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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 261 Documents
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Enhancing Arabic Speaking Skills: The Potential of Gamification in Reducing Language Anxiety kholifia, Nanda Intan Kholifiana; Basith, Abdul; Nasrulloh, M Alaika; Fadly, Ahmad Mufarih Hasan
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12217

Abstract

This study aims to investigate the potential of gamification as an innovative pedagogical strategy to reduce Arabic speaking anxiety and improve speaking performance. Speaking anxiety remains one of the most prevalent and persistent barriers to acquiring proficiency in Arabic, often hindering learners’ active participation and communicative fluency. While cognitive outcomes in language learning have received increasing attention, emotional variables, particularly anxiety, have been comparatively underexplored. Guided by the central research question, how does gamification influence learners’ Arabic speaking anxiety and speaking skill development? this study adopted a qualitative research design involving classroom observations, semi-structured interviews, and documentation within an intensive Arabic language program. Thematic analysis was employed to identify recurring patterns and interpret participants’ experiences. The findings indicated a notable reduction in speaking anxiety by 78%, an increase in student engagement by 85%, a 72% boost in self-confidence, and a 25% improvement in pronunciation accuracy. Gamified elements such as rewards, collaboration, and progress tracking emerged as particularly effective, and 68% of participants perceived these features as beneficial to their learning process. These results highlight the dual function of gamification in enhancing both cognitive and affective dimensions of Arabic language acquisition, especially in speaking. The study offers practical implications for language educators in designing emotionally responsive and interactive learning environments. Further research is recommended to explore the long-term impacts of gamification across varied learner profiles and proficiency levels.
The Development of a Digital Module on the Concept and Application of the Kurikulum Merdeka in Madrasas Based on Problem-Based Learning Naifah; Zuhrudin, Ahmad; Alfurochmatin, Anisa; Lathifah, Winda Nur; Mudrofin
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12260

Abstract

This study aimed to develop and evaluate a digital module entitled Concept and Application of the Kurikulum Merdeka in Madrasas to address the lack of accessible references and limited research on relevant teaching materials. These gaps have contributed to students' perceptions of the Manāhij Ta‘līm al-Lughah al-‘Arabiyah fi al-Madāris course as outdated and impractical. Grounded in the Problem-Based Learning (PBL) approach, the study employed the ADDIE model—Analyze, Design, Develop, Implement, and Evaluate—as its development framework. A total of 110 respondents participated in the needs analysis, 27 in the implementation phase, and 64 in the practicality testing. Data were collected through questionnaires, interviews, observations, documentation, and tests. Expert validation indicated high feasibility, with scores of 96% from subject-matter experts and 90% from media design experts. Student responses also reflected strong acceptance, with a practicality rating of 93.7%, indicating high user satisfaction and ease of use. The module significantly enhanced learning outcomes, as demonstrated by an increase in average scores from 56.89 (pretest) to 87.41 (posttest), with a paired-sample t-test confirming statistical significance, t(26) = -169.56, p < .001. These results suggest that the digital module is both pedagogically robust and practically effective in supporting Arabic language instruction in madrasas within the Kurikulum Merdeka framework.
Motivation and Satisfaction of Arabic Education Students of UIN Maulana Malik Ibrahim Malang in Accessing Arabic Content on Instagram Maryam, Shovi; Sutaman; Huda, Miftahul
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12405

Abstract

This study aimed to examine the motivations and satisfaction of Arabic Education students in accessing Arabic content on Instagram by applying the Uses and Gratifications Theory (UGT). While the integration of social media into language learning has received considerable attention, particularly in informal and self-directed settings, limited research has specifically explored students’ motivations and levels of satisfaction in this context. To address this gap, a quantitative approach was adopted, involving 144 randomly selected students. Data were collected through a questionnaire designed to assess the discrepancy between gratification sought and gratification obtained across five dimensions: academic, informational, personal identity, social interaction, and entertainment. The instrument was validated by experts, and its validity and reliability were tested using the Pearson correlation with the bivariate method in SPSS. The results revealed that students were most motivated and satisfied in the academic, informational, and personal identity dimensions. Conversely, the dimensions of social interaction and entertainment did not yield a satisfactory experience. The highest level of motivation and satisfaction was attributed to Instagram’s role in enhancing vocabulary acquisition, whereas the lowest level of gratification was associated with creating Arabic content on the platform. Gender-based differences also emerged: male students reported higher motivation and satisfaction in vocabulary development, increased self-confidence, and improved listening skills, while female students showed greater motivation and satisfaction in vocabulary acquisition, grammar mastery, and reading proficiency. These results contribute theoretically by extending the application of UGT to Arabic language learning through social media. They also offer practical implications for integrating Instagram into instructional strategies and highlight policy-level considerations for acknowledging digital platforms as valid tools in formal education.
A Techno-Linguistic Decoding Errors in Arabic Writing Assessments: A Case Study of Alikhtibar LMS Moh Ismail; Abdul Hafidz bin Zaid; Luthfi Muhyiddin; Muhammad Alamuddin Ma’ruf
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12426

Abstract

This study aims to investigate techno-linguistic decoding errors in Arabic writing assessments within the Alikhtibar Learning Management System (LMS). The integration of technology in Arabic Language Teaching (ALT) has transformed learning and assessment processes by enhancing student engagement and enabling adaptive evaluation. However, assessing Arabic writing proficiency remains challenging due to the language’s complex grammatical system, especially in digital environments. Employing a qualitative descriptive approach, this research analyzed 46 student-produced texts to identify common error types and their pedagogical implications. The findings revealed that preposition misuse was the most frequent error (30 instances), followed by noun agreement errors (19), verb conjugation errors (15), and redundancy (12). These results emphasize the need for context-sensitive assessment tools and targeted instructional strategies. This study is novel in focusing on decoding errors within a practical Arabic LMS platform and in integrating linguistic theory with digital error analysis. It offers valuable insights for evaluating Arabic writing proficiency in the digital era and contributes to the advancement of intelligent, adaptive feedback systems for Arabic language education, with potential applications in instructional design, curriculum development, and NLP-based assessment tools.
Effectiveness of the Station Rotation Blended Learning Model in Mastering Mufradat Hidayat, Rahmat; Siyam, Fera Favirotus; Muhammad Wahyudi; Annisa Avilya
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12431

Abstract

This study examines the effectiveness of the station rotation blended learning (BL) model in enhancing the mastery of mufradat (Arabic vocabulary) among Grade VII students at MTs Anwar Futuhiyyah Yogyakarta. The research was motivated by the low vocabulary mastery among students, attributed to limited instructional time and a lack of innovation in Arabic language teaching. To address this, the researcher introduced a station rotation BL model designed to promote student engagement and deepen vocabulary understanding. The study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group. The sample consisted of 16 students from classes 7A and 7B, selected through simple saturated sampling. The Mann–Whitney test results showed no significant difference in pre-test scores between the control and experimental groups (p = 0.954 > 0.05), indicating comparable initial proficiency. Post-test results analyzed with an Independent Sample T-Test also showed no significant difference between the two groups (p = 0.097 > 0.05), suggesting that the station rotation BL model did not significantly improve students’ vocabulary mastery. Based on these findings, it is recommended that teachers explore alternative instructional models to enhance mufradat acquisition at MTs Anwar Futuhiyyah.
Integration of Interactive Lumio Media for the Development of Arabic Listening Skills in Islamic Senior High Schools Nestia, Berlian; Evi Muzaiyidah Bukhori; Mokhammad Miftakhul Huda
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12441

Abstract

This study aims to examine the impact of using Lumio by SMART media on enhancing Arabic listening skills among students at an Islamic Senior High School and to explore its implementation in Arabic listening instruction. The integration of technology-based media plays a crucial role in improving the quality of learning, particularly in developing Arabic listening proficiency. However, limitations in infrastructure such as damaged projectors, the unavailability of language laboratories, and low levels of teachers' digital literacy often lead educators to rely on conventional media. As a result, students' Arabic listening skills remain suboptimal. This research employed a quantitative approach with a quasi-experimental design, specifically a non-equivalent control group design. The participants consisted of 36 students from class XI A5 as the experimental group and 36 students from class XI A2 as the control group, selected through purposive sampling. The participants were chosen based on the criterion that they had not previously been exposed to technological media in Arabic listening lessons. Data were analyzed using descriptive statistics, prerequisite tests, and independent sample t-tests. The results showed a substantial increase in students' average scores from the pre-test (48.61) to the post-test (81.39). The study also revealed positive psychological effects, including increased participation, motivation, and interest in learning Arabic listening, as observed through student response sheets, classroom observations, and completed worksheets. These findings indicate that the use of Lumio by SMART media significantly enhances Arabic listening skills compared to conventional instructional methods.
A Bibliometric Study of Research Trends in Arabic Language Bilingualism (1986-2024) Kosim, Nanang; Fauzia, Eva Lathifah; Safrudin, Ramadhan; Fu'adah, Shofwatul; Siregar, Sri Dewi Priwarti
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12454

Abstract

This study aims to map the research landscape of Arabic language bilingualism through a comprehensive bibliometric analysis covering the period from 1986 to 2024. The increasing global prevalence of bilingualism, particularly among Arabic speakers in countries where Arabic is not the primary language, underscores the need for a systematic understanding of how research in this field has evolved. This study collected data from the Scopus database and applied bibliometric methods, including citation analysis, co-authorship network mapping, and journal quartile evaluation, using Microsoft Excel, Publish or Perish (PoP), and VOSviewer. The analysis revealed that the United States was the most influential contributor to research on Arabic bilingualism. The year 2018 recorded the highest number of publications, with a total of 16, while 2017 had the highest number of citations, reaching 348, indicating strong research impact. Current research themes emphasize the cognitive benefits of bilingualism, such as improved working memory and problem-solving abilities, and explore their implications in educational and social settings. These findings highlight the ongoing importance of fostering collaborative and interdisciplinary research and suggest that educational policies should incorporate insights from bilingualism studies to enhance language acquisition and development.
Evaluation of the Arabic Language Learning Implementation and Challenges Faced in the Foreign Language Intensification Program (PIBA) Firdaus, Muhammad; Usman, Syahruddin; Abunawas, Kamaluddin; Ibrahim, Misykat Malik; Haniah
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12505

Abstract

This study aims to evaluate the implementation of the PIBA program at UIN Alauddin Makassar, with a specific focus on Arabic language instruction. The evaluation covers key components such as instructional procedures, supporting facilities, student engagement, and the challenges encountered throughout the program. Employing a qualitative approach and field research methods, the study involved leaders, instructors, and third-semester PIBA students as participants. The findings showed that Arabic language teaching within the PIBA program employed a range of instructional methods and models. Although lecture and discussion formats facilitated student interaction, the limited use of interactive strategies such as simulations and technology integration reduced active student participation. Moreover, the instructional materials were not sufficiently adapted to address the diverse needs of students, indicating the necessity for more flexible and competency-based modules. Time constraints during classroom sessions also hindered in-depth exploration of the content. Based on these findings, the study recommends innovations in teaching approaches through the integration of technology, the development of adaptive learning resources, and improved time management to enhance program effectiveness. Periodic evaluations are also considered essential for ensuring continuous improvement in Arabic language education at UIN Alauddin Makassar and for positioning it as a relevant instructional model in the digital era.
Positioning Arabic Education Study Program Through Student Research Results 2011-2023 Aflisia, Noza; Hazuar; Syohdikin, Syahrul; Abrilian, Rifqah Nabilah Ruby
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12555

Abstract

This study aims to analyse the themes and methodologies of student research and to examine the positioning of the Arabic Education Study Program based on the mapping of student research outputs. The quality of student research significantly influences the development and reputation of the study program. This research employs a mixed-methods approach, combining qualitative and quantitative data derived from theses submitted by Arabic Education Study Program students at IAIN Curup between 2011 and 2023. Data collection was conducted through bibliographic surveys and document analysis. Data analysis followed Miles and Huberman’s framework, including data reduction, data display, and data verification, while credibility measures ensured data validity. The findings reveal that student research predominantly focuses on the development of Arabic language learning, primarily utilizing qualitative descriptive methods. The program has positioned itself as a centre for pedagogical development; however, further integration of linguistics and literature within Arabic language learning is recommended to enhance its scope.
Need Analysis of Teaching Materials for Kitabah Using the Genre-Based Pedagogy Yasmar, Renti; Faisal Mahmud Adam; Umi Machmudah; Rahadian Kurniawan; Aidillah Suja
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i1.12665

Abstract

This study aims to analyze students' needs for Kitabah (Arabic writing) teaching materials through the lens of Genre-Based Pedagogy at IAIN Curup, Indonesia. Although Kitabah is a core component of language acquisition, its instruction remains heavily centered on grammar, with limited emphasis on developing coherent and meaningful texts. Employing a mixed-methods approach, data were gathered from 88 students and lecturers through a 5-point Likert scale survey, in-depth interviews, and classroom observations. The findings reveal that existing teaching materials lack structured guidance to support the progressive development of writing skills. Approximately 85% of students reported difficulties in writing independently, citing insufficient practice and a lack of constructive feedback from instructors. Moreover, the primary textbook used prioritizes grammatical forms over functional writing skills. This study recommends the development of instructional materials grounded in Genre-Based Pedagogy to enhance students’ ability to produce well-organized and purposeful texts. The findings contribute to Arabic language instruction by offering empirical insights for designing more effective Kitabah teaching resources. Theoretically, the study advances understanding of Genre-Based Pedagogy as applied to Kitabah instruction within the Indonesian context.

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