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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 286 Documents
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Mapping the Characteristics and Trajectories of Language Scaffolding in Arabic as a Foreign Language: A Systematic Review Oktavera, Hasnil; Sutaman, Sutaman; Nurhadi, Nurhadi; Yul, Widiya; Aini, Hidayati
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.v9i2.14801

Abstract

Grounded in Vygotsky's sociocultural theory, Language Scaffolding Skills (LSS), which mediate learning within the Zone of Proximal Development (ZPD), are essential for foreign-language acquisition. Although LSS has been extensively investigated in English as a Foreign Language (EFL), little is known about its distinctive features, applications, and effects in Arabic as a Foreign Language (AFL), particularly given Arabic's linguistic complexity and cultural demands. This systematic literature review (SLR) addresses this gap by mapping the historical foundations, contemporary characteristics, and emerging research needs of LSS in AFL. The PRISMA protocol ensured methodological rigor, and NVivo was used for qualitative data analysis. From an initial pool of 1,724 records, a final sample of 21 empirical studies (2015–2025) was identified from international databases. The findings indicate that LSS in AFL is most frequently manifested through Constructive Feedback (CF) and the promotion of Increased Student Autonomy (ISA), primarily within productive skills (writing and speaking). Receptive skills (reading and listening) remain significantly under-explored. This SLR proposes a contextualized typology of LSS in AFL and outlines a critical agenda for future research, emphasizing the need for AI-based scaffolding and the integration of 21st-century competencies.
The Effectiveness of Visual Media in Improving Students’ Arabic Language Learning According to Edgar Dale's Cone of Experience Model Novianty, Nur'ain; Rochmat, Cecep Sobar; Shodik, Adam Ja'far
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.v9i2.14895

Abstract

This study examines the effectiveness of visual media in improving students’ Arabic language learning based on Edgar Dale's Cone of Experience framework. A descriptive qualitative design with a literature review method was employed. Data were collected from scholarly sources related to visual media, Arabic language learning, and Dale's experiential model. The data were analyzed using thematic analysis, consisting of initial coding, code categorization, and theme development. The results indicate that visual media significantly contribute to simplifying abstract concepts, strengthening memory retention, and increasing students’ motivation in learning Arabic. Its effectiveness becomes more evident when connected to Dale’s Cone of Experience, which highlights visual symbols as an essential stage for bridging abstract ideas with concrete experiences. Overall, this study underscores that visual media not only support students’ comprehension but also enhance the achievement of Arabic language learning objectives.
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.

Page 29 of 29 | Total Record : 286

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