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Ismail Akzam
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thumuhat@journal.uir.ac.id
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Department of Arabic Language Education Faculty of Islamic Studies, Universitas Islam Riau. Jl. Kaharuddin Nasution No. 113 Perhentian Marpoyan, Pekanbaru, Riau 28284.
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El-Thumuhat
Published by Universitas Islam Riau
ISSN : 26155125     EISSN : 26148587     DOI : https://doi.org/10.25299/elthumuhat
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal El-Thumuhat: is a billingual ( English and Arabic), peer-reviewed journal, and specializes in Arabic and Islamic Education studies. This journal is published by Department of Arabic language Education, Faculty of Islamic Studies Islamic University of Riau. Editors welcome scholars, researchers and practitioners of Arabic and Islamic Education to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Strategy of Arabic Teaching Arabic Islamic Culture Media of Arabic Teaching Technology of Arabic Teaching Modern Standard Arabic Arabic Second Language Acquisition Islamic Education
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 9 No. 1 (2026): Februari" : 5 Documents clear
The Implementation of the Mind Mapping Method in Learning Arabic for Eighth-Grade Students at Raudhatul Hasanah Institute, Medan Shandi, Kiki Haura; Salamuddin
(الطموحات ) EL-THUMUHAT Vol. 9 No. 1 (2026): Februari
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/elthumuhat.2026.27005

Abstract

Abstract This study aims to analyze the implementation of the mind mapping method in teaching Arabic to eighth-grade students at Raudhatul Hasanah Islamic Institute. The research employed a descriptive qualitative approach through a case study design, with data collected through observations and interviews with ten randomly selected eighth-grade students. The findings indicate that the application of the mind mapping method helps students understand Arabic learning materials in a more organized and accessible manner, particularly in developing their vocabulary and comprehending lesson topics. In addition, the method received a positive response from students, as it enhanced their engagement and interest in learning during the instructional process. However, the study also identified several challenges, such as some students’ difficulty in identifying key words and the limited instructional time, which necessitates ongoing guidance and training to ensure the optimal implementation of the mind mapping method. Overall, the mind mapping method can be considered an effective alternative in teaching Arabic to eighth-grade students. Keywords: implementation, mind mapping, Arabic language teaching
Strategy For Developing Maharah Al-Kalam Through the Use of Social Media Khusni, Achmad Robith; Muzammil, Ahmad
(الطموحات ) EL-THUMUHAT Vol. 9 No. 1 (2026): Februari
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/elthumuhat.2026.27127

Abstract

Abstract The development of digital technology and the high use of social media among students demands innovation in Arabic language learning, especially in maharah al-kalam. This study aims to describe strategies for developing maharah al-kalam through the use of social media. This study uses a descriptive qualitative approach with a literature review method. The results show that social media such as Instagram, YouTube, and TikTok are effective in supporting speaking learning because they are flexible, interactive, and contextual. The strategies applied include modelling, shadowing technique, content-based speaking, and project-based speaking, which have been proven to improve students' fluency, vocabulary mastery, and confidence. With proper planning and supervision, social media has the potential to be an effective medium for learning maharah al-kalam in the digital age. Keywords: maharah al-kalam; social media; Arabic language
Transforming Grief into Eternity: A Riffaterrian Semiotic Analysis of the Poem "Al-ān ṣurta jamīʿanā" by Muhammad Al-Turki -, Hesti Dwi Ira Utami
(الطموحات ) EL-THUMUHAT Vol. 9 No. 1 (2026): Februari
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/elthumuhat.2026.27135

Abstract

Abstract This study reveals the strategy of constructing the meaning of eternity in the poem “Al-ān ṣurta jamīʿanā” by Muhammad Al-Turki as a response to the death of the legendary Saudi Arabian poet, Badr bin Abdul Mohsen, on May 4, 2024. Using Michael Riffaterre's semiotic approach with a qualitative-descriptive method, the analysis was conducted in four stages: discontinuity of expression, heuristic reading, hermeneutic reading, and identification of matrices, models, and hypograms. The findings show the use of personification, metaphor, and paradox that transform the narrative of personal loss into an eternal collective identity. The matrix of “transforming loss into eternity” is actualized in the model “now you have become all of us.” The hypogram analysis reveals the roots of classical Arabic ritsa tradition and modern free verse poetry that refer to Badr as a national cultural icon. This research confirms Al-Turki's success in transforming mourning into a tribute to eternal cultural values, while also demonstrating social media as a space for the actualization of ritsa tradition in the digital age. Keywords: Riffaterre’s Semiotics, Modern Arabic Poetry, Badr bin Abdul Mohsen.
Ibn Hishām’s Methodology in His Commentary on Alfiyyat Ibn Mālik in the Book Auḍaḥ al-Masālik ilā Alfiyyat Ibn Mālik Hidayati, Sri Erna; Asrina, Asrina; Hadi, Syofyan
(الطموحات ) EL-THUMUHAT Vol. 9 No. 1 (2026): Februari
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/elthumuhat.2026.27243

Abstract

Abstract The central issue of this study is to examine Ibn Hishām’s methodology in his commentary on Alfiyyat Ibn Mālik in his book Auḍaḥ al-Masālik ilā Alfiyyat Ibn Mālik. The purpose of this research is to clarify Ibn Hishām’s methodological approach in explaining Alfiyyat Ibn Mālik in Auḍaḥ al-Masālik ilā Alfiyyat Ibn Mālik. The research method employed is library research. The findings indicate that Auḍaḥ al-Masālik encompasses all the chapters of the Alfiyyah. Ibn Hishām revised the formulation of certain sections, modifying some chapter titles solely for the sake of clarification, and then reorganized their subjects into subchapters after they had originally been presented as main chapters. He rarely cited the verses of the Alfiyyah, except when necessary, such as when he intended to object to or disagree with the author. The commentator began some sections with technical definitions and brief explanations, considering that certain chapter titles were ambiguous and required clarification to provide a general overview of the topic. However, he did not do so when there was no need. Ibn Hishām’s sources of evidence in Auḍaḥ al-Masālik include the Qur’an, Prophetic hadiths, and Arabic poetry. His stance toward grammatical differences ranged between support and rejection. Thus, Auḍaḥ al-Masālik serves as a clarification of the content of the verses of Alfiyyat Ibn Mālik, rather than a direct line-by-line commentary on its verses as undertaken by other commentators of the Alfiyyah. Keywords: Ibn Hishām, Alfiyyat Ibn Mālik, Auḍaḥ al-Masālik ilā Alfiyyat Ibn Mālik, Ibn Mālik.
Analysis of Instructional Materials in Arabic Language Student Worksheets (LKS) from the Perspective of Constructivist Theory at Dar al-Ma’mur Institute, Baso Larasia, Reizka; Zubaidah, Zubaidah
(الطموحات ) EL-THUMUHAT Vol. 9 No. 1 (2026): Februari
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/elthumuhat.2026.27422

Abstract

Abstract This study aims to analyze the extent to which the content of the Arabic language Student Worksheets (LKS) aligns with constructivist learning theory at Dar al-Ma’mur Institute, Baso. The research employed a qualitative descriptive approach using content analysis of the eleventh-grade LKS based on constructivist theory indicators. Data were collected through document analysis, semi-structured interviews with Arabic language teachers, classroom observations, and supporting documents. The findings indicate that, in general, the worksheets are consistent with the core principles of constructivist theory, particularly in terms of active student engagement, the use of real-life contexts, and the connection of content to learners’ experiences. Topics such as health, travel, and shopping contribute to meaningful learning through interaction and task-based activities. However, several shortcomings were identified, including the absence of scaffolding stages, limited opportunities for student self-reflection, and weak elements of collaborative learning. In addition, the unit of analysis in this study remains limited, as the analysis focused only on the surface-level content without delving into the cognitive structure and interactive dimensions of the activities. The analytical methodology also requires strengthening through the use of more rigorous analytical tools and clearly defined, measurable evaluation criteria. A lack of critical depth in discussing the findings was also observed, which reduces the strength of the scientific conclusions. From a theoretical perspective, the study’s contribution remains limited, as it does not develop a new conceptual framework or adapt constructivist indicators to the specific context of Arabic language instruction. Furthermore, the research does not include empirical data measuring the impact of LKS use on student learning outcomes in a quantitative or quasi-experimental manner. Accordingly, while this study has the potential to serve as a strong evaluative research, it requires methodological reinforcement and deeper analysis to meet the standards of reputable peer-reviewed academic journals. Enhancing aspects related to collaborative learning, role-playing, group projects, and self-reflection tools, along with strengthening the methodological framework, would improve the effectiveness of Arabic language learning and address the needs of twenty-first-century learners. This study represents an initial step toward developing LKS and designing a more comprehensive constructivist-based Arabic language curriculum. Keywords: Constructivist theory, student worksheets, content analysis, Arabic language teaching.

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