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An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 19071183     EISSN : 25812815     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
An-Nabighoh Is an Arabic education and learning journal published by the IAIN Metro Lampung. The editors invite experts and academics to contribute their manuscripts, whether in the form of research results, in-depth opinions, book reviews relating to Arabic education and learning themes. This journal is published periodically twice a year as a vehicle for scientific communication around Arabic language education and learning written in Arabic.
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Articles 221 Documents
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The Relationship between Language Attitude and Communicative Performance in Arabic Language Learning Fatwa Arifah; Puti Zulharby; Haniah Haniah; Abeer Salaheldin Heider
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.21-46

Abstract

Background: Arabic language learning in Indonesian higher education occupies a distinctive position because it is linked not only to academic development but also to religious and cultural identity. Despite generally positive attitudes toward Arabic, many students continue to struggle with utilizing the language effectively in authentic communication. Research Objectives: This study aims to examine and explain the relationship between students’ language attitudes and their communicative performance in Arabic learning. Methodology: This study employed an explanatory sequential mixed-methods design. The quantitative phase involved 166 students from the Arabic Language Education programs at Universitas Negeri Jakarta and UIN Alauddin Makassar, selected through purposive sampling. Data were collected using a 30-item Likert-scale questionnaire and analysed through descriptive statistics, Pearson correlation, and ANOVA. The qualitative phase involved semi-structured interviews with selected participants; these data were thematically analyzed to explain the quantitative findings. Results: The results revealed a strong and statistically significant positive correlation between language attitude and communicative performance (r = 0.650, p < 0.01). Although 57.8% of students demonstrated highly positive attitudes toward Arabic, only 17.5% achieved high communicative performance. The qualitative findings further indicated that communicative performance was influenced by educational background, institutional environment, confidence, and opportunities for authentic interaction. Unique Contribution: This study contributes empirical evidence to the literature on language attitude and communicative behaviour by examining Arabic language learning in the underexplored context of Indonesian higher education through a mixed-methods approach. Conclusion: While positive language attitudes provide a crucial foundation for Arabic proficiency, their pedagogical impact is contingent upon the availability of communicative, interactive, and contextually meaningful learning environments. Recommendations: Further studies are recommended to examine additional contextual and affective variables, such as anxiety, classroom interaction, and willingness to communicate, that may mediate the relationship between language attitude and communicative performance.
Arabic Language Education Discourse Based on MBKM Curriculum: A Systematic Literature Review Wahyu Hanafi Putra; Haruna Abubakar Haruna; Kunti Nadiyah Salma; Anisatu Thoyyibah
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.71-98

Abstract

Background: Arabic Language Education (ALE) in Indonesia is undergoing a paradigm shift under the Merdeka Belajar–Kampus Merdeka (MBKM) framework, which emphasizes flexible, outcome-oriented, and collaborative learning. However, scholarly discourse on its interpretation and implementation remains fragmented, especially regarding pedagogical adaptation, stakeholder readiness, and inclusivity. Research Objectives: This study aims to analyze the dominant discourse of ALE within the MBKM curriculum framework and to identify gaps that require further scholarly attention. Methodology: The study employed a Systematic Literature Review (SLR) design, selecting total of 25 peer-reviewed journal articles published by Indonesian domestic publishers between 2020 and 2024 based on rogorous inclusion and exclusion criteria. The review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and involved digital library searches through Open Journal Systems, keyword identification, and keyword operationalization. Data were analyzed through quality assessment, relevance screening, and thematic classification to ensure consistency, validity, and reliability in article selection and interpretation. Results: The findings reveal that the dominant discourse on MBKM-based Arabic Language Education centers on opportunities and challenges, as well as teacher and student competencies. These themes are closely related to curriculum document analysis, stakeholder perceptions, students’ knowledge development, and the acceleration of MBKM implementation in both higher education and Islamic boarding schools. Gender equity, however, remains underexplored. Unique Contribution: This study maps the evolving landscape of MBKM-based ALE while highlighting the limited integration of gender-responsive perspectives, an issue rarely foregrounded in previous reviews. Conclusion: MBKM has broadened the orientation of Arabic Language Education toward more adaptive and collaborative learning, yet its discourse remains concentrated on implementation and competency issues. Recommendations: Future studies should develop empirical and policy-oriented investigations on gender-responsive MBKM practices through inclusive learning materials, character education, diverse learning activities, and stronger collaboration with governmental and educational institutions.
The Communicative Approach Enhancing Speaking Skill: Implementation in the Matriculation Class of Darussalam Gontor University Gautama Veri Vetiana; Umi Machmudah; Dewi Chamidah; Moh. Buny Andaru Bahy; Bakri Muhammad Bakheet; Umma Fatayati
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.99-126

Abstract

Background: Arabic learning at Islamic Religious Colleges focuses on speaking proficiency, but matriculation students often face obstacles when adapting. To overcome this, communicative methods are needed that emphasize active interaction and practical language practice, both in the classroom and in the dormitory. Research Objectives: This study aims to reveal the effectiveness of applying communicative methods in improving Arabic speaking skills among matriculation class students at Darussalam Gontor University. Methodology: This research employs a qualitative approach with a case study design. Data were collected through observation and semi-structured interviews. Informants were selected purposively and consisted of the language development directorate, lecturers, tutors, students, and dormitory managers. The data were analyzed systematically to understand the implementation process and its impact on students’ speaking abilities. Results: The findings indicate that the application of communicative methods improves students’ Arabic speaking skills and encourages active participation throughout the learning process. Students become more confident in using Arabic in classroom interaction and daily communication. Supporting elements such as the language environment, daily vocabulary programs, and learning motivation strengthen the effectiveness of the method. However, several challenges appear, particularly the heterogeneous educational backgrounds of students which influence their initial language proficiency. Unique Contribution: This study provides empirical insight into how communicative methods function in an intensive language environment that integrates classroom learning with dormitory-based language practice. The research highlights the role of institutional language policies and daily vocabulary programs in supporting communicative language learning. Conclusion: The study confirms that a consistently implemented communicative approach can increase students’ confidence and improve Arabic speaking skills naturally. Continuous interaction and contextual language use play a central role in developing students’ oral proficiency. Recommendations: Educational institutions should design Arabic language curricula that integrate communicative learning strategies with a structured language environment. Institutions should also provide consistent speaking practice, vocabulary enrichment programs, and motivational support to accommodate students with diverse educational backgrounds.
The Dominance of Arabic and English in the Linguistic Landscape of Southwest Aceh: Implications for Students’ Interest and Government Perceptions Muhammady, Aan; Juliana, Rena; Harahap, Masriana; Rani, Samsuar A.; Muslim, Buhori; Sapar, Ahmad Arifin bin
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.127-144

Abstract

Background: The linguistic landscape reflects language visibility, identity, and social values within public space. In the West–South coastal region of Aceh, the presence of Arabic and English in public signage represents the interaction between religious identity and global influence. However, the representation of these languages raises questions about accuracy, policy support, and their influence on students’ academic interests, particularly in Arabic language studies. Understanding this relationship is important for strengthening language education and public language policy in Islamic educational contexts. Research Objectives: This study aims to examine the dominance of Arabic and English in the linguistic landscape of the West–South coastal region of Aceh and to analyze its impact on students’ interest in Arabic language study programs as well as on governmental perceptions of language use. Methodology: This research employed a qualitative sociolinguistic approach. Data were collected through photographic documentation of 75 public signage items in educational institutions, government offices, mosques, and commercial areas, along with in-depth interviews with government officials and 25 dayah students in West Aceh, Nagan Raya, and Southwest Aceh. Purposive sampling was applied. Data was analyzed through descriptive qualitative approach, and triangulation was used to ensure trusworthiness. Results: Arabic signage appears symbolically strong in religious and institutional contexts but often contains grammatical and orthographic inaccuracies. English dominates commercial signage and is associated with modernity and economic value. Limited Arabic usage is influenced by low public comprehension, weak regulation, and limited policy support. Unique Contribution: This study connects linguistic landscape analysis with student interest in Arabic language education within an Islamic regional context. Conclusion: The linguistic landscape influences language perception, motivation, and educational orientation. Recommendations: Some recommendations to support Arabic language learning include strengthening language policy, improving Arabic inscription quality, and integrating linguistic landscape awareness into education.
Paperless Arabic Language Learning: Integrating Ecotheology, Bilingual Education, and the Love-Based Curriculum in Madrasah Ifkar Rasyid; Zaimatuz Zakiyah; Sri Indah Lestari; Ikysarul Akhyari
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.145-170

Abstract

Background: Deforestation and rising carbon emissions resulting from excessive paper use in education have encouraged the development of sustainable, technology-based, and environmentally friendly learning models. Research Objectives: This study aims to describe the implementation of paperless bilingual learning in Arabic at MTs Quranic Scientia, UIN Imam Bonjol Padang, analyze its alignment with eco-theological principles; examine the role of the Love-Based Curriculum (KBC); and identify its opportunities and challenges in supporting Arabic learning. Methodology: This study employed a qualitative approach with an instrinsic case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving teachers, students, and school administrators. To ensure validity, the study applied triangulation and member checking, while data were analyzed iteratively through data reduction, display, and conclusion drawing. Results:. The findings reveal that paperless bilingual Arabic learning supported by iPads, smartboards, and the Cerdig e-learning platform enhances students’ Arabic proficiency, digital literacy, and classroom engagement. The integration of the Love-Based Curriculum fosters collaborative, caring, and confidence-building learning interaction, while ecotheological values strengthen students’ environmental awareness and responsibility. Despite challenges related to language proficiency, technical issues, and students’ self-confidence, the model demonstrates significant potential in promoting sustainable, technology-based Islamic education. Unique Contribution: The integration of the Love-Based Curriculum strengthens values of environmental responsibility, compassion, and respect within the learning process, offering an integrative model combining paperless learning, bilingual education, and eco-theological in Islamic education. Conclusion: This study concludes that the approach improves students’ Arabic proficiency, academic performance, and digital skills while fostering ecological awareness. Recommendations: This model is recommended for adaptation in other madrasahs with contextual adjustments.
Developing Inner Speech for Arabic Fluency: Evidence from the Islamic Education Institution in Malaysia Masnun Masnun; Nur Hanifansyah; Menik Mahmudah; Nur Aina Faqihah
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.277-298

Abstract

Background: Arabic-speaking fluency remains a central yet challenging goal in Malaysian Islamic education, where Arabic functions as both a religious and academic language. Although students receive formal instruction in grammar, vocabulary, and reading, many still rely on mental translation before speaking, limiting spontaneity and confidence. Inner speech, which is understood as silent Arabic self-talk, subvocal rehearsal, and internal sentence formulation, offers a cognitive pathway for strengthening oral fluency. Research Objectives: This study examines the extent to which students in Islamic educational institutions in Malaysia develop inner speech in Arabic and investigates how it contributes to speaking fluency, confidence, and self-regulation. Methodology: A mixed-methods design involving 60 final-year secondary and diploma-level students from two Islamic education institutions in Kedah, Malaysia, was employed. Data were collected through questionnaires, semi-structured interviews with 15 participants, classroom observations, and institutional documents. Quantitative data were analyzed using descriptive statistics, chi-square testing, Pearson correlation, and partial correlation, whereas qualitative data were examined through thematic analysis and triangulation. Results: The findings show that 68.3% of students regularly used Arabic inner speech. Advanced learners demonstrated stronger direct Arabic formulation, whereas beginners remained dependent on Malay-to-Arabic mental translation. A significant relationship was found between the proficiency level and the inner speech pattern, χ²(2)=15.34, p<0.001, Cramer’s V=0.51. Arabic inner speech was also moderately correlated with perceived speaking fluency, r=0.58, p<0.001. Unique Contribution: This study extends inner speech theory to Arabic language acquisition in Islamic educational contexts and introduces inner Arabic thought as a measurable psycholinguistic factor in fluency development. Conclusion: By supporting rehearsal, vocabulary retrieval, self-correction, confidence building, and emotional regulation, inner speech functions as a cognitive bridge between linguistic knowledge and spontaneous Arabic speaking. Recommendations: Digital-based inner speech training through AI voice assistants, speech-recognition tools, or mobile Arabic self-talk diaries should be explored in future studies to strengthen internal rehearsal, reduce mental translation, and improve spontaneous Arabic fluency.
Kodular-Based Arabic Learning Media for Islamic Junior High Schools: Development and Learning Outcome Evaluation Wahyu Maulana Masnur; Maswani Maswani; Muhammad Faizurrahman
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.171-188

Abstract

Background: The limited availability of interactive digital Arabic language learning media that align with the curriculum in Islamic Junior High Schools currently represents one of the main obstacles in optimizing student engagement and learning outcomes. Research Objectives: This study aims to develop and evaluate the effectiveness of a Kodular-based Arabic learning media named HiArab in improving the learning outcomes of seventh-grade students at Islamic Junior High Schools. Methodology: This study employed a Research and Development (R&D) by the ADDIE model. Data were collected through expert validation sheets, pre-test and post-test assessments, questionnaires, observations, and documentation. The sample consisted of 26 seventh-grade students at MTsN 2 Ponorogo selected through purposive sampling. Results: The findings indicate that the developed learning media is highly feasible and effective. Expert validation results showed an average feasibility score of 89.5%, categorized as highly feasible. The effectiveness test revealed a significant improvement in students’ learning outcomes, with the average score increasing from 57.32 on the pre-test to 83.57 on the post-test. The N-Gain score of 0.61 falls within the medium-to-high improvement category, indicating a substantial learning gain. In addition, student responses to the media were very positive, with an average score of 86%, reflecting increased motivation, engagement, and ease of understanding Arabic vocabulary and pronunciation. Unique Contribution: This study contributes to Arabic language education by empirically demonstrating the effectiveness of mobile platforms and presenting a practical model for curriculum-based, interactive digital media in Islamic Junior High Schools. Conclusion: The development of HiArab proved to be highly engaging and significantly improved student learning outcomes, underscoring the transformative potential of strategic digital integration in pedagogy. Recommendations: Future research is recommended to extend its application across varied grade levels and subject areas, thereby strengthening digital innovation in Islamic education.
Arabic Language Teaching Practices in a Culturally Embedded Context: The Case of Bayan Indigenous Village in Lombok Binti Syufiana Budairoh; Yusraini Yusraini; Irfan Irfan; Muhammad Qodri; Mustar Mustar; Mohamad Hussin
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.233-252

Abstract

Background: As the language used in the Quran and the Hadith, Arabic holds a crucial position in Islamic education. The success of Arabic language learning is determined by selecting Arabic language teaching methods that are appropriate to the students’ sociocultural context. Therefore, understanding the Arabic language teaching methods used at the madrasah tsanawiyyah in the traditional village of Bayan and their relevance to the local culture is of considerable importance. Research Objectives: This study aims to analyze the Arabic language teaching methods used at a madrasah located in the traditional village of Bayan and to examine the contextual factors that influence their implementation. Methodology: This study employed a descriptive qualitative approach with teachers and learners as the research subjects. Semi-structured interviews, observations, and documentation were used to collect data. The research instruments included interview guidelines and observation sheets. The data were analyzed using the Miles and Huberman model, and data validity was assessed through triangulation. Results: The research findings indicate that the sam’iyyah wa syafahiyyah (audiolingual/audio-oral) method was used, even though the teacher claimed to be using the mubasyarah (direct) method. This is evident in the learning process, which focuses on repetition and dialogue. In addition, the limited facilities and infrastructure resulted in a lack of variety in the teaching methods employed. Unique Contribution: This study contributes to the literature by providing an empirical description of Arabic language teaching practices at a madrasah located within an indigenous community and highlighting the role of local sociocultural conditions in shaping teaching adaptations. Conclusion: The implementation of the audiolingual method in the study conducted at the madrasah was shaped primarily by pedagogical practices and institutional conditions. Although the sociocultural context of the traditional village of Bayan did not directly determine the teaching methods used, it did influence the adaptation of learning objectives and priorities. Therefore, efforts to improve Arabic language learning in indigenous communities must combine pedagogical development with sensitivity to local sociocultural conditions. Recommendations: Enhancing teachers’ pedagogical competencies through regular professional development is necessary. In addition, various teaching methods that integrate listening, speaking, reading, and writing should be balanced and supported by adequate learning resources.
Data-Driven Profiling of Arabic Language Proficiency: Integrating Fuzzy Clustering and Neural Network Analysis Atikah Marwa; Danial Hilmi; Syaiful Mustofa; Ayu Desrani; Apri Wardana Ritonga
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.211-232

Abstract

Introduction: Evaluating multidimensional language competencies in tertiary-level Arabic education poses persistent methodological difficulties, as conventional scoring systems frequently reduce complex proficiency dimensions to single aggregated values that conceal underlying skill structures and diminish the instructional utility of assessment feedback. Research Objectives: The present study constructs an empirically grounded competency profiling framework by combining clustering algorithms with predictive modeling techniques to uncover latent proficiency patterns among Arabic language learners. Methodology: A cross-sectional quantitative design was adopted using data from 128 students in the Arabic Language Education program at Universitas Negeri Jakarta, whose scores across listening, speaking, reading, and writing skills were analyzed through Fuzzy C-Means (FCM) clustering to identify latent proficiency groupings, followed by the use of a feedforward neural network to model predictive relationships between individual skill domains and overall academic performance. Results: Three learner profiles emerged: low, moderate, and high proficiency each showing statistically significant inter-group differences across all skills (p < 0.001), with effect size estimates (η² = 0.20–0.25) confirming moderate to substantial cluster-level variance, while the neural network attained 93.33% accuracy with a minimal mean squared error (MSE = 2e⁻⁰⁶). Unique Contribution: This study offers an empirically validated hybrid framework synthesizing exploratory clustering with predictive analytics to advance language competency assessment methodology. Conclusion: Arabic language proficiency appears to be organized along a clearly delineated continuum that is statistically distinguishable and reliably predictable. Recommendations: Future research should incorporate broader learner-level variables and apply this framework across diverse educational settings to strengthen generalizability and instructional relevance.
Using Wayground as a Cognitivist Learning Medium to Teach Nahwu: A Descriptive Study on the Implementation of Pedagogy and Students’ Perception Abdul Muid; Uril Bahruddin; Isnainiyah Isnainiyah; Miftahus Sa&#039;diyah; Budi Santoso; Ahmad Fikri
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 28 No 1 (2026): An Nabighoh
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v28i1.189-210

Abstract

Background: Nahwu learning often faces challenges due to students’ low motivation and difficulties in understanding abstract grammatical concepts. These challenges are frequently intensified by traditional teaching approaches that lack interactivity and provide limited opportunities for active practice with grammatical rules. Research Objectives: This study aims to describe the implementation of Wayground in nahwu learning based on cognitivist theory and to examine students’ attitudes toward its use. Methodology: This study employed a qualitative approach supplemented by quantitative descriptive data on student perceptions. Conducted at Madrasah Aliyah Darul Qiyam Kerinci, it involved 40 twelfth-grade students selected through total sampling. Data were collected through observation, documentation, and a four-point Likert-scale questionnaire, and analyzed descriptively and thematically using frequencies, percentages, means, and standard deviations. Results: The implementation of Wayground-based nahwu learning consisted of five stages: (1) preparation of materials and quizzes, (2) activation of prior knowledge, (3) guided use of Wayground, (4) interactive quizzes, and (5) feedback through discussion. These stages reflected cognitivist principles, including schema activation, information processing, repetition, reinforcement, and immediate feedback. Students responded positively, reporting that Wayground helped them understand nahwu concepts, organize grammatical information, connect new knowledge with prior knowledge, and increase motivation and confidence. Unique Contribution: This study contributes to technology-supported nahwu learning by demonstrating the pedagogical integration of Wayground with cognitivist theory and offering a theoretically grounded instructional approach that does not claim causal effectiveness. Conclusion: Wayground can function as a useful supplementary tool for cognition-based Nahwu learning when supported by structured instructional stages, carefully designed questions, teacher facilitation, and follow-up discussions. However, positive student perceptions should not be interpreted as direct evidence of improved learning outcomes. Recommendations: Future research should involve larger samples, different nahwu topics, and more rigorous designs, such as pretest/posttest or comparative studies, to more directly assess its impact on students’ achievement and cognitive development.

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