : Jurnal Bahasa Arab is a refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of Arabic as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of Arabic Language Teaching and Linguistics. This journal is an academic journal that published twice a year in May and November by Institut Agama Islam Negeri (IAIN) Curup
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 14 Documents
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Search results for , issue "Vol. 10 No. 1 (2026)" : 14 Documents clear
Analysis and Evaluation of 21st-Century Skills Integration in a Chapter of Grade IX Arabic Textbook for AFL Said, Uswah Mujahidah Rasuna; Sopian, Asep; Ramadhan, Aji Rizqi; Dienana, Arina; Haidar, Alfan
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.12744

Abstract

This study examines the integration of 21st-century skills in the Grade IX Arabic as a Foreign Language (AFL) textbook published by the Directorate of KSKK Madrasah, Directorate General of Islamic Education, Ministry of Religious Affairs of Indonesia. A qualitative descriptive design with an evaluative orientation was employed, focusing on Chapter 1, which covers texts, grammar, and learning tasks. The analysis was guided by the Partnership for 21st Century Learning (P21) framework, encompassing creativity and innovation, critical thinking and problem-solving, communication, and collaboration. Data were interpreted using a Likert scale. The findings indicate that creativity and innovation, as well as critical thinking and problem-solving, fall within the “sufficient” category (65–74), while communication and collaboration are classified as “outstanding” (85–100). These results reveal the textbook’s strength in promoting interaction and teamwork, while also highlighting gaps in fostering higher-order thinking and creativity. The implications underscore the need for a more balanced development of the four skill domains, suggesting that future textbooks should include more varied and challenging activities to promote creative exploration and critical engagement.
Development of Sparkol VideoScribe Audiovisual Learning Media with Problem-Based Learning Model for Arabic Vocabulary Mastery Islami, Diana Fitri; bin Zaid, Abdul Hafidz; Ismail, Muhammad
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.14436

Abstract

Mastering Arabic vocabulary is crucial for supporting students' language proficiency, especially in Islamic boarding schools where Arabic serves both religious and daily communication purposes. However, vocabulary acquisition remains challenging due to conventional methods that rely on rote memorization and lack engaging media. While previous studies have explored audiovisual-based PBL separately, few have integrated both specifically for Arabic vocabulary in pesantren contexts. This study aims to develop an effective audiovisual-based PBL to enhance vocabulary mastery. Employing Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate), this research included needs analysis, media design, expert validation, and effectiveness testing through pre-test and post-test. Data analysis involved normality tests, homogeneity tests, and paired sample t-tests to measure effectiveness. Results show that the developed media is valid and feasible according to experts and significantly improves students’ vocabulary mastery, with a mean difference = -28.729, t = -17.170, and Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference between pre-test and post-test scores. This research demonstrates that the application of audiovisual media in conjunction with PBL can produce more meaningful learning, improve retention, and enhance students' critical thinking skills. These findings provide practical contributions in the form of new strategic options for Arabic language teachers and reinforce the urgency of implementing audiovisual-based PBL in modern education.
What Shapes CEFR Implementation in Arabic Language Education? A Systematic Review of Enablers and Constraints Arrifqi, Nadia; Putri, Amanda; Ufairah, Nabila Izzatul; Atulolon, Wardah Nailah El-Izzah; Daroini, Slamet
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15494

Abstract

This study aims to examine the factors that support and hinder the implementation of the Common European Framework of Reference (CEFR) in Arabic language education. Although the adoption of CEFR has expanded significantly, its implementation remains uneven due to variations in institutional readiness, curriculum alignment, and teacher competence. While numerous studies have discussed CEFR-based materials, assessment, or pedagogy, existing research remains fragmented, and no comprehensive synthesis has mapped the enabling and constraining factors influencing CEFR implementation in Arabic language education. This study addresses this gap by systematically reviewing research published between 2018 and 2025 to identify (1) the key conditions that support CEFR adoption and (2) the major obstacles that hinder its effectiveness in Arabic language learning. Employing a Systematic Literature Review (SLR) approach following PRISMA procedures, the study analyzed selected articles through NVivo-assisted thematic coding to generate an integrated conceptual pattern of enablers and constraints. The findings indicate that successful CEFR implementation is supported by curriculum alignment with CEFR descriptors, teacher readiness, availability of CEFR-based materials, technological integration, and high learner motivation. Conversely, curriculum misalignment, limited teacher proficiency, insufficient materials, weak institutional support, and sociocultural barriers significantly restrict implementation outcomes. These findings provide an evidence-based foundation for the development of CEFR-informed policies, curricula, and pedagogical practices in Indonesia and the broader Southeast Asian context.
The Effectiveness of AI Based Microlearning Platforms through Vlog Content to Improve Arabic Listening Skills Sofian, Ganjar Yusup; Sutaman; R. Taufiqurrochman; Ahmad Fadhel Syakir Hidayat; Nukman Nukman
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.16265

Abstract

The rapid expansion of digital technology and Artificial Intelligence (AI) has significantly transformed learning practices in higher education, particularly in the development of foreign language listening skills. This quasi-experimental study examined the effectiveness of an AI-based microlearning platform integrating authentic Vlog content in improving Arabic listening comprehension. Sixty undergraduate students participated in a four-week, one-group pretest–posttest design. Data were collected through listening comprehension tests and classroom observations. The results revealed a statistically significant improvement in students' listening skills, with a large instructional effect, indicating a meaningful pedagogical impact. Although proportional learning gains were relatively low, this outcome reflected high initial proficiency levels rather than limited intervention effectiveness. Observation results confirmed high fidelity throughout the intervention. Overall, the findings support the integrating of microlearning, multimodal video input, and AI-driven adaptivity as a practical approach to enhancing Arabic listening skills in higher education.
Teaching Maharah Al-Kalam Through Digital Media in Higher Education Aniqah Laili Abidah; Agung Setiyawan; M. Naufal Al Qurthuby Fuady S; Putri, Neisya Azaria Adinda
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.13553

Abstract

Speaking skill (maharah al-kalam) is a crucial aspect of Arabic language learning; however, university students still face various challenges, such as the lack of a language-rich environment and teaching methods that are not contextual. This study aims to systematically examine the effectiveness of digital media in teaching maharah al-kalam to university students by integrating the Input Hypothesis and the Technology Acceptance Model (TAM) as the analytical framework. The method employed is a Systematic Literature Review (SLR) following the PRISMA procedure. A total of 197 records were initially identified from Google Scholar, ERIC, and ResearchGate. After screening and eligibility assessment based on predetermined inclusion criteria, 26 scholarly articles published between 2020 and 2025 were included in the final review. The findings indicate that, from the perspective of the Input Hypothesis, digital media platforms such as YouTube, TikTok, Vlogs, Plotagon, and WhatsApp provide comprehensible input that supports students’ speaking development. From the perspective of the Technology Acceptance Model (TAM), these media are effective because they are perceived as useful and easy to use, which encourages active participation and increases students’ self-confidence. These findings show that digital media function not only as sources of language input but also as accessible and acceptable learning tools for teaching maharah al-kalam in higher education. Nevertheless, challenges such as limited internet access, technical difficulties, and psychological barriers continue to hinder its implementation. This study recommends the strategic integration of digital media into the Arabic language learning curriculum and the development of hybrid learning models that are more responsive to students' needs in the digital era.
Integration of Maqāṣid al-Sharī‘ah Values in the Book Al-Arabiyyah Bayna Yadayk: A Step Toward Recontextualizing Arabic Language Education in the Digital Era Mukaromah, Muhimmatul; Ahmad, Muhammad Anwar Bin
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15090

Abstract

In the era of rapid digital transformation, Arabic language education plays a crucial role not only in developing linguistic competence but also in fostering learners’ moral and spiritual character. However, many contemporary teaching materials tend to emphasize technical language skills while giving limited attention to the integration of Islamic values, creating a gap between educational ideals and classroom practices. Despite the growing discourse on value-based education, empirical studies on the integration of Maqasid al-Shariah into Arabic-language textbooks, particularly in digital learning contexts, remain limited. This study aims to analyze the integration of Maqasid al-Shariah values in the Al-Arabiyyah Bayna Yadayk textbook as a contemporary model for teaching Arabic in the digital age. The researchers employed a qualitative, descriptive-analytical method to analyze the book’s content in light of the five higher objectives of Islamic law: the preservation of religion, life, intellect, progeny, and property. This approach used both printed and digital sources, employing triangulation to enhance academic credibility. The findings reveal that the textbook strikes a balance between linguistic and educational dimensions, incorporating Maqasid-based values into its texts and learning activities, thereby linking language learning with moral refinement and intellectual development. It also employs digital media through its official online platform to facilitate access to knowledge and promote autonomous learning. However, the study identifies challenges in the use of modern technology, including limited interactive features and the need to pay for access to self-assessment tools. The significance of these findings lies in presenting a new vision for Arabic language education that harmonizes authenticity with modernity, positioning Maqasid al-Shariah as a framework for developing an integrated digital curriculum that combines linguistic proficiency with moral education, thus contributing to the advancement of Islamic language pedagogy in line with the demands of the digital era without losing its identity.
Technological Transformations in Arabic Language Learning: A Comprehensive Review of Emerging Tools and Techniques Islami, Azmi; Busthomi Ibrohim; Habib Muharrom Sudarmawan; Agung Muttaqien; Faiz Mursyid Lidinillah
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15109

Abstract

Digital technology has transformed how Arabic is taught and learned worldwide. The scholarly conversation around this shift, however, has grown along parallel but rarely intersecting tracks. Computational researchers concentrate on algorithms, pedagogues refine teaching methods, and sociologists examine cultural contexts, often without engaging one another's findings. This study responds to that problem. It aims to map how technological tools, pedagogical principles, and socio-cultural settings together shape contemporary Arabic language learning, with particular attention to pre-digital traditions such as those maintained in Indonesian Pesantren. The inquiry is urgent because a widening gap exists between the rapid advancement of Arabic learning technologies and the uneven readiness of institutions to adopt them in pedagogically sound and culturally appropriate ways. Two research questions guide the study. (1) What publication trends, geographical distributions, and methodological patterns characterise research on technology-enhanced Arabic language learning from 2020 to 2025? (2) What thematic clusters define this research landscape, and how are they connected? A systematic literature review was conducted under the PRISMA protocol. Scopus served as the primary database, with Google Scholar and Web of Science used for cross-validation. Fifty articles met the inclusion criteria. Two analytical procedures were applied in parallel. A qualitative thematic analysis was organised through the Watase Uake System, a coding framework that maps recurrent concepts into interconnected thematic nodes. A bibliometric analysis then tracked publication trends, journal-tier distribution, and keyword frequency. Results show a paradigm shift from instructor-led teaching toward digitally mediated Arabic learning ecosystems, with research concentrated in the Gulf region and a steadily growing presence from Southeast Asia. Two theoretical anchors dominate the field: Deep Learning for assistive technologies such as Arabic Sign Language recognition, and Self-Determination Theory for questions of learner motivation. Persistent challenges also surface, particularly the digital divide and cultural resistance. Pre-digital pedagogies such as the Muhadatsah method practised in Pesantren continue to shape how technology is received in non-Western contexts.
Readiness of Arabic Language Teachers to Integrate Large Language Models (LLMs) in their Teaching Practices: Challenges and Opportunities Raharjo, Harmanto; Nurjanah, Naih; Akbar, Ghufran; Mulyadi, Mulyadi; Ruswandi, Uus; Erihadiana, Mohamad; Rahmi, Aulia
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15202

Abstract

This study examines Arabic language teachers’ readiness to integrate Large Language Models (LLMs) into instructional practices, identifies key challenges, and explores strategic opportunities for pedagogical use. A qualitative library research design was applied using descriptive-analytical and comparative methods based on peer-reviewed literature (2019–2025) on artificial intelligence, language education, and teacher readiness. Findings indicate that teacher readiness remains at an early, uneven stage, shaped by a socio-technical configuration comprising digital literacy, pedagogical competence, psychological disposition, and institutional support. From a TPACK perspective, technological knowledge is less developed than pedagogical and content knowledge, limiting effective integration of AI in Arabic language learning. Psychological barriers such as technological anxiety and low self-efficacy, along with unequal infrastructure and policy support, further constrain adoption. However, gradual exposure to AI tools fosters experiential learning and incremental development of readiness. Despite challenges, LLMs offer opportunities for improved learning effectiveness, personalized instruction, the development of higher-order thinking, and the integration of Islamic educational values. The study conceptualizes teacher readiness as a socio-technical and developmental construct. It highlights the need for AI literacy development, curriculum redesign, and institutional policy support to ensure ethical and sustainable integration of LLMs in Arabic language education.
Development of Kalam Flipbook Media for Arabic Speaking Skills of Students Grade X Madrasah Aliyah in Semarang City Ruby Syahira; Zukhaira
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.15817

Abstract

This study aims to develop an interactive learning media in the form of a digital flipbook using the Heyzine Flipbook platform, designed in Canva, and to validate the product through evaluations by material experts, media experts, and stakeholders. Students’ Arabic-speaking skills are often hindered by factors such as speaking anxiety, teachers limited instructional effectiveness, and insufficient use of learning media. These challenges can be addressed by providing interactive learning media that boost student motivation, enhance understanding, and support active learning, such as flipbook-based media. The Heyzine Flipbook platform offers features such as video, audio, text, images, and quizzes, that can improve student engagement and practice. This research employed a Research and Development (R&D) approach following the ADDIE model, focusing on four stages: analysis, design, development, and evaluation. The participants were tenth-grade students from three Madrasah Aliyah in Semarang. The data were collected through interviews, questionnaires, and expert validation instruments. The expert validation results showed that the Kalam Flipbook media scored 88, placing it in the “highly feasible” category. The findings reveal that the Kalam Flipbook interactive multimedia provides an engaging learning experience and has the potential to serve as an innovative teaching tool for Arabic language learning according to expert assessment. The research limitation of this study is the absence of field testing of the developed media with students.
Examining Accreditation Readiness of PTKIN Master’s Programs in Arabic Language Education Muttaqin, Zainal; Raswan, Raswan; Maulida Hijjah, Shifany; Jannah, Savinatul; Tamami, Keysa
Arabiyatuna: Jurnal Bahasa Arab Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v10i1.16059

Abstract

Program accreditation is a primary standard for assessing the quality and credibility of higher education. The Master’s Program in Arabic Language Education (MPBA) at PTKIN demonstrates its commitment to academic excellence through rigorous accreditation preparations, encompassing curricula, human resources, infrastructure, and research performance. However, a significant research gap exists, as limited comparative research explores how internal and external factors influence accreditation outcomes across similar programs; most existing studies remain descriptive and context-specific rather than generalizable. This study analyzes the readiness of the MPBA Program at PTKIN for national accreditation by LAMDIK. The evaluation was conducted based on accreditation standards ranging from vision and governance to program outcomes and impact. Using a qualitative-descriptive method—incorporating interviews, document analysis, and observation—this study finds that the MPBA has met most standards, particularly in its globally oriented curriculum, international partnerships, and human resource development. Nevertheless, challenges persist in strengthening governance, increasing international publications, and enhancing learning facilities. These results offer strategic recommendations for program managers to improve accreditation readiness through synergy, data-driven planning, and continuous innovation, while serving as a benchmark for other programs navigating accreditation in the era of educational globalization.

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