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Al Ibrah Journal of Arabic Language Education
Published by Institut Agama Islam Negeri Palopo
ISSN : 26224380     EISSN : 26226006     DOI : https://doi.org/10.24256/jale.v1i1.361
Core Subject : Religion, Education, Art,
Religion Arts Education Languange, Linguistic, Communication & Media Other
AL IBRAH is a peer-reviewed academic journal dedicated to advancing scientific knowledge and innovation in Arabic language education. The journal welcomes submissions on Arabic language teaching, classroom innovations, and various applied linguistics subfields. Typically, submissions should range between 4,000 to 6,000 words, though submissions up to 7,000 words may be considered in exceptional cases. Research conducted at religious educational institutions is particularly valued, as it has greatly contributed to the understanding and enhancement of Arabic Language Education practices. The AL IBRAH Journal focuses on the following topics 1. Arabic Education 2. Arabic Language Skills (al Istima, al Kalam, al Qiraah, al Kitabah) 3. Arabic Literature 4. Arabic Teaching Metode 5. Arabic Grammar Syntax (Nahwu), Morphology (Sarf) 6. Classical Arabic (fusha) 7. Lexicography (Maajim) 8. Prosody (Arudh) 9. Arabic for Young Learners 10. Arabic Language Instruction (Methods, Approaches, and Techniques) 11. Curriculum Design for Arabic Language Teaching 12. Technology and ICT Integration in Arabic Language Teaching
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 147 Documents
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تحليل نقدية للأخطاء النحوية في الرسائل الجامعية لطلاب تعليم اللغة العربية: Grammatical Error Analysis in Undergraduate Theses of Arabic Language Education Students Ayu, Ayu Lestari; Muhaemin
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 1 (2025): AL IBRAH: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i1.6038

Abstract

This study aims to analyze grammatical errors found in undergraduate theses written by students of the Arabic Language Education Department at the State Islamic University of Palopo (2020–2023). The study focuses on fifteen purposively selected theses that contained a high frequency of linguistic errors. Particular attention was given to the abstract and introduction sections, as they are indicative of students’ foundational language proficiency and academic writing skills. A descriptive-analytical method was employed, utilizing document analysis and semi-structured interviews with both students and academic supervisors. The findings reveal five major categories of grammatical errors: construct phrase, adjective–noun agreement, number agreement, sentence structure, and prepositional usage. Among these, errors were the most frequent, followed by mismatches in adjective–noun agreement. Interview results suggest that these errors stem from multiple factors, including limited theoretical understanding of Arabic grammar, insufficient writing practice, overreliance on machine translation, first-language interference, and inadequate linguistic supervision during the thesis writing process. The study recommends strengthening Arabic writing instruction through structured practice, ongoing feedback, the use of grammar-checking tools, and increased involvement of supervisors in language-focused mentoring. This study offers a comprehensive overview of the challenges faced by Arabic language learners in academic writing and proposes pedagogical strategies to improve grammatical accuracy and elevate the quality of students' written academic output.تهدف هذه الدراسة إلى تحليل الأخطاء النحوية في الرسائل الجامعية التي كتبها طلاب شعبة تعليم اللغة العربية في الجامعة الإسلامية الحكومية بفالوفو خلال الفترة ما بين 2020 إلى 2023، وذلك من خلال دراسة عيّنة مكونة من خمس عشرة رسالة تم اختيارها عمدًا لاحتوائها على عدد كبير من الأخطاء اللغوية. ركزت الدراسة على تحليل الأخطاء في قسمَي الملخص والمقدمة، لما لهذين الجزأين من أهمية في الكشف عن المهارات اللغوية الأساسية لدى الطلبة. اعتمدت الدراسة المنهج الوصفي التحليلي، واستخدمت أدوات جمع البيانات المتمثلة في تحليل الوثائق والمقابلات النصف الموجهة مع الطلبة والمشرفين الأكاديميين. وقد كشفت النتائج عن وجود خمسة أنماط رئيسية من الأخطاء النحوية، وهي: أخطاء الإضافة، وأخطاء الصفة والموصوف، وأخطاء العدد والمعدود، وأخطاء بنية الجملة، وأخطاء استخدام حروف الجر. وبيّنت النتائج أن أكثر هذه الأخطاء شيوعًا تتعلق ببنية الإضافة، تليها الأخطاء في المطابقة بين الصفة والموصوف. أظهرت المقابلات أن هذه الأخطاء تعود إلى عدة عوامل، من بينها ضعف الفهم النظري لقواعد النحو، وقلة الممارسة الكتابية، والاعتماد على الترجمة الآلية، إضافة إلى تأثير اللغة الأم، وغياب الإشراف اللغوي المتخصص. وخلصت الدراسة إلى ضرورة تعزيز البرامج التعليمية بتمارين كتابية منتظمة، وتقديم تغذية راجعة مستمرة، وتوظيف التقنيات الحديثة في الكشف عن الأخطاء، إلى جانب تفعيل دور المشرفين الأكاديميين في المتابعة اللغوية. تسهم هذه الدراسة في تقديم تصور شامل حول واقع الكتابة الأكاديمية لدى طلبة تعليم اللغة العربية، وتقترح مداخل عملية لتحسين جودة الكتابة، والارتقاء بمستوى الكفاءة اللغوية في السياقات الجامعية.
تقييم نتائج التعلم من خلال مدخل التفسير المتكامل في موضوع المفعول معه للطلبة المشاركين في الندوة الأسبوعية: An Evaluation of Learning Outcomes Using an Integrated Interpretive Approach on the Topic of Al Maful Maahu Baso, Sitti Ardianti Baso; Mawardi; Rukman AR. Said
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 1 (2025): AL IBRAH: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i1.6283

Abstract

Evaluation of learning outcomes with intelligence (cognitive) assessment indicators alone is not comprehensive in evaluating participant learning outcomes. This study aims to find out the extent of the influence of the "Integrated Interpretation Approach" on the evaluation of the learning outcomes of Nadwah Usbu iyyah IAIN Palopo participants. The type of research used is quantitative, while the data collection method includes multiple-choice questions (cognitive domain), questionnaire (Affective domain) and essay (Psychomotor domain). The sample of this study consisted of 16 students of the Arabic language education study program at the Palopo State Islamic Institute who participated in the "Nadwah Usbu'iyyah" program. The results of the study show that based on the results of the study,  was accepted and  was rejected, where 3,46) > (1,75). In conclusion, the evaluation of learning outcomes through an integrated interpretation approach with three assessment domains (cognitive, affective and psychomotor) is more influential in improving the evaluation of participant learning outcomes compared to the evaluation of learning outcomes through the traditional interpretation approach, which only uses one assessment domain, namely (cognitive), which means that the integrated interpretation approach has an effect on the evaluation of the learning outcomes of Maf ulun Ma ah material for participants Nadwah Usbu iyyah IAIN Palopo.    
A LINGUISTIC–SEMANTIC ANALYSIS OF THE PHRASE LAA ILAHA ILLALLAH IN KITAB AT-TAWHID AND ITS IMPLICATIONS FOR ARABIC LANGUAGE EDUCATION Muhammad Nafis; Muhammad Azriel Dzikra Mirzady; Agung Pranoto Kadiatmaja
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 2 (2025): Al Ibrah: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i2.8309

Abstract

This study examines the linguistic and semantic structure of the phrase Laa Ilaha Illallah as presented in Kitab at-Tawhid by Muhammad bin Abdul Wahhab and explores its implications for Arabic language education. Employing a qualitative linguistic research design with a descriptive–analytical approach, the study analyzes how grammatical structure contributes to meaning construction in classical Arabic texts. The primary data consist of the phrase Laa Ilaha Illallah and its explanations in Kitab at-Tawhid, which is treated as a source of authentic classical Arabic language data rather than as a purely theological work. The findings show that the phrase is built upon a distinctive grammatical structure combining total negation through lā an-nāfiyah lil-jins and exclusive affirmation through exception (istithnā’). This structure produces semantic restriction (ḥaṣr) that is encoded directly in the syntactic configuration, demonstrating how meaning in Arabic is often conveyed through grammatical mechanisms rather than lexical elaboration. The analysis of Kitab at-Tawhid further reveals consistent patterns of linguistic explanation, including structural emphasis and repetition, which function to stabilize semantic interpretation in classical Arabic discourse. From an educational perspective, the study highlights the pedagogical potential of using linguistically rich classical expressions as instructional resources in Arabic language education. The phrase Laa Ilaha Illallah provides an effective example for teaching Arabic grammar, semantics, and reading comprehension in an integrated and contextualized manner. By emphasizing the relationship between grammatical form and meaning through authentic texts, this study contributes to the development of more analytical, meaningful, and text-based approaches to Arabic language teaching.
ANALISIS PENDALAMAN NAHWU SHARAF DALAM KEMAMPUAN MEMBACA KITAB KUNING: STUDI KASUS SANTRI PUTRI PONPES TEBUIRENG JOMBANG Shofa Sayyidatul Husna
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 2 (2025): Al Ibrah: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i2.8570

Abstract

Penelitian ini bertujuan untuk menganalisis sejauh mana pendalaman ilmu Nahwu dan Sharaf berpengaruh terhadap kemampuan membaca kitab kuning pada seorang santri putri di Pondok Pesantren Tebuireng. Kajian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus, yang berfokus pada satu subjek penelitian, yaitu Santri SNR, yang telah menempuh pendidikan selama enam tahun di pesantren. Data penelitian dikumpulkan melalui wawancara mendalam, observasi kegiatan belajar, serta telaah dokumen pendukung yang berkaitan dengan proses pembelajaran kitab kuning. Hasil penelitian menunjukkan bahwa penguasaan ilmu Nahwu dan Sharaf berperan sangat signifikan dalam meningkatkan kemampuan santri dalam membaca dan memahami kitab kuning, terutama karena kitab-kitab tersebut umumnya ditulis tanpa harakat. Pemahaman terhadap kaidah Nahwu membantu santri dalam menentukan posisi kata dan fungsi gramatikalnya, seperti subjek, objek, atau keterangan. Sementara itu, penguasaan ilmu Sharaf memudahkan santri dalam mengenali perubahan bentuk kata, pola morfologi, serta makna yang terkandung dalam setiap derivasi kataSelain itu, strategi belajar aktif yang diterapkan oleh santri seperti mencari penjelasan melalui kitab lainnya, berdiskusi dengan pengajar, serta membaca ulang teks yang sulit memberikan kontribusi positif terhadap peningkatan kompetensi membaca kitab kuning. Faktor motivasi internal, konsistensi mengikuti program takhassus, serta lingkungan belajar pesantren yang mendukung juga menjadi aspek penting yang memperkuat pencapaian pembelajaran.
Classical Modern Dialectics: The Historical Development of the Science of Semantics in Arabic ‎Linguistics Gita Febriyani; Hanomi
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 2 (2025): Al Ibrah: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i2.8576

Abstract

This research examines the historical development of the science of semantics in Arabic linguistics through a classical-modern dialectical approach. The study stems from the significance of this discipline as both a linguistic analysis tool and a medium for understanding the religio-cultural values of Arabic texts, rooted since the pre-Islamic era. Its primary objective is to trace the transformation of dilalah theory and methodology from the classical to the contemporary period, while exploring how semantic concepts have evolved across different intellectual and cultural contexts. Using a qualitative method based on comprehensive library research, the analysis focuses on the contributions of key thinkers such as Abu Al-Aswad Ad-Du'ali, Sibawayh, and Al-Jurjani (classical) as well as Ferdinand de Saussure, Noam Chomsky, Ibrahim Anis, and Tammam Hassan (modern). The findings confirm the consolidation of three main paradigms: referential, structural, and cognitive, reflecting the discipline's remarkable adaptation to linguistic challenges throughout history while affirming the continuous integration between Arabic linguistic heritage and modern theoretical frameworks. This synthesis demonstrates how traditional Arabic semantic analysis remains relevant in contemporary linguistic discourse.
Landasan Filosofis, Sosiologis, Psikologis, Pedagogis, dan Yuridis dalam Penyusunan Kurikulum Bahasa Arab di Indonesia Muhammad Fakhri Nurfauzan; Ubaid Ridlo; Maswani
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 2 (2025): Al Ibrah: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i2.8716

Abstract

Penelitian ini membahas secara komprehensif berbagai landasan utama yang menjadi dasar penyusunan kurikulum bahasa Arab di Indonesia, yaitu landasan filosofis, sosiologis, psikologis, pedagogis, dan yuridis. Permasalahan yang diangkat dalam kajian ini adalah lemahnya pemahaman integratif mengenai hubungan antarfondasi tersebut dan bagaimana masing-masing mempengaruhi arah, tujuan, serta implementasi kurikulum bahasa Arab di lembaga pendidikan. Penelitian ini menggunakan metode studi kepustakaan dengan menelaah literatur pendidikan, regulasi nasional, serta teori pembelajaran bahasa modern. Hasil penelitian menunjukkan bahwa penyusunan kurikulum bahasa Arab tidak dapat dipisahkan dari kerangka filosofis yang menentukan hakikat peserta didik dan tujuan pendidikan; konteks sosiologis masyarakat Indonesia yang majemuk; karakteristik psikologis peserta didik; prinsip-prinsip pedagogis dalam proses pembelajaran; serta ketentuan yuridis seperti Standar Nasional Pendidikan. Integrasi kelima landasan tersebut menghasilkan kurikulum bahasa Arab yang lebih relevan, adaptif, dan sesuai kebutuhan peserta didik serta tuntutan pendidikan nasional.
Efektivitas Pembelajaran al-‘Arabiyyah Bayna Yadayk terhadap Kemampuan Kalam Santriwati MTs Al-Islam: Studi Komparatif Short-Term vs Long-Term Memory Yusuf, Eka Sandri; Bahri, Ratni Bt. Hj.; Al-Rajabi, Raya Samir Abdulrahman
Al Ibrah: Journal of Arabic Language Education Vol. 8 No. 2 (2025): Al Ibrah: Journal of Arabic Language Education
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jale.v8i2.9208

Abstract

This study aims to measure the effectiveness of al-‘Arabiyyah Bayna Yadayk learning on the speaking skills of female students at MTs Al-Islam Telaga Biru Gorontalo by comparing the results of short-term memory and long-term memory. The study uses a quantitative descriptive approach with a sample of 25 female students in grade 97. The learning process took place over one week (November 25-29, 2025) using Chapter 7 (الدِّرَاسَة) with communication-based learning activities such as hiwar, paired conversations, and picture descriptions. Speaking skills were assessed using a 1-100 scale rubric with aspects of fluency, structural accuracy, pronunciation, vocabulary, and interaction. The results showed an average short-term memory score of 90.16, with 20 students in the good category and 5 in the fair category. In the long-term memory test, the average score decreased to 83.04, with 14 students in the good category, 9 in the fair category, and 2 in the poor category. These findings indicate that al-‘Arabiyyah Bayna Yadayk learning is effective in improving speech skills in the short term, but long-term retention requires continuous practice.

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