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IZDIHAR

izdihar
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Published by Universitas Muhammadiyah Malang

ISSN : 2622738x EISSN : 26227371 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

IZDIHAR journal is a scientific research journal of Arabic teaching, linguistics, and literature. It is open for anyone who desires to develop knowledge based on qualified research in any field. Submitted papers are evaluated by anonymous referees by double-blind peer review for contribution, originality, relevance, and presentation. The Editor shall inform you of the results of the review as soon as possible, hopefully within 4 - 8 weeks. The research article submitted to this online journal will be peer-reviewed at least 2 (two) reviewers. The accepted research articles will be available online following the journal peer-reviewing process.

Arjuna Subject : -

Articles 201 Documents

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Integrating Behaviorist–Structuralist and Cognitive–Transformative Approaches in Arabic Language Learning Muhamad Fuad Hasim; Hisbullah Huda; M. Baihaqi; Nelly Sakinah; M. Hudzaifah
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.40660

This study examined the implementation of an approach integrating behaviorist–structuralist theory and cognitive–transformative generative principles in Arabic language instruction for seventh-grade students at MTs Miftahul Afkar, Kediri, Indonesia. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews with the Arabic language teacher, and document analysis conducted from February 3 to February 28, 2025. The findings show that the behaviorist–structuralist approach effectively supports habit formation and structural accuracy, while cognitive–transformative generative principles enhance meaningful understanding and students’ ability to independently produce varied language forms. The study concludes that integrating these approaches results in systematic, meaningful, and transformative Arabic language learning and highlights the importance of developmentally sequenced instruction in madrasah education.

Bridging Engagement and Comprehension: Evaluating Canva’s Effectiveness as a Digital Worksheet in Arabic Writing Nurul Aini N. Pakaya; Muhammad Jundi; Suharia Sarif; Chaterina Puteri Doni; Nur Hasaniyah; Velit Seyit
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.41012

This study examined the effectiveness of using Canva as a digital worksheet to enhance students’ comprehension of the Insya’ (Arabic writing) subject in an Indonesian boarding school context, employing a mixed-methods approach with a sequential explanatory design. The analysis compared post-test results between control and experimental groups and was corroborated by data from questionnaires and classroom observations. The sample consisted of 72 male junior high school students, with 133 respondents completing the questionnaire. The findings indicated that the experimental group demonstrated higher levels of comprehension; however, only half of the students reported substantial improvement, despite 93.2% expressing positive responses toward the use of Canva. This discrepancy suggested that high learner acceptance did not necessarily correspond to improved comprehension, as no significant positive correlation was found between students’ acceptance and learning outcomes. Nevertheless, the use of Canva significantly enhanced student engagement, motivation, and collaboration, indicating its effectiveness when applied selectively for conceptual learning purposes.

Identity, Religious Affiliation, and Politeness in an Introductory Arabic Language Textbook Fatima El Zahraa; Heba Tawfiqe Abu Eyadah; Mukhshon Nawawi; Iman Matin; Haniah; Laily Maziyah
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.41966

This study critically examined how an introductory Arabic language textbook for non-native learners represented linguistic variation, including Modern Standard Arabic, regional dialects, and cultural practices. Using qualitative content analysis within a critical discourse framework, the study analyzed Alif Baa (print and digital editions), covering ten instructional units, bilingual glossaries, and 28 video materials featuring fuṣḥā, Egyptian, Levantine, and mixed Arabic varieties. An evaluative checklist was employed to examine representations of non-standard Arabic, politeness strategies, social identities, intercultural communication, Islamic identity, learners’ linguistic ecology, pedagogy, and accessibility. The findings revealed that while the textbook promoted sociolinguistic awareness through selective inclusion of dialectal diversity, it simultaneously privileged dominant norms and limited sociopragmatic complexity. In conclusion, the study argues that Arabic language textbooks should move beyond tokenistic diversity by incorporating critical sociopragmatic explanations, non-native speaker models, and inclusive design principles to support equitable and critically informed language learning

Data-Driven Constructivism: A Pedagogical Framework for Integrating Deep Learning into Arabic Second Language Acquisition Mohammad Makinuddin; Muhammad A'inul Haq; Muhammad Farih; Abdul Ghani Md Din
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 8 No. 3 (2025): Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v8i3.42401

This study aimed to develop and validate a Data-Driven Constructivist Framework for integrating Deep Learning (DL) into Arabic Second Language Acquisition. Using a phenomenological approach, the research explored the lived experiences of 12 stakeholders at Islamic Junior and Senior high school Mambaus Sholihin Gresik, Indonesia. Data were collected through interviews, observations, and reflective documentation. The findings validated a five-stage pedagogical model (Orientation, Identification, Discussion, Decision, and Implementation) and showed that DL-enabled scaffolding transformed Project-Based Learning into a reflective, iterative process. The integration significantly enhanced learner autonomy and intrinsic motivation by fulfilling needs for competence and relatedness, supporting Self-Determination Theory in Semitic language education. However, sustainability depended on addressing the digital divide and improving teacher readiness through Professional Learning Communities. In conclusion, aligning adaptive DL algorithms with Islamic cultural values offers a scalable precision-education model that reconciles AI integration with linguistic and cultural preservation.

The Relationship Between Speaking Anxiety and Students' Arabic Speaking Proficiency Budi Pratama; Haerani Kadar; Yulva Maya Padilah; Busyro Husaini; Rahmah As-Sa’idah; Rizka Salzabila
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.38650

This study aimed to explore the relationship between speaking anxiety and language proficiency of seventh-grade students at Pondok Ulul Albab Yogyakarta using a communicative psycho-sociolinguistic approach. This research employed quantitative design with data analysis techniques using descriptive statistical analysis. The study involved 20 students and utilized observation, interviews, documentation, and a speaking ability test as data collection methods. The assessment covered grammatical accuracy and vocabulary (mean = 65), fluency (mean = 71), content comprehension (mean = 69), and self-confidence (mean = 75). The results of the test showed that 3 students (15%) were very good, 7 students (35%) were good, 6 students (30%) were adequate, and 4 students (20%) were poor. Four main factors contributing to speaking anxiety were identified: students’ social background, the boarding school’s language coaching system, psychological mechanisms of anxiety, and the impact of anxiety on language competence. This study concluded that speaking anxiety is negatively correlated with Arabic language proficiency among seventh-grade students at Pondok Ulul Albab Yogyakarta, such that the higher the students' anxiety, the lower their language proficiency and vice versa.

Developing an Arabic Language Curriculum through a Reflective-Metacognitive Learning Approach Zailani Novian; M. Royan Firdaus; Siska Qurrota A'yun; Talitha Rahma Azzahra; Muhajir
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.41057

This study aimed to develop an Arabic language curriculum based on the Reflective–Metacognitive Learning (RML) approach to enhance students’ self-awareness and learning autonomy. Employing a qualitative descriptive design through library research and content analysis, the study examined theoretical frameworks and formulated curriculum components that integrate reflective and metacognitive principles. The results revealed that RML encouraged students to plan, monitor, and evaluate their learning consciously, transforming classroom instruction into a learner-centered process. The model emphasized reflective journals, guided discussions, and self-evaluation as part of the curriculum design. This approach provided teachers with practical references for integrating reflective–metacognitive strategies into Arabic learning and contributed to curriculum development aligned with 21st-century educational goals.

Enhancing Mahārah Kalām: A Comparative Study of Southeast Asian Islamic Universities Muhajir, Muhajir; Novita Maula Salsabila; Achmad Yani
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.41214

This comparative study explored the implementation of Mahārah Kalām (Arabic speaking skills) at UIN Sunan Kalijaga, Indonesia, and Sultan Sharif Ali Islamic University (UNISSA), Brunei Darussalam, focusing on learning strategies, language environments, and contextual factors influencing language acquisition. A qualitative approach was employed, including document analysis, classroom observations, and semi-structured interviews with lecturers and students. The findings revealed that both institutions prioritized communicative competence through interaction with native speakers and the implementation of bi’ah lughawiyah. UIN Sunan Kalijaga applied bi’ah lughawiyah, project-based learning, and student activity units to mitigate first language interference, while UNISSA integrated bi’ah lughawiyah, cultural activities, Arabic language camps, and direct engagement with native speakers. Despite differences in pedagogical approaches and assessment systems, both universities effectively enhanced students’ confidence, motivation, and speaking proficiency. The study underscored the importance of immersive and culturally responsive learning environments in Arabic language education, offering insights for designing effective curricula to improve students’ oral communication skills across diverse sociolinguistic contexts.

Development of a Corpus-Based Arabic Idiom Dictionary as Communicative Learning Media for Arabic Language Students Nafisatul Izza R.U.; Mohammad Ahsanuddin; Hanik Mahliatussikah; Salih Eltingari; Zhang Sicheng
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.41250

This research developed the use of the “Al-Misbah” digital dictionary of Arabic idioms, grounded in corpus linguistics, as a communicative learning medium for students in the Arabic Language Study Program. The background is a low level of idiomatic understanding and limited systematic and contextual learning materials. The development followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Idiom data were analyzed using Sketch Engine, designs were created in Figma, and applications were developed in Flutter. The validation of material and media experts showed very high feasibility (99.13% and 98%), while the student practicality questionnaire reached 85.94%. The app is interactive, user-friendly, data-driven, contextual, and flexible for advanced development. Al-Misbah offers innovative solutions for the study of Arabic idioms in an independent, communicative, and contextual manner, thereby facilitating their understanding and application across diverse contexts.

Integrating Animated Videos into Arabic Reading Textbook Development: A Pedagogical Approach Nadhif Hibatullah; Thoyyibah, Anisatu; Muhammad Ainur Roziqi; Shaim Hamissou Malam Mohamed
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.42095

This study aimed to develop an Arabic textbook, namely, Al-Qirā'ah Al-Rasyīdah based on animated video and examine its effectiveness in muṭāla'ah (reading) learning. This research used a Research and Development (R&D) with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The sample of this research was class VIII students of MTs Muhammadiyah 2 Al-Munawwaroh Malang. The data collection methods used were interviews, questionnaires and tests. The data analysis technique used was descriptive analysis, paired t-test and effectiveness test using the N-gain. The results of this study were: (1) The development of Arabic reading textbooks through the stages of analysis, design, development, implementation, and evaluation. (2) The effectiveness results from the N-Gain percentage showed 56% in the “quite effective” category, as indicated by the teacher response test results of 96% and the student response test results of 86% in the “very feasible” category. Therefore, the use of the Arabic reading textbooks Al-Qirā'ah Al-Rasyīdah I is highly suitable for use in muṭāla'ah learning in the class VIII at MTs Muhammadiyah 2 Al-Munawwaroh Malang.

Exploring Ai-Assisted Transcription as Scaffolding In Arabic Listening Comprehension Baharun, Segaf; Hanifansyah, Nur; Habib, Moh. Tohiri; Mahmudah, Menik; Batrisya , Nur Aunie
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 1 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i1.42312

This study examined the effectiveness of AI-assisted transcription as instructional scaffolding for Arabic listening comprehension in Indonesian pesantren, a context where listening skills receive limited pedagogical attention and empirical research on AI-mediated support remains scarce. While previous studies on artificial intelligence in language learning have focused mainly on vocabulary, grammar, or speaking skills in general EFL settings, the pedagogical role of AI transcription in Arabic listening within faith-based education has been largely unexplored. Using a mixed-methods quasi-experimental design, this study involved forty-five male pesantren students (aged 16–18) divided into experimental and control groups during a twelve-week intervention. Quantitative data were collected through standardized Arabic listening pre-tests and post-tests, while qualitative data were obtained from semi-structured interviews, focus group discussions, classroom observations, and transcription usage logs. Quantitative analysis employed paired and independent samples t-tests with effect size calculation (Cohen’s d), whereas qualitative data were analyzed using thematic analysis. The findings indicate that students supported by AI-assisted transcription achieved significantly higher listening comprehension gains (d = 0.42) and reported reduced anxiety, increased confidence, and greater engagement. The study contributed theoretically by extending scaffolding and cognitive load principles to AI-assisted Arabic listening instruction, and practically by offering a culturally grounded model for integrating AI transcription in pesantren classrooms.

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Contact Name
Jurnal Izdihar

Contact Email
izdihar.jurnalpba@umm.ac.id

Phone
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Journal Mail Official
mohferyfauzi@umm.ac.id

Editorial Address
-

Location
Kota malang,

Jawa timur

INDONESIA