cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nuril Muridah
Contact Email
ijaz.arabi@uin-malang.ac.id
Phone
-
Journal Mail Official
nuril.muridah@uin-malang.ac.id
Editorial Address
-
Location
Kota malang,
Jawa timur
INDONESIA
Ijaz Arabi Journal of Arabic Learning
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26205912     EISSN : 26205947     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Ijaz Arabi; published twice a year since 2018 (April and October), is a multilingual (Bahasa, Arabic, and English). This journal is published by the Arabic Department, Faculty of Education and Teachers Training, Universitas Islam Negeri Maulana Malik Ibrahim Malang.
Arjuna Subject : -
Articles 547 Documents
 49   50   51   52   53 
Transforming Arabic Language Learning With Artificial Intelligence: Teacher Perspectives And Student Experiences Sumiarni, Nanin; Saefuloh, Hasan; Pratama, Muhamad Ibnu Setiawan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.35113

Abstract

The advancement of artificial intelligence (AI) technology has brought significant transformation in various fields of education, including Arabic language learning. This study aims to analyze the transformation of Arabic language learning through AI from the perspectives of teachers and students, and to identify the challenges that arise in the learning process. This research employs a qualitative approach, utilizing in-depth interviews with 2 Arabic teachers and 13 students who have utilized AI technology in their learning. Data were collected through semi-structured interviews and analyzed using Miles and Huberman's thematic analysis techniques. Research findings indicate a significant pedagogical transformation, including teachers adapting from teacher-centered to student-centered approaches, an 85% increase in student motivation and engagement, and the emergence of technical and ethical challenges during implementation. Teachers experienced a shift in role from information deliverers to facilitators and guides of personalized learning. Students reported an increase in independent learning ability of 78% and faster, more accurate feedback. However, the research also highlights the need for comprehensive teacher training and the development of evaluation strategies tailored to AI-based learning. This research contributes to the understanding of AI implementation in Arabic education. It provides a framework for pedagogical adaptation in the digital era, leveraging hybrid learning models that harness the strengths of AI while fostering human interaction.
The Opinions Of Grammarians Described As Al-Hudaq In Arabic Grammar: The Chapter On Verbs As A Model/ آراء النحويّين الموصوفين بـالحُذّاق في النحو العربي، باب الأفعال أنموذجا Al-Kubaisi, Ahmed Aref Jumaa; Jassim, Rafi Khalaf
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.36492

Abstract

The study aims to collect distinguished grammatical opinions attributed to the “Al-Ḥuḏāq,” a term referring to groups of senior grammarians in classical works, as seen in expressions such as “the expert grammarians” and “clarified by the Al-Ḥuḏāq.” The grammarians themselves frequently transmitted opinions using this designation; for example, al-Nahhās says: “the expert grammarians do not say and (لها) meaning (عليها).” The purpose of the research is to gather these opinions, specifically those related to Arabic verbs, to study and analyze them, compare them with other viewpoints, and identify the names of these “Al-Ḥuḏāq.” The researcher relied on surveying disputed issues in classical texts and on indices of books on grammatical schools. The study revealed the identities of the grammarians referred to as “Al-Ḥuḏāq” in each issue and clarified that the term “Al-Ḥuḏāq”—if it can be considered a technical term—entails two aspects: first, grammarians do not label a school as the “Al-Ḥuḏāq” school without generally intending to give it preference; second, describing a particular group as “Al-Ḥuḏāq” serves as a form of praise for the grammarians themselves, highlighting their reliability and authority, since ḥadhāqah denotes skill and mastery. Moreover, these issues affect the teaching of Arabic to non-native speakers.
A Scoping Review Of Flipped Classroom Approaches In Arabic Teaching Kamal, Muhammad Hakim
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.36740

Abstract

The review examines the use of the flipped classroom in Arabic instruction from 2010 to 2024, drawing on 56 studies that met the inclusion criteria. Flipping the classroom is not new in other disciplines, but in Arabic instruction, it has not been widely adopted. The four areas identified by the study were the structures and methods of Arabic lessons, the effects on language proficiency, the development of cross-cultural awareness and independence, and the challenges of integrating technology into learning environments. Flipped strategies can be effective for intermediate and advanced Arabic learners, but their success depends on several factors. The review identified significant disparities, including the lack of studies on beginner learners and the absence of a standardized evaluation method. Future research in this area should focus on designing specific flipped-learning models for Arabic instruction, analyzing various Arabic teaching contexts, and developing standardized testing instruments to evaluate improvements in language performance. The research results offer practical recommendations for educators, curriculum developers, and educational technologists who want to implement or enhance flipped classroom methods in Arabic instruction.
The Hadith Indeed, Some Speech Is Enchantment: A Hadith, Linguistic, Rhetorical, and Daʿwah Study/ حديث إن من البيان سحرا: دراسة حديثية لغوية بلاغية دعوية Al-Rifa‘i Al-Juhani, Sami Bin Musa‘id Bin Mas‘id
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.37526

Abstract

An integrated approach is adopted to examine the Prophet’s ḥadīth “Indeed, some speech is like magic,” combining ḥadīth, linguistic, rhetorical, and daʿwah dimensions, aiming to uncover the beauty of the Prophetic expression and the precision of its moral guidance. It traces the sources of this specific ḥadīth. It discusses scholars’ interpretations—between those who viewed it as praise for sincere eloquence, those who saw it as a warning against deceptive speech, and those who reconciled both views in a balanced manner. The linguistic and rhetorical analysis reveals the miraculous nature of the ḥadīth’s structure, which blends brevity, rhythm, and accuracy in simile, showing that eloquence is a subtle spiritual power that influences hearts as magic does: a means of guidance when used for truth, and a cause of misguidance when misused. Ultimately, the study concludes that the ḥadīth provides a daʿwah-oriented standard for speech, affirming that eloquence is not an aesthetic end in itself but a means to lead minds and hearts toward the truth.
Education Of Arabic Language In Sindh: Evaluating Curriculum, Resources And Outcomes Qureshi, Nasurullah; Ahmed, Altaf; Ali, Muzaffar; Jessar, Abdul Samee; Ahmed, Nazir
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.36840

Abstract

The education of Arabic in government institutions in Sindh remains a concern due to limited curricular innovation, inadequate resources, and unsatisfactory learning outcomes. This study seeks to evaluate the existing Arabic curriculum, the availability and quality of teaching resources, and the actual outcomes achieved by teachers. The research begins with a discussion on the significance of Arabic language learning in religious, social, and educational contexts. Moreover, it examines the role of government institutions in providing effective Arabic education and in shaping learners' character. A review of the curriculum and teaching practices has been conducted alongside field surveys of selected schools and colleges. The findings highlight both strengths and weaknesses in the current system, including outdated syllabus content, a lack of modern teaching resources, and low proficiency levels. Based on these insights, the study proposes practical reforms to improve the curriculum, strengthen resource allocation, and enhance students' learning outcomes. The study concludes that comprehensive reforms are essential to make Arabic education more relevant, engaging, and effective for future generations in Sindh.
Thematic Analysis Of Arabic Language Curriculum Integration Of Multidimensional Values Scopus Indexed Literature Review Husna, Ilya; Yasmadi, Yasmadi; Rahmawati, Rahmawati; Refdianti, Afrina; Darman, Isra Hayati; Aniati, Ira
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.35307

Abstract

This study aims to map research trends in Arabic language curriculum development, based on twelve scholarly articles indexed in the Scopus database and published between 2014 and 2025. The study employs a systematic literature review approach, grounded in Arlene Fink’s framework, which comprises three main stages: literature sampling, literature screening, and data extraction. The selected articles met specific inclusion criteria relevant to the theme of Arabic curriculum development in the context of contemporary education. The data extraction process focused on four key elements of each article: authorship, research objectives, methods, and findings. Thematic analysis of these articles identified five central themes in curriculum development: the integration of environmental values, the incorporation of local wisdom, the integration of spiritual aspects, the enhancement of creativity through curriculum design, and the urgency of formulating a more adaptive and contextual national curriculum standard. These thematic findings are further analyzed through the lens of William Pinar’s reconceptualist curriculum theory, which views curriculum not merely as a technical instructional tool, but as a subjective, reflective, and cultural process (currere). The study reveals that the Arabic language curriculum in Indonesia remains normative and is not yet fully responsive to local and global dynamics. Accordingly, this research recommends the development of a more collaborative, contextual, and holistically oriented Arabic language curriculum. It is expected that this study will serve as a significant reference for policymakers and curriculum developers in designing an Arabic curriculum that is relevant, responsive, and transformative.
Socio-Cultural and Linguistic Behavior of Arabic-Speaking Students: Fake Identity Among Internet Users and Its Effects/ السلوك الاجتماعي والثقافي واللغوي للطلاب الناطقين باللغة العربية: الهوية المزيفة بين مستخدمي الإنترنت وآثارها Alabri, Khalid Hassan
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.40599

Abstract

This research aims to discuss the use of anonymous and fake names instead of real names, the hiding of internet users' real identities, and the adverse effects of such disguise. This study follows a descriptive method, in which information is gathered through the author's observations. The goal is to understand the key reasons for using a fictitious persona on the internet by describing the phenomenon and collecting descriptions/information about it. The paper will also extrapolate and track the conditions of internet users through review and observation. Findings: Hiding an identity allows a person to do/say what they could not in their real name. This can result in behaviors that are destructive to society, such as showing bad morals, spying on others, a weak family bond, violation of privacy/security, and promoting terrorism. The scientific value of this paper is its discussion of such a sensitive topic as hiding one’s identity, and the consequences of being anonymous on the internet. The paper did not address the reasons for hiding one’s identity, as that discussion was beyond its scope. Instead, the study discusses treatment for this trend, whether it affects the anonymous person or others who suffer consequences. Such consequences affect various aspects of life, such as religious, social, moral, and even security. This research benefits Arabic language teaching by laying a foundation in grammatical and linguistic terminology, thereby contributing to the explanation of terms such as nouns, nicknames, and titles. Furthermore, it enhances critical thinking and linguistic analysis skills, helping teachers teach "linguistic behavior" in the digital age by comparing real names with online pseudonyms.
‘Ismah And Its Impact On Building The Personality Of The Preacher To God A Doctrinal, Linguistic, And Da‘wah Study/ العصمة النبوية وأثرها في بناء شخصية الداعية إلى الله دراسة عَقَديَّة لغوية دعوية Alharbi, Mohammed Fahad
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.37328

Abstract

This research aims to demonstrate the impact of Prophetic Infallibility (‘Ismah) on building the personality of the preacher (Dā‘iyah) through a doctrinal and linguistic study that highlights the connection between the purity of creed and the clarity of expression in the Prophetic discourse. This research adopts an inductive analytical method by tracing legal texts and statements by scholars related to prophetic infallibility, and analyzing them doctrinally, linguistically, and rhetorically, to reveal their influence in building the personality of preachers and their rhetorical methods, as well as utilizing comparisons to highlight the relationship between the infallibility of meaning and the majesty of expression in prophetic communication. The research clarified that ‘Ismah is not merely a metaphysical attribute but an integrated educational and da‘wah methodology that shaped the personality of the Prophet ﷺ in his speech and actions, making his communication a model to be emulated in the truthfulness of the word, the justice of the discourse, and the gentleness of the style. It also addressed the rhetorical aspect of ‘Ismah in terms of the infallibility of meaning and the sublimity of expression, showing that the Prophetic discourse reached the peak in its purity of content and beauty of expression, and that the faithful preacher emulates it in balancing faith and expression, creed and language.
Social Responsibility In Islam: A Study in Textual Roots and Contemporary Linguistic Manifestations/ المسؤولية الاجتماعية في الإسلام دراسة في الجذور النصية والتجليات اللغوية المعاصرة Mohammad Hasan, Faisal Mohammad
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.41007

Abstract

This research provides a comprehensive study of Islamic social responsibility through textual and linguistic analysis, addressing its contemporary applications. The study's objective is to investigate the conceptual foundations of social responsibility in Islamic primary sources, examine its linguistic representations, and analyze the challenges of its modern implementation. The methodology combines inductive analysis of religious texts with linguistic examination and contemporary case studies. Key findings demonstrate that the linguistic structure of Islamic texts utilizes precise terminology and rhetorical methods that effectively reinforce social responsibility. Empirical evidence indicates that societies that implement Islamic social principles exhibit significantly higher rates of family stability and psychological well-being than contemporary alternatives. The study concludes that the Islamic approach to social responsibility offers a comprehensive framework for social cohesion. Primary recommendations include integrating Islamic social concepts into educational systems, developing flexible legislative frameworks for family law, and utilizing digital platforms for community engagement.
The Improvement Of Ta’bir Syafahi By Implementing Arabic Instruction At UIN Syarif Hidayatullah Jakarta/ ترقية التعبير الشفهي من خلال جعل اللغة العربية لغة التدريس بجامعة شريف هداية الله الإسلامية الحكومية جاكرتا Muchtar, Imamuddin; Bahruddin, Uril; Nurhadi, Nurhadi
Ijaz Arabi Journal of Arabic Learning Vol 9, No 1 (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.v9i1.41278

Abstract

Students’ weak ability in speaking Arabic is still a challenge for many educational institutions. This happens due to the lack of students’ opportunities to use Arabic and Arabic speaking figures in the learning environment. This research aimed to investigate: (1) the application of Arabic instruction at UIN Syarif Hidayatullah Jakarta, (2) the supporting factors of success in improving Ta'bir Syafahi at UIN Syarif Hidayatullah Jakarta, (3) the positive implications of teaching using Arabic instruction towards students' language skills. Qualitative approach case study was employed in this research with interview and observation as the data collection techniques. Documentation during the study were also collected as a supporting instrument. Furthermore, the data analysis step was collecting, condensing, interpreting, concluding, and confirming the validity of the data by triangulation method and peer discussion. The results of this study indicated that: Firstly, the application of Arabic as the language of instruction at UIN Jakarta is represented in four curriculum components: objectives, material, methods, and learning evaluation. Secondly, there are two supporting factors for increasing Ta'bir Syafahi by suing Arabic instruction at UIN Syarif Hidayatullah Jakarta, they are the internal factors consisting of the students’ motivation and enthusiasm to make progress and the students’ background, and external factors consisting of training routines, supportive language environment, competent human resources, also material and non-material support from the faculty. Lastly, the positive implications of teaching using Arabic instruction towards students' language skills at UIN Syarif Hidayatullah Jakarta are divided into two areas: fluency and speaking confidence. In conclusion, the shaping of Arabic-speaking learning environment through the use of Arabic instruction can contribute to improve students’ ability of Ta'bir Syafahi.

Page 51 of 55 | Total Record : 547

 49   50   51   52   53 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning Vol 9, No 1 (2026): Ijaz Arabi: Journal Of Arabic Learning Vol 8, No 3 (2025): Ijaz Arabi: Journal Of Arabic Learning Vol 8, No 2 (2025): Ijaz Arabi: Journal Of Arabic Learning Vol 8, No 1 (2025): Ijaz Arabi: Journal Of Arabic Learning Vol 7, No 3 (2024): Ijaz Arabi: Journal Of Arabic Learning Vol 7, No 2 (2024): Ijaz Arabi: Journal Of Arabic Learning Vol 7, No 1 (2024): Ijaz Arabi: Journal Of Arabic Learning Vol 6, No 3 (2023): Ijaz Arabi: Journal Of Arabic Learning Vol 6, No 2 (2023): Ijaz Arabi Journal Of Arabic Learning Vol 6, No 1 (2023): Ijaz Arabi: Journal Of Arabic Learning Vol 5, No 3 (2022): Ijaz Arabi: Journal Of Arabic Learning Vol 5, No 2 (2022): Ijaz Arabi: Journal Of Arabic Learning Vol 5, No 1 (2022): Ijaz Arabi: Journal Of Arabic Learning Vol 4, No 3 (2021): Ijaz Arabi: Journal Of Arabic Learning Vol 4, No 2 (2021): Ijaz Arabi Journal Of Arabic Learning Vol 4, No 1 (2021): Ijaz Arabi Journal Of Arabic Learning Vol 3, No 2 (2020): Ijaz Arabi Journal Of Arabic Learning Vol 3, No 1 (2020): Ijaz Arabi Journal Of Arabic Learning Vol 2, No 2 (2019): Ijaz Arabi Journal of Arabic Learning Vol 2, No 1 (2019): Ijaz Arabi Journal of Arabic Learning Vol 1, No 2 (2018): Ijaz Arabi Journal of Arabic Learning Vol 1, No 1 (2018) More Issue