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IJ-ATL (International Journal of Arabic Teaching and Learning)
Published by Universitas Nurul Jadid
ISSN : 25494813     EISSN : 2549368X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
IJ-ATL (International Journal of Arabic Teaching and Learning) is international journal of arabic teaching and learning. This journal is published by the departement of arabic language education of Islamic Faculty, Nurul Jadid University, Probolinggo, East Java, Indonesia. Editors welcome scholars, researchers and practitioners of Arabic teaching and learning around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. This journal encompasses original research articles and review articles, including: a) arabic teaching and learning strategies, b) technology and media of arabic teaching and learning, c) arabic linguistic, d) arabic history, e) arabic islamic culture, f) modern standard arabic, g) contemporary educational of arabic issues.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 9, No 1 (2025): Arabic Teaching and Learning" : 10 Documents clear
The Effect Of Teams Games Tournaments Model In Arabic Language To Increase Student Motivation and Learning Outcomes Istiqomah, Dhia; Bahruddin, Uril; Qomari, Nur
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.10764

Abstract

Creating an enjoyable learning atmosphere is very necessary in this era, especially in learning Arabic in order to increase students' motivation and learning outcomes. Researchers used the Teams Games Tournament (TGT) type cooperative learning model as the right solution to stimulate students' enthusiasm for learning and critical thinking. This study aims to determine the effect of Teams Games Tournaments (TGT) model to improve motivation and learning outcomes of Arabic language. Researchers used the Quasi Experiment method with pretest-posttest group design. The sample in this study consisted of 52 students who were divided into two classes, namely class A as an experimental class consisting of 26 students and class B as a control class of 26 students. The results of this study indicate an increase in learning motivation and student learning outcomes in Arabic language learning. This is evidenced by the hypothesis test where the sig value is 0.000 <0.05 so that H0 is rejected and Ha is accepted, so there is an effect of the Teams Games Tournaments (TGT) model to increase student motivation and learning outcomes in Arabic language learning.
Optimizing Writing Skills through Problem-Based Learning and Scrablle Media in Elementary Schools Siska, Siska; Mukmin, Mukmin; Hidayah, Nurul; Ambarwati, Niken Putri; Tillah, Mardha
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11248

Abstract

Maharah kitabah (writing skills) is an important component in Arabic language learning that requires an innovative approach. This study aims to analyze the effectiveness of using the Problem Based Learning (PBL) model and scrabble media in improving Arabic writing skills of students at SDIT Al Hidayah Palembang. This study uses a combination research method (mix method) with a sequential explanatory model, involving 23 fifth grade students who became the experimental class. The research instruments include observation, interviews, documentation, pre-test and post-test. The results showed that the application of PBL and scrabble media significantly improved Arabic writing skills, with an average increase in post-test scores reaching 85.87 compared to the average pre-test of only 65.00. The findings of the study revealed that the combination of the PBL model and scrabble media was effective in optimizing maharah kitabah, increasing active participation, learning motivation, and students' creativity in writing Arabic. This study provides theoretical and practical contributions to the development of innovative and interactive Arabic language learning strategies. 
An Analysis of Morphological Errors in Arabic Thesis Abstracts at a University Level Fuad Hasim, Muhamad; Muflihah, Muflihah; Baihaqi, M.; Iqbal Fuadhi, Muhammad; Islamiyah, Nur
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.10924

Abstract

Morphological competence plays a crucial role in producing academically sound Arabic writing, especially for non-native learners in higher education. This study aims to analyze and categorize morphological errors found in the thesis abstracts of students in the Arabic Language Education Study Program at IAIN Kediri. Using a qualitative descriptive method with a content analysis approach, the research focuses on identifying dominant patterns of morphological mistakes and offering strategic insights to improve linguistic accuracy in students’ final academic projects. The data consisted of three randomly selected abstracts from 2023–2024 graduates, which served as the primary source, supported by secondary sources such as books and articles related to Arabic morphology. The analysis process involved four stages: data collection, error identification, explanation, and evaluation. The results revealed four major categories of morphological errors: incorrect word formation, misapplication of wazan (word patterns), inaccurate use of various types of hamzah, and improper placement of ḍamīr (pronouns). These findings suggest the need for targeted instructional interventions to reinforce students’ understanding of Arabic morphological structures in academic contexts.
Integration of Empiricism, Rationalism, and Postivism in Arabic Language Teaching: a Philosophy of Education Approach Arif, Mochammad Saifudin; Yusuf, Kamal
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11265

Abstract

Arabic language instruction often faces challenges due to its complex grammatical structure, diglossic nature, and the fragmented application of teaching philosophies. Traditionally, educational practices tend to favor isolated methods, either experiential, theoretical, or evaluative, leading to imbalanced learning outcomes and limited communicative competence. In response to this issue, this study investigates the integration of empiricism, rationalism, and positivism as a philosophical foundation for Arabic language teaching to develop a more comprehensive and balanced instructional model. Employing a qualitative case study approach, data were collected through classroom observations, interviews with Arabic language educators, and analysis of curriculum documents and instructional materials. The findings reveal that empiricist strategies such as contextualized role-plays and experiential learning enhance students’ functional language proficiency. Rationalist elements support conceptual mastery through structured grammar instruction and deductive reasoning, while positivist assessments provide objective measurement of learning outcomes through standardized evaluation tools. However, each paradigm, when applied in isolation, revealed limitations in supporting holistic language development. The study concludes that a philosophical integration of these three paradigms enriches Arabic language pedagogy by aligning practical, conceptual, and evaluative dimensions of instruction. This model contributes to the design of theoretically grounded, context-responsive Arabic teaching practices for more effective language acquisition.
Continuous Professional Development Strategy in Improving the Competence of Arabic Language Teachers in Islamic Boarding School Sidqi, Muhammad Hudhel; Taufiqurrochman, Raden; Ifawati, Nur Ila
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11206

Abstract

The professional development of Arabic language teachers is a strategic priority in Islamic educational institutions to ensure instructional quality and pedagogical relevance. This study investigates the implementation of Continuous Professional Development (CPD) strategies in enhancing teacher competence at Al-Mashduqiah Islamic Boarding School, Probolinggo. Employing a descriptive qualitative method, data were collected through interviews with caregivers and teachers, classroom observations, and analysis of institutional documents. The findings reveal that Arabic language teachers at the pesantren demonstrate four core competencies pedagogical, professional, personal, and social as mandated by national education standards. CPD at Al-Mashduqiah is systematically implemented through self-development programs, scientific publications, and innovative instructional practices. Supporting factors include a conducive Arabic-speaking environment, regular training sessions, and the integration of Arabic in daily communication. However, challenges such as high teacher workload, limited technological integration, and external teaching assignments persist. This study concludes that the CPD model at Al-Mashduqiah offers a viable and sustainable framework for enhancing Arabic language teacher competence and serves as a reference for similar Islamic educational settings aiming to strengthen professional teaching capacity.
The Effect of Web-Based Puzzle Media on Enhancing Arabic Reading Comprehension Among Students at Madrasah Tsanawiyah Rusman, Maman; Fahra, Nurul Azizah; Syamsu, Pradi Khusufi
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.10982

Abstract

Improving students’ reading comprehension in Arabic is essential for supporting religious literacy and academic success in Islamic educational contexts. This study investigates the effectiveness of web-based puzzle media in enhancing the Arabic reading comprehension of eighth-grade students at MTs Nurul Ikhsan Cirebon. Employing a quantitative experimental approach with a one-group pretest-posttest design, the research examines how digital puzzle-based activities can foster learner engagement and comprehension. The media was implemented through interactive web tools that required students to reconstruct text content using images and sentences derived from learning materials. Statistical analysis using the paired sample t-test revealed a significant improvement in student performance, with a t-value of 14.9 exceeding the critical t-table value of 2.084 at the 0.05 significance level. The mean score increased from 43.84 (pretest) to 79.17 (posttest), indicating a gain of 35.33 points. These results demonstrate that web-based puzzle media can serve as an effective, engaging, and pedagogically sound tool for improving Arabic reading comprehension in the digital learning era.
The Effectiveness of Think Pair Share Strategy Based on Arabic Scrabble Media in Improving Writing Skills Students Zulaini, Nabilla Nurbaiti; Rochman, Taufiq; Hasaniyah, Nur
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.10880

Abstract

Developing Arabic writing skills, particularly in imla’ manzhur (dictated visual writing), requires effective strategies that engage students in both linguistic structure and practical application. This study investigates the implementation of the Think Pair Share (TPS) strategy supported by Arabic Scrabble media as an alternative approach to enhance students’ writing proficiency. Utilizing a quantitative experimental method, the research integrates observation, interviews, tests, and documentation to explore how cooperative learning combined with interactive media can improve students’ mastery of Arabic script, vocabulary, and sentence formation. The findings reveal that the TPS strategy, through its structured phases of individual thinking, peer discussion, and group sharing, provides an active and reflective learning environment. The addition of Arabic Scrabble as a visual and kinesthetic aid enriches students’ engagement with Arabic orthography and supports collaborative vocabulary construction. The study concludes that this integrated strategy fosters improved accuracy in connected writing and motivates learners to participate more confidently in Arabic writing activities.
Arabic Language Learning Based on Behaviorism Theory at MTs Al-Adli Palembang Sari, Anisa Fitria; Wasilah, Wasilah; Rohayati, Enok; Assefi, Khaikal Fasya; Huda, Miftahul
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11313

Abstract

Arabic language learning in madrasas has a strategic role in developing communicative skills as well as understanding of Arabic culture inherent in the language. This study aims to analyze the application of behaviorism theory in Arabic language learning in Madrasah Tsanawiah and its contribution to improving student learning outcomes. The background of this study is the need for effective and adaptive learning strategies for student characteristics to improve the quality of Arabic language learning. By focusing on the principles of repetition, intensive practice, and positive reinforcement, behaviorism theory is considered capable of forming systematic and sustainable learning behavior patterns. This study uses a qualitative approach with descriptive methods and collects data through participatory observation, structured interviews with teachers, students, and madrasah leaders, and documentation of learning activities. The findings show that positive reinforcement strategies such as praise and giving small gifts can significantly increase student learning motivation. Meanwhile, the application of repetitive practice (drill) has been shown to strengthen students' long-term memory of Arabic vocabulary and sentence structures. Practically, this study suggests that the application of behaviorist principles in Arabic language learning design can increase students' active involvement and accelerate the process of internalizing the material. The implications of this study indicate that behaviorism can be an effective pedagogical foundation in developing Arabic language learning strategies that are more measurable, applicable, and appropriate to the context of secondary madrasahs.
Utilization Of Audio-Visual Teaching Materials In Learning Sharaf Muzakki, Moh Akbar; Taufiqurrahman, R; Ifawati, Nur Ila
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.11329

Abstract

The rapid development of digital technology has transformed traditional Arabic learning into a more interactive and student-centered process. This study aims to analyze the use of audiovisual teaching materials in Sharaf (Arabic morphology) instruction and their impact on students’ cognitive engagement and comprehension. Using a qualitative case study design, data were collected through interviews, observations, and document analysis in Arabic language classes implementing digital media integration. The findings reveal that animated morphology charts, narrated videos, and interactive slides effectively enhance students’ retention, recall accuracy, and motivation. Moreover, multisensory engagement through synchronized visual and auditory input supports a more profound understanding of morphological transformations. The study contributes to digital Arabic pedagogy by presenting a model of sustainable, multimodal instruction. It recommends continued development of context-based audio-visual materials to strengthen learner autonomy and ensure long-term pedagogical innovation in Arabic linguistic education.
The Effectiveness of Using Matching Cards in Enhancing Students’ Interest in Learning Arabic Salma, Mutiara Dwi; Baihaqi, M; Huda, Hisbullah; Rofiq, Ainur
JURNAL IJ-ATL Vol 9, No 1 (2025): Arabic Teaching and Learning
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijatl.v9i1.12531

Abstract

This study tested the effectiveness of matching cards in increasing interest in learning Arabic for eighth-grade students at MTsN 2 Surabaya. The background was that monotonous Arabic learning methods made students less interested. Using quantitative and quasi-experimental methods, this study used tests, observations, and questionnaires. The results showed a sharp increase in student interest and grades after using matching cards, as evidenced by a t-test with significant results (<0.05) and an average increase of 13.545 points. This indicates that interactive media such as matching cards are effective in making learning Arabic more varied, enjoyable, and increasing student motivation and achievement. The results of this study also provide practical implications for teachers in developing more creative and innovative learning strategies. Matching cards can be used as an alternative method for teaching vocabulary, which is often considered difficult and boring. Through game activities, students not only practice memorizing words but also engage in aspects of cooperation, communication, and social interaction in the classroom. Thus, the learning process not only focuses on cognitive aspects but also builds motivation, positive attitudes, and social skills. This study recommends the use of similar media in other subjects to create a fun and effective learning environment

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