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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 282 Documents
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Analysis of Non-Linguistic Obstacles in Learning Arabic Speaking Skills at Khairunnas Islamic Senior High School, Surabaya Primasti Nur Yusrin Hidayanti; Siti Alfi Aliyah; Nabila Nailil Amalia; Mirwan Akhmad Taufiq; Maturedy, Faris; Mohammed Jassim Mohammed Rady
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14709

Abstract

The learning of maharah kalam (Arabic speaking skills) at Khairunnas Islamic Senior High School, Surabaya, encountered several non-linguistic obstacles that hindered students’ speaking proficiency. This study aimed to identify and analyze these barriers and propose relevant pedagogical solutions. A descriptive qualitative approach was employed, involving one teacher and eight twelfth-grade Science students as participants. Data were collected through observation, interviews, and questionnaires, and analyzed through data reduction, data display, and verification using source triangulation. The findings revealed three categories of non-linguistic barriers: (1) psychological factors, such as low motivation and self-confidence; (2) pedagogical factors, including monotonous teaching methods and limited speaking practice; and (3) socio-academic factors, particularly the lack of a school environment that supports the active use of Arabic. The study concludes that implementing communicative teaching methods and fostering a supportive language environment are essential to improving students’ Arabic speaking skills.
Development of a Web-Based Arabic Competency Test for Indonesian Speakers as a Reference for Measuring Arabic Proficiency Levels of Undergraduate and Graduate Students in Arabic Language Education at Universitas Negeri Jakarta Arifa, Fatwa; Kamal, Muhammad; Tajuddin, Shafruddin; Bahtiar, Ihwan Rahman; Masyitoh, Siti; Yani, Achmad
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13241

Abstract

This study aims to establish Arabic language proficiency standards through a TOAFL-based competency evaluation model that is recognised both nationally and internationally. The research employed a Research and Development (R&D) approach following the Gall and Borg model. Data analysis ensured validity and reliability through prolonged engagement, persistent observation, and triangulation. The prototype developed in this study measures three key aspects of Arabic proficiency: listening comprehension, structure and written expression, and reading comprehension. Each aspect consists of several sections that assess different linguistic skills through 150 multiple-choice questions. The study also produced a question bank containing structured Arabic test materials designed for standardised assessment. Test scores are processed using a tabulation system that converts correct and incorrect responses into numerical values to generate total scores. The outcome of this research is a prototype of a standardised web-based Arabic language competency test model for Indonesian speakers, which can be used as a valid instrument for assessing Arabic language proficiency at the undergraduate and master’s levels.
Bridging Traditional Language Pedagogy and AI: Lessons from Arabic Language Programs in Indonesia Mustar; Raswan; Chabib Uluum, Dina; Tamami, Keysa; Bin Mohamad, Muhammad Ramdhan
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13708

Abstract

This article examines the integration of traditional pedagogical approaches in Arabic language teaching with emerging artificial intelligence (AI) technologies within Islamic higher education institutions in Indonesia. The study was conducted at two state Islamic universities using a descriptive qualitative approach, with lecturers serving as the primary participants. The findings revealed that conventional learning methods, such as nahwu-sharf and qirā’ah al-kutub, remained the core instructional foundation. However, an increasing number of lecturers had begun incorporating AI-based tools, including chatbots, speech-recognition applications, and adaptive online learning platforms. Overall, lecturers perceived AI as a supportive complement rather than a substitute, one that could enhance students’ learning experiences. At the same time, concerns persisted regarding the accuracy of AI-generated content and its alignment with Islamic values. This study highlights the need for an integrative instructional model that leverages the strengths of classical methods while harnessing AI’s potential to create contextual, moderate, and responsive learning experiences suited to contemporary educational demands. With adequate policy support and ongoing lecturer capacity building, the synergy between traditional pedagogy and AI is expected to accelerate the transformation of Arabic language education in Islamic higher education settings.
Innovations in Affective Assessment in Arabic Language Books for Grade VII Based on Communicative Approach Azmy, Muhammad Ulul; Baroroh, R Umi; Novian, Zailani; Salsabila, Sarah
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13740

Abstract

Arabic language learning in Madrasah Tsanawiyah has implemented a communicative approach that emphasizes real language interaction. However, the Ministry of Religious Affairs' Arabic textbook for seventh grade does not provide assessment instruments that systematically assess the affective domain, so that students' progress in communication cannot be properly measured. This article aims to develop an affective assessment instrument that is integrated with the Ta'aruf material in the seventh grade Arabic textbook. This study uses a modified Borg & Gall Research and Development model, which includes the following stages: needs analysis, instrument design, expert validation, and product revision. The instruments developed are teacher observation sheets and student self-reflection sheets, which are compiled based on Krathwohl's affective taxonomy and a communicative approach. Expert validation was conducted by three validators consisting of two Arabic language education experts and one learning evaluation expert, with a Content Validity Index (CVI) result of 0.87, which is considered valid. This instrument is deemed suitable for use without requiring additional technical training for teachers, and is capable of helping to assess students' courage, self-confidence, cooperation, and respect in the communication process. Thus, this innovation has practical implications for teachers in applying authentic and sustainable affective assessment in the classroom, and can be developed in other chapters or further tested in field learning.
Analysis of the Arabic Language Test Questions at the CELAD Institute from the Perspective of CEFR Standards Alfitri; Musthofa, Tulus; Supriady, Harif
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13801

Abstract

This study aims to describe and analyze the Arabic language test items used at the CELAD Institute, which serves as an assessment tool to measure the Arabic proficiency of students in the Faculty of Islamic Studies at Universitas Islam Riau. Specifically, the research identified the characteristics of CELAD’s Arabic language test items and determined their alignment with Common European Framework of Reference for Languages (CEFR) proficiency levels. This study adopted a descriptive-qualitative design with a content-analysis approach. The findings indicate that: (1) CELAD’s Arabic language test items are integrative, communicative, and interactive in nature, and fall within the category of standardized tests that include proficiency and achievement assessments; and (2) the competency standards reflected in the test align with CEFR, corresponding to level B1 for reading skills and level A2 for speaking and writing skills. This research is expected to serve as an evaluative reference for stakeholders in the further development of the CELAD Arabic language test. Additionally, the findings may offer a model for the development of other Arabic language tests that have not yet been standardized using an international reference framework.
Development of HOTS-Based Final Semester Assessment Questions in the Al-‘Ashri Arabic Textbook for 10th-grade Students of Islamic Senior High School Masrifah, Khusnul; Ahsanuddin, Mohammad
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.13889

Abstract

This study aimed to develop and validate a Higher-Order Thinking Skills (HOTS)–based assessment instrument for Arabic language learning using the Al-‘Ashri textbook for 10th-grade students at an Islamic Senior High School. The research employed a Research and Development (R&D) design following the 4D model: Define, Design, Develop, and Disseminate. Several research instruments were utilized, including: (1) a needs analysis questionnaire and interview guidelines to identify issues in existing Arabic learning assessments; (2) validation sheets for material experts and linguists to evaluate content, construct, and language validity; (3) a HOTS-based test instrument consisting of 36 multiple-choice and 4 essay questions developed according to Bloom’s revised taxonomy (C4–C6); and (4) data analysis tools to measure validity, reliability, item difficulty, and discrimination indices processed using SPSS. Each instrument served a distinct purpose: the questionnaire and interviews gathered empirical data on field needs, the validation sheets assessed the feasibility and accuracy of content and language, and the HOTS-based test was empirically tested on 34 students to examine its psychometric properties. The material validation achieved a score of 94% and the language validation 84%, both categorized as “highly feasible.” Empirical testing showed that all items were valid (r-value > r-table = 0.338), with a reliability coefficient of r = 0.88 (high), item difficulty indices ranging from 0.15–0.85 (moderate), and discrimination indices indicating 38.89% good and 61.11% moderate items. These findings confirmed that the developed HOTS-based assessment instrument was valid, reliable, and effective for evaluating higher-order thinking skills in Arabic language learning at the senior high school level.
A Mixed-Methods Needs Analysis for Interactive Multimedia-based Arabic Teaching Materials for Grade 8 at State Islamic Junior High School (MTsN) 17 Tanah Datar Al Husna, Lathifah; Ulum, Mohammad Samsul; Rosyidi, Abdul Wahab; Hilmi, Mustafiqul
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14430

Abstract

This study aims to analyze students' needs for interactive multimedia-based Arabic teaching materials in grade 8 State Islamic Junior High School (MTsN) 17 Tanah Datar, West Sumatra. Arabic language learning uses textbooks that are still textual and monotonous without any accompanying teaching materials that are interesting and interactive. The approach used was a mixed method, data was collected from 36 students and teachers through interviews, classroom observations, and needs analysis questionnaires. The results of the interviews show that learning Arabic still faces obstacles in the form of conventional and less interesting teaching materials, exercises that have not touched listening and speaking skills, and limited access because it is only available in print form without the support of interactive technology. Observation data shows that Arabic learning is still dominated by teachers with lecture methods, students tend to be passive, interaction and language skills practice are minimal, and only rely on textbooks without media or supporting teaching materials. The results of the questionnaire showed that the majority of respondents (84.65%) strongly supported the development of Arabic teaching materials based on interactive multimedia. This study recommends developing interactive multimedia-based Arabic teaching materials that combine text, audio, video, animation, and self-directed exercises, specifically designed based on students’ real needs to support more engaging and interactive learning. As a practical implication, a prototype or unit template is proposed that integrates short texts, audio narration, micro-videos, and self-checking quizzes for the next stage of development.
Language Ideology in Military Arabic Learning: A Case Study of Language Policy at a Military Educational Institution Nurmala, Mia; Supriadi, Rinaldi; Zafirah, Keysha Shira; Fuadi, Farhan; Anandiar, Iqlima Najmi Amalia
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14438

Abstract

This study investigates the language ideology that informs policy and practice in military educational institutions, with a particular focus on Arabic instruction for military personnel. It explores how beliefs about Arabic as a strategic foreign language are embedded within institutional policies and pedagogical approaches. Employing a qualitative case study at the Language Education and Training Center under the Indonesia’s Ministry of Defense, data were gathered through document analysis, interviews, and classroom observations. The findings indicate that Arabic is ideologically positioned as a language of strategic significance for international defense cooperation, aligning with the national motto Trigatra Bangun Bahasa. The Arabic curriculum, guided by the Ministry of Defense Regulation No. 1 of 2024, reflects an instrumental ideology that links language learning with defense objectives and intercultural competence. This study underscores the dynamic interplay between ideology, policy, and pedagogy in shaping linguistic competence in military settings. Hence, it contributes to broader discussions on how institutional language policies articulate forms of strategic nationalism in multilingual contexts.
The Effect of Digital Project-Based Learning and Self-Confidence on Students’ Arabic Learning Achievement Nurjanna; M.Yusuf T; Rappe; Haniah
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14657

Abstract

This study examines the correlation between digital project-based learning and self-confidence on Arabic language learning achievement. Employing a 2 × 2 treatment-by-level research design, the implementation of digital project-based learning demonstrated a positive effect on student learning outcomes. This can be seen in the score differences between classes that applied digital project-based learning and those that used project-based learning without digital assistance. The average score of the experimental class was 60.31, while the control class achieved an average score of 35.69. This finding was supported by the results of a two-way ANOVA, which showed a significance value of 0.000 < 0.05, indicating a significant difference in Arabic learning achievement between students taught using digital project-based learning and those taught without digital assistance. Similarly, self-confidence also showed a positive effect on Arabic learning achievement. Students with high self-confidence achieved higher scores than those with low self-confidence, with average scores of 63.85 and 32.15, respectively. This result was further supported by the two-way ANOVA test, which yielded a significance value of 0.000 < 0.05, indicating a significant difference in Arabic learning achievement between students with high and low self-confidence.
The Role of Developing Arabic Language Teachers to Improve Pedagogical Competence in Learning Buska, Wahyudi; Prihartini, Yogia
Arabiyatuna: Jurnal Bahasa Arab Vol. 9 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jba.v9i2.14800

Abstract

The purpose of this study is to provide insight into how Arabic language teachers design lessons, implement them, and assess student learning. Observation guides, interviews, documentation, and questionnaires were used to collect data, which were then analyzed to determine the instructional designs and strategies employed. The study was conducted at SDIT Mutiara Al-Madani Sungai Penuh. The findings revaled that: 1) The pedagogical competence of Arabic language teachers was generally good but still required enhancement, particularly their understanding of students, including various psychological aspects, learners’ needs and interests, talents, and individual differences; and 2) The management of Arabic language instruction related to pedagogical competence at the school did not fully meet the standards expected of professional teachers. This was evident from several aspects: first, instructional planning: some teachers did not design their own lesson plans; second, instructional implementation: teachers relied on a single method, primarily lecturing, rather than employing a variety of approaches; and third, evaluation of learning: teachers did not develop evaluation instruments or assessment questions adequately.

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