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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 506 Documents
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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 by AI from the perspectives of teachers and students, as well as 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 the adaptation of teaching methodologies by teachers from teacher-centered to student-centered approaches, an 85% increase in student motivation and engagement, as well as 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 training for teachers 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, utilizing hybrid learning models that leverage the strengths of AI and foster 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 teaching Arabic from 2010 to 2024, including 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, effects on language proficiency, development of cross-cultural awareness and independence, and challenges in 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 an area of 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.

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