cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
jamaluddin shiddiq
Contact Email
jamaluddin@iainponorogo.ac.id
Phone
+6281997924746
Journal Mail Official
jamaluddin@iainponorogo.ac.id
Editorial Address
Kampus I IAIN Ponorogo, Jalan Pramuka 156 Siman Ponorogo
Location
Kab. ponorogo,
Jawa timur
INDONESIA
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 26857022     EISSN : 26857103     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
TSAQOFIYA is Journal that is published biannually or twice a year, that is in June and December. It is published by Arabic of Education Department , The State Institute of Islamic Studies Ponorogo. Journal TSAQOFIYA aims to share the scientific studies that are conducted by scientists and academics from The State Institute of Islamic Studies Ponorogo and other institutions. Journal TSAQOFIYA receives manuscripts that depict the findings of the field study based research or literature review within the scope of Language and Arabic
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 229 Documents
 19   20   21   22   23 
Innovation In Arabic Language Learning Programs at SMPI Yambu’ul Qur’an Kediri Indonesia Nabila An'imatul Maula; Muhamad Khozin; Ahmat Saifudin; Moh. Ghundar Najih; Nazih Hibatullah Muhammad
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1101

Abstract

Arabic language learning in the modern era is expected not only to emphasize the mastery of linguistic rules but also to foster students' communicative competence. One of the approaches considered relevant to achieving this objective is Communicative Language Teaching (CLT), which emphasizes the use of language in authentic communicative contexts. This study aims to analyze the innovation of Arabic language learning programs at SMPI Yambu'ul Qur'an (YAQU) Kediri from the perspective of Communicative Language Teaching (CLT). The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the innovations in Arabic language learning are implemented through three main programs: muhadatsah (Arabic conversation) habituation, film-based learning, and Arabic debate activities. From the perspective of CLT, these programs reflect the principles of communicative language teaching by providing students with opportunities to use Arabic in authentic communicative situations, promoting learner interaction, encouraging student-centered learning, and developing communicative competence, including listening and speaking skills, vocabulary mastery, critical thinking, and self-confidence. The study concludes that the implementation of learning innovations aligned with CLT principles creates a communicative learning environment and contributes significantly to improving the quality of Arabic language learning at the school.  
Berbagai Model Research And Development (R&D) Dalam Pembelajaran Bahasa Arab Berbasis Teknologi Informasi Muhammad Rizal Falaqi; Fahmi Hidayatullah; Muhammad Nidhomul Mahmud; Muhammad Arif
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.856

Abstract

Penelitian ini bertujuan untuk mengidentifikasi berbagai model Research and Development (R&D) yang digunakan dalam pengembangan pembelajaran bahasa Arab berbasis teknologi informasi, menganalisis karakteristik metodologisnya, serta mengevaluasi kekuatan, keterbatasan, dan implikasi penerapan setiap model terhadap pengembangan produk pembelajaran. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan mengkaji 26 artikel yang dipublikasikan di jurnal nasional dan internasional sesuai dengan kriteria inklusi dan eksklusi yang telah ditetapkan. Analisis dilakukan melalui proses identifikasi, seleksi, ekstraksi data, sintesis tematik, dan interpretasi terhadap model R&D, prosedur implementasi, jenis produk yang dikembangkan, serta hasil pengembangannya. Hasil penelitian menunjukkan bahwa model ADDIE, Borg & Gall, Dick & Carey, dan Four-D (4D) merupakan model yang paling banyak digunakan dalam pengembangan pembelajaran bahasa Arab berbasis teknologi informasi. Setiap model memiliki karakteristik metodologis, keunggulan, dan keterbatasan yang berbeda, sehingga pemilihannya perlu disesuaikan dengan tujuan pengembangan, karakteristik produk, dan kompleksitas teknologi yang digunakan. Sintesis juga menunjukkan adanya pergeseran paradigma dari pengembangan media pembelajaran menuju pembangunan ekosistem pembelajaran digital yang lebih adaptif, interaktif, dan berpusat pada peserta didik. Kontribusi penelitian ini terletak pada penyusunan sintesis komprehensif yang menghubungkan model R&D, karakteristik metodologis, jenis produk, dan tingkat integrasi teknologi dalam pembelajaran bahasa Arab, sekaligus mengidentifikasi kesenjangan penelitian serta arah pengembangan berbasis artificial intelligence, learning analytics, dan adaptive learning. Temuan ini diharapkan menjadi rujukan bagi peneliti, pengembang, dan praktisi pendidikan dalam memilih model R&D yang tepat untuk menghasilkan inovasi pembelajaran bahasa Arab yang relevan dengan transformasi pendidikan digital.
Implementation of QuizWhizzer as a Game-Based Educational Evaluation Medium in a Nahwu Course Zakiyyah Salma; Ahmad Zubaidi; Muhammad Jafar Shodiq
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1050

Abstract

This study aims to describe the implementation of QuizWhizzer as a game-based educational evaluation medium in the Nahwu I course and to examine students' responses to its use. This study employed a descriptive qualitative approach. The participants were 58 first-semester students of the Arabic Language Education Program at UIN Kiai Ageng Muhammad Besari Ponorogo. Data were collected through classroom observations, questionnaires, and documentation, and were analyzed using an interactive analysis model and descriptive statistics. The findings indicate that QuizWhizzer created a more interactive, engaging, and enjoyable evaluation process through features such as the board game interface, leaderboard, and immediate feedback. Students also expressed positive perceptions regarding learning interest and motivation, ease of use, material relevance, the learning atmosphere, and the sustainability of using the platform. These findings suggest that QuizWhizzer has the potential to serve as an alternative educational evaluation medium for Nahwu instruction in higher education while extending the application of game-based evaluation in Arabic language learning.
Epistemologi Kritik Sastra Arab Masa Andalusia:: Analisis Pada Syair Ṭauq Al-Hamāmah Karya Ibnu Hazm Ragim Samanery; Tatik Mariyatut Tasnimah
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1052

Abstract

Penelitian ini mengkaji landasan epistemologis kritik sastra Arab pada masa Andalusia melalui analisis terhadap Ṭauq al-Ḥamāmah karya Ibnu Hazm. Hasil telaah awal terhadap penelitian-penelitian terdahulu menunjukkan bahwa Ṭauq al-Ḥamāmah selama ini lebih banyak dipahami sebagai risalah tentang cinta, etika, atau karya sastra bercorak adab, sementara kontribusinya terhadap kritik sastra Arab beserta landasan epistemologisnya masih jarang dikaji. Penelitian ini berupaya mengisi kesenjangan tersebut dengan menunjukkan bahwa Ṭauq al-Ḥamāmah merepresentasikan suatu epistemologi kritik sastra yang khas. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan dan metode deskriptif-analitis. Data dianalisis melalui pembacaan terhadap bagian-bagian terpilih dari Ṭauq al-Ḥamāmah untuk mengidentifikasi prinsip-prinsip evaluatif yang digunakan Ibnu Hazm dalam menilai ekspresi sastra. Hasil penelitian menunjukkan empat prinsip epistemologis yang saling berkaitan sebagai dasar kritik sastra Ibnu Hazm, yaitu: (1) kejujuran sebagai kriteria validitas pengetahuan sastra; (2) pengalaman empiris dan observasi sosial sebagai sumber utama pengetahuan; (3) pengetahuan sastra yang berakar pada pengalaman hidup, bukan semata-mata pada tekstualitas; dan (4) penolakan terhadap ungkapan sastra yang terlepas dari pengalaman manusia yang autentik. Temuan ini menunjukkan bahwa, bagi Ibnu Hazm, sastra tidak hanya berfungsi sebagai ekspresi estetis, tetapi juga sebagai medium untuk memahami kehidupan manusia dan realitas sosial. Dengan demikian, kritik sastra Arab pada masa Andalusia memiliki landasan epistemologis yang otonom sehingga membedakannya dari tradisi kritik sastra Arab Timur yang lebih menitikberatkan pada aspek retorika dan estetika formal.
Rethinking Language Assessment In The Digital Age:: From Measurement To Meaning Through Assessment Of, For, And As Learning Mega Putri Anjani; Muhammad Rizky Setiawan
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1111

Abstract

The rapid advancement of digital technologies has transformed language assessment through online testing, automated scoring, and AI-based feedback. However, existing literature overwhelmingly prioritizes technical efficiency and measurement accuracy, leaving a critical research gap regarding the underlying pedagogical and philosophical purposes of digital evaluation. To address this, this study focuses on re-evaluating the conceptual foundations of digital language assessment through the tripartite framework of Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL). The objective of this paper is to examine how digitalization reshapes the aims of assessment and address the central problem of whether digital environments privilege certain assessment functions over others. Grounded in contemporary assessment theory (AoL, AfL, AaL), this qualitative conceptual review argues that current digital practices heavily privilege AoL (focusing on standardization and accountability), while reducing AfL to procedural feedback and largely marginalizing AaL, which requires metacognitive reflection and learner agency. The study concludes that without a clear philosophical orientation, technology-driven evaluation risks reducing education to mere automated measurement. Crucially, this paper offers a theoretical contribution by bridging technological innovation with assessment philosophy, providing a framework to align digital language assessment with holistic learner development and educational equity.
Arabic Teaching and Learning Research in Non-Arabic-Speaking Countries: a Bibliometric Analysis Luthfi Qoriatul Hasanah
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 6 No 2 (2024): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari onorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v6i2.680

Abstract

This study aims to explore the trajectory of Arabic language learning research in non-Arabic-speaking countries. The research method used is bibliometric analysis related to Arabic language learning in non-Arabic speaking countries. The data sources in this research are articles taken from the Scopus database using keywords such as Arabic Language Learning, Arabic Language Teaching, Arabic Language Education, and Arabic Language Teaching. We identified 108 relevant articles covering the period from 1970 to 2024. Our analysis encompasses various dimensions including yearly publication trends, authorship patterns, country affiliations, productive institutions, and prolific publishers within this thematic domain. Further insights were gathered through sophisticated analytical techniques, specifically employing VosViewer software for data visualization and thematic cluster analysis. a significant increase in research activity related to Arabic Learning within non-Arabic speaking countries, particularly evident over the past decade. Notably, Indonesia, with the world's largest Muslim population, emerges as the foremost contributor in terms of article productivity, closely followed by Malaysia and the United States. The pivotal role of the Gema Online Journal of Language Studies, affiliated with Universiti Kebangsaan Malaysia, underscores its significance as a platform shaping scholarly discourse in this field and standing as the most productive institution. Additionally, our analysis identifies Ritonga, M., as the most productive author, while Shah P.M. and Yusri, G. emerge as influential contributors within this scholarly domain. These findings provide valuable insights into the evolving landscape of Arabic language learning research in non-Arabic speaking contexts. Abstrak Penelitian ini bertujuan untuk mengeksplorasi lintasan penelitian pembelajaran bahasa Arab di negara non-Arab. Metode penelitian yang digunakan adalah analisis bibliomterik terkait dengan pembelajaran bahasa Arab di negara non-Arab. Sumber data dalam penelitian ini merupakan artikel-artikel yang diambil dari database Scopus dengan memanfaatkan kata kunci seperti pembelajaran bahasa Arab, pengajaran bahasa Arab, pendidikan bahasa Arab, dan pengajaran bahasa Arab. Penulis mengidentifikasi 108 artikel terkait yang mencakup periode 1970 hingga 2024. Analisis mencakup berbagai dimensi termasuk tren publikasi tahunan, pola kepenulisan, afiliasi negara, lembaga produktif, dan penerbit produktif dalam domain tematik ini. Pemanfaatan perangkat lunak VosViewer digunakan untuk visualisasi data dan analisis klaster tematik. Hasilnya menunjukkan peningkatan yang signifikan dalam aktivitas penelitian terkait pembelajaran bahasa Arab di negara- non-Arab, khususnya selama dekade terakhir. Indonesia, dengan populasi muslim terbesar di dunia, muncul sebagai kontributor utama dalam hal produktivitas artikel, diikuti oleh Malaysia dan Amerika Serikat. Peran penting Gema Online Journal of Language Studies, yang berafiliasi dengan Universiti Kebangsaan Malaysia, menggarisbawahi pentingnya sebagai platform yang membentuk wacana ilmiah di bidang ini dan berdiri sebagai institusi paling produktif. Selain itu, analisis kami mengidentifikasi Ritonga, M., sebagai penulis paling produktif, sementara Shah P.M. dan Yusri, G. muncul sebagai kontributor berpengaruh dalam domain keilmuan ini. Temuan ini memberikan wawasan berharga mengenai perkembangan penelitian pembelajaran bahasa Arab dalam konteks non-Arab.
a Qualitative Assessment of Students' Arabic Writing Skills (Kitabah) at SMA Bina Taruna Surabaya Ilham Alauddin; Nur Inda Nurdin; Nur Aqilah; M. Baihaqi
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1067

Abstract

This study aims to analyze the implementation of kitabah assessment, identify its objectives, assessment forms, and assessment instruments, and examine the challenges encountered in its implementation at SMA Bina Taruna Surabaya. Because, writing skills assessment is a fundamental component of Arabic language learning, it measures learners' productive ability to organize ideas, apply linguistic rules, and communicate meaning effectively in written form. However, writing assessment practices in schools continue to emphasize grammatical accuracy, limiting the comprehensive evaluation of students' writing competence. This study employed a descriptive qualitative approach using a case study design. Data were collected through classroom observations, semi-structured interviews and analysis of documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that kitabah assessment has been systematically implemented through sentence construction, paragraph completion, and picture description tasks. Although these activities effectively assess students' mastery of vocabulary, grammatical structures, and spelling accuracy, the assessment remains predominantly product-oriented and focuses more on linguistic correctness than on idea development, coherence, cohesion, creativity, and communicative effectiveness. Furthermore, teachers have not yet implemented standardized analytical scoring rubrics, resulting in limited objectivity and comprehensiveness in evaluating students' writing performance. The study concludes that the current implementation of kitabah assessment at SMA Bina Taruna Surabaya effectively measures students' fundamental Arabic writing skills but has not yet fully represented communicative writing competence.
Pengembangan Bahan Ajar Shorof Berbasis Belajar Bermakna Untuk Kelas IX MTs Darul Fikri Bringin Ponorogo Adhen Citra Miga; Moh. Munir; M. Miftahul Ulum
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1016

Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar shorof berbasis teori belajar bermakna guna meningkatkan pemahaman siswa terhadap fi’il tsulasi mazid dan perubahan bentuk katanya (tashrif). Permasalahan yang melatarbelakangi penelitian ini adalah metode pembelajaran yang masih didominasi ceramah, keterbatasan bahan ajar yang digunakan, minimnya latihan soal tertulis, serta kurangnya pemahaman siswa terhadap makna kosakata dan penggunaan fi’il dalam kalimat. Penelitian ini  menggunakan  model  penelitian dan pengembangan  Sugiyono. Pengumpulan data pada penelitian ini menggunakan wawancara tidak terstruktur, observasi non partisipan, angket, tes (pretest dan posttest), dan dokumentasi. Hasil penelitian menunjukkan bahwa bahan ajar shorof pada materi fi’il tsulasi mazid yang dikembangkan memiliki tingkat kepraktisan dan efektivitas yang baik. Pada uji coba perorangan, skor rata-rata mencapai 3,0 (kategori cukup praktis), sedangkan pada uji coba kelompok meningkat menjadi 4,15 (kategori sangat praktis). Selain itu, hasil paired sample t-test menunjukkan nilai signifikansi 0,001 (< 0,05), yang menandakan adanya pengaruh yang signifikan terhadap peningkatan hasil belajar siswa. Rata-rata skor pretest sebesar 56,2 meningkat menjadi 80 pada posttest, dengan nilai N-Gain sebesar 0,545 atau 54,5%, yang termasuk dalam kategori peningkatan sedang. Penelitian ini mengisi kekosongan kajian mengenai integrasi teori belajar bermakna dalam pengembangan bahan ajar shorof yang menekankan keterkaitan materi dengan informasi yang telah dimiliki siswa secara kontekstual, serta memberikan kontribusi terhadap inovasi pembelajaran shorof yang lebih aplikatif, terstruktur, dan berorientasi pada pemahaman mendalam.
The Difficulties of Al-Adab Wa Al-Nusus Al-Arabiyyah Subject Among STAM Students Of Maahad Amir Indera Petra Mariah Qibtiah Hashim; Nursafira Lubis Safian; Badri Najib Zubir
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Program Studi Pendidikan Bahasa Arab UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/tsaqofiya.v8i1.1102

Abstract

Al-Adab wa Al-Nusus is one of the subjects for Malaysian Higher Islamic Religious Certificate (Sijil Tinggi Agama Malaysia – STAM) and it is dealing with Arabic history and literary texts. The subject allows students to get to know the beauty of Arabic Language, especially the poems which encourage students’ interest in Arabic literature. This research aims to identify the difficulties faced by the students when learning Al-Adab wa Al-Nusus subject as well as to determine the strategies used by the students in facing those difficulties. This research adopted the qualitative method by using semi-structured interviews for data collection. The participants were fifty students whom registered the Malaysian Higher Islamic Religious Certificate (STAM) from Maahad Amir Indra Petra. This research has found five problems in learning Al-Adab wa Al-Nusus Subject which are: the difficulties in understanding the content of the subject, and the format of examination, the numerous information of the content, the boring teaching method, the lack of desire of students about the subject. Among the strategies being used in facing those problems are consulting the teachers frequently, focusing on the content of the lesson while in the classroom, using song in memorizing the poetry, understanding the content before memorization, making a discussion with friends, and taking additional notes, so that the students could have a better understanding in learning Al-Adab wa Al-Nusus Subject.

Page 23 of 23 | Total Record : 229

 19   20   21   22   23 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol 8 No 1 (2026): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 7 No 2 (2025): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 7 No 1 (2025): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 6 No 2 (2024): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 6 No 1 (2024): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 5 No 2 (2023): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 5 No 1 (2023): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 4 No 2 (2022): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 4 No 1 (2022): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 3 No 2 (2021): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 3 No 2 (2021): Jurnal Pendidikan Bahasa dan Sastra Arab Vol 3 No 1 (2021): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 3 No 1 (2021): Jurnal Pendidikan Bahasa dan Sastra Arab Vol 2 No 2 (2020): Jurnal Pendidikan Bahasa dan Sastra Arab Vol 2 No 2 (2020): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 2 No 1 (2020): Jurnal Pendidikan Bahasa dan Sastra Arab Vol 2 No 1 (2020): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 1 No 2 (2019): Jurnal Pendidikan Bahasa dan Sastra Arab Vol 1 No 2 (2019): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab Vol 1 No 1 (2019): Jurnal Pendidikan Bahasa dan Sastra Arab More Issue