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Wahyu Hanafi Putra
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Aphorisme: Journal of Arabic Language, Literature, and Education
Published by Institut Agama Islam Sunan Giri Ponorogo
ISSN : 27226786     EISSN : 27226794     DOI : https://doi.org/10.37680/aphorisme
Core Subject : Religion, Humanities, Education,
Religion Humanities Languange, Linguistic, Communication & Media
Aphorisme is a journal of Arabic Language, Literature, and Education. Its journal exists to accommodate contemporary issues related to Arabic Linguistics, Arabic Literature, and Arabic Learning written by lecturers, researchers, students, artists, writers, and practitioners in the fields of Arabic Language and Literature. The language focus published in this journal are Arabic, English, or Indonesian. This journal is published by the Study Program of Arabic Language Teaching Faculty of Tarbiyah INSURI twice a year (January-July). It has got both P-ISSN 2722-6786 and E-ISSN 2722-6794.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 307 Documents
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Fa’āliyyah Barnāmaj Ma’rifī Sulūkī li Khafđi al-Idmān ‘alā Mawāqi’al-Tawāṣul al-Ijtimā’ī Lada Țullabāh al-Marḥalah al-I’dādiyyah wa ‘Alāqatih bi Mustawā al-Ta’līmī li al-Walidain: فعالية برنامج نفسي لخفض الإدمان على مواقع التواصل الاجتماعي لدى طلبة المرحلة الإعدادية وعلاقته بمستوى التعليمي للوالدين Sadeeq, Shaveen Hussein; Omar, Jehan Hussein
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 1 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i1.7817

Abstract

The current research aims to study the impact of the effectiveness of a psychological program to reduce social media addiction among preparatory school students and its relationship to parental educational level. The researchers employed a quasi-experimental design on a sample consisting of (23) female students from Media Girls' School in Dohuk Governorate, who were purposively selected from those with high levels of social media addiction. The psycho-educational program consisting of (12) sessions was implemented at a rate of two sessions per week, with each session lasting (45) minutes. The researchers used the Social Media Addiction Scale developed by Younis (2016), consisting of (30) items. The results showed no statistically significant differences in program effectiveness attributed to fathers' or mothers' educational levels, indicating that the effectiveness of the psycho-educational program is not influenced by parental educational level, and that other psychological and social factors may play a more important role in determining the success of therapeutic intervention.
Tadrīs al-Mauđū’āt al-Tārīkhiyyah bi Istirātījiyyah al-Tilmizah al-Ma’rifiyyah wa Aṡaruhā ‘alā Taḥṣīl Țālibāti al-Șaffi al-Śāmin al-Asāsi: تدريس الموضوعات التاريخية باستراتيجية التلمذة المعرفية وأثرها على تحصيل طالبات الصف الثامن الأساسي Ahmed, Qazi Mosa; Ibrahim, Azhar Ali Hussein; Yousif, Falah Faqa
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 1 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i1.7830

Abstract

This study aimed to investigate the effect of teaching historical topics using cognitive apprenticeship strategy on the academic achievement of eighth grade basic female students. The researchers adopted an experimental methodology with a post-test equivalent groups design. The research sample consisted of (60) female students from Dimen Girls' School affiliated with Zakho Education Directorate, randomly distributed into two groups: experimental group (30) students who studied historical topics using cognitive apprenticeship strategy, and control group (30) students who studied the same topics using conventional method. An achievement test in historical topics consisting of (20) multiple-choice items was prepared, and its validity and reliability were verified. The teaching of historical topics using the specified strategy was implemented during the first semester of the academic year (2024-2025) for nine weeks. The results showed that teaching historical topics using cognitive apprenticeship strategy achieved a statistically significant difference at the level (0.05) in favor of the experimental group in achievement, where the calculated t-value reached (3.166) and the effect size (0.147), indicating a large effect of teaching historical topics using this strategy. The researchers recommend adopting cognitive apprenticeship strategy in teaching historical topics and training history teachers on its implementation.
Taṭbīqu Ṭarīqah al-Istijābah al-Badaniyyah al-Kulliyyah fī Fahmi "Mufradāt al-Afʿāl" fī Mādati Tamrīn al-Lugah al-‘Arabiyyah li al-Șaff al-Awwal Rahmawati, Fitra Awalia; Oktaviana, Nanda Mia; Nurlaila, Riza
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.7608

Abstract

The research aims to determine the influence of the Total Physical Response method on understanding the vocabulary of verb forms (af'al) in the Tamrin Lughah lessons for grade 1. This research was conducted at Darussalam Gontor for Girls campus 2. The Research methodology used in this study is a quantitative approach, specifically the experimental posttest-only control design. The population study in this research consisted of first-year students at the Islamic Teacher Training College. The sample employed simple random sampling and was divided into two groups: an experimental group of 55 students and a control group of 55 students. Data were collected through oral tests and written documents to gather student numbers, and data analysis methods, including the t-test, were used. The findings indicate that the t-value in the table corresponds to 1.98 at a 5% significance level and to 2.63 at a 1% significance level. The researcher determined that the calculated t-value is smaller than the t-value in the table: (1.98 > 1.28 < 2.63). Therefore, the hypothesis stating that there are no effects of the Total Physical Response method on understanding verb vocabulary in the first-year language practice material at the Darussalam Gontor Girls' Institute, Campus 2, is invalid. This suggests that teachers should pay more attention to students' language skills, and students should focus on teacher explanations during language lessons.
Taṭbīq Ṭarīqah al-Tadrīb bi-Ijrā’ al-Muṭābaqah fī Ta‘allum al-Mufradāt bi al-Madrasah al-Musyaffa al-Śānawiyyah al-Islāmiyyah Semārang Hidayah, Nailil; Inayah, Inayah; Waemamu, Waesama-ae
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.7896

Abstract

This study aims to describe the application of the drill method with the Make a Match technique in vocabulary learning and analyze its effect on students' learning motivation, collaboration skills, and psychological barriers. This study employed a qualitative approach, utilizing the Classroom Action Research model designed by Kemmis and McTaggart, which was implemented in two learning cycles with class VIII students at MTs Al Musyaffa' in Semarang. Data were collected through observation using indicator sheets that assessed motivation, collaboration, and psychological barriers, and then analyzed descriptively by calculating the percentage of achievements for each cycle. The data in this study consisted of both qualitative observation data and quantitative data, specifically, students' achievement percentages in each cycle. The data sources included students, Arabic language teachers, and documentation of the learning process. Data were collected through observation sheets, field notes, and documentation of learning activities. The analysis technique employed descriptive analysis, calculating the percentage of achievement indicators for each observed aspect (motivation, collaboration, and psychological barriers) in both cycles, followed by a qualitative interpretation of the changes occurring across the cycles. The results showed a significant improvement in all three aspects observed. Students' learning motivation increased from the “sufficient” category to “excellent”. Collaboration skills showed improvement in aspects of cooperation and responsibility, while psychological barriers, such as the fear of being wrong and lack of confidence, decreased significantly. The application of the drill method, combined with the Make a Match technique, proved effective in creating a fun and interactive learning atmosphere that encouraged students' active involvement in learning Arabic.
The Representation of Communicative Competence in the Arabic Language Learning Outcomes of Indonesia's Merdeka Curriculum Sholahudin, Shofwan; Idris, Ilham Maulana Ali; Abdurahman, Maman
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8329

Abstract

This study aims to analyse the representation of communicative competence in the Arabic Language Learning Outcomes (LO) of the Merdeka Curriculum. The research seeks to ensure a balance between linguistic accuracy and contextual communication skills in the national curriculum. Using a qualitative approach with a directed content analysis, the study adopts the frameworks of Canale and Swain (1980) and Canale (1983), which encompass grammatical, sociolinguistic, discourse, and strategic competences. The corpus comprises the official Arabic Language Law issued through the Decree of the Director General of Islamic Education No. 3302 of 2024. The analysis employed Mayring's (2000) six-step deductive category application, covering the definition of focus, formulation of analytical aspects, category development and revision, full coding with reliability checks, and interpretation of meaning patterns. The findings show that the LO presents a progressive yet uneven development of communicative competence. Grammatical and discourse competences are explicitly structured and systematically developed across all learning phases (A–F), while sociolinguistic and strategic competences remain implicit and underrepresented. In conclusion, the LO still prioritises linguistic accuracy and textual cohesion over adaptive and pragmatic skills required for authentic communication. The study emphasizes the importance of explicitly integrating sociolinguistic and strategic dimensions into curriculum design and teaching practices to enhance learners' ability to communicate effectively, contextually, and meaningfully.
Al-Namūżaj al-Siyāq fī Ta’līm al-Lugah al-‘Arabiyyah al-Qāim ‘alā Āyāt Mahfūẓah min al-Qur’ān al-Karīm Rahmi, Wirda; Arani, Samsuar; Zikriati, Zikriati
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8362

Abstract

Arabic language instruction in tahfiz institutions often faces challenges, especially in motivating students to use Arabic for everyday interaction. Many students mainly focus on memorizing Qur’anic verses without connecting them to practical language use. This research aims to develop and implement a contextual Arabic learning model that uses memorized Qur’anic verses as the primary learning resource. The study involved seven second-grade middle school students at Ma’had As-Syahsiah Tahfiz Sains Malaysia and employed a cross-sectional design with pre-test and post-test assessments. Data were collected through observations, tests, and interviews to describe students’ progress in vocabulary, grammar, and communication skills. Univariate analysis was used to present changes in students’ abilities before and after the intervention. The results showed notable improvements in students’ oral and written expression following the application of the contextual Qur’an-based learning model. These findings indicate that linking Qur’anic memorization to contextual language use can enhance students’ linguistic competence and provide an innovative approach to Arabic education in tahfiz institutions and Islamic schools.
Utilization of AI Technology in Translation Among Arabic Language Students at PTKIN in North Sumatra Darman, Isra Hayati; Hakim, Rani Ismil; Refdianti, Afrina
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8445

Abstract

This study describes the use of Artificial Intelligence (AI) among Arabic language students at several Islamic State Higher Education Institutions (PTKIN) in North Sumatra. Although the use of AI as a tool to assist in translating Arabic texts offers significant benefits for students, its negative impacts cannot be entirely avoided. The study aims to examine in depth how Arabic language students at these PTKIN utilize AI applications in the Arabic translation process, the reasons behind their choice of applications, as well as the positive and negative impacts on their motivation and learning outcomes. This research employs a qualitative methodology with a phenomenological approach. Data were collected through in-depth interviews, direct observation, and documentation. The research population consists of 331 Arabic language students distributed across four study programs at three PTKIN in North Sumatra. A purposive sampling technique was used to select 24 students as the research sample from these programs. The collected data were analyzed using descriptive analysis techniques. The findings indicate that the majority of Arabic language students are now actively using translation applications to support their coursework and thesis writing. The most frequently used translation applications include Google Translate, DeepL, and ChatGPT. The use of AI greatly assists students in simplifying the translation of their assignments and improving their learning outcomes. However, on the negative side, the translation skills of many students have not improved, as reliance on AI has led to laziness, dependency, and a lack of critical thinking.
Development of Interactive Arabic Language Learning Modules Using Articulate Storyline 360 for 10th Grade Madrasah Aliyah Students Rahmi, Shilla; Kholisin, Kholisin; Ainin, Moh.
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8498

Abstract

This study develops an Articulate Storyline 360-based Interactive Arabic Learning Module for 10th-grade students at MA Al-Kautsar Trenggalek and describes its validity and feasibility. The research employs the R&D method, utilizing the ADDIE model, which encompasses the stages of analysis, design, development, implementation, and evaluation. Researchers collected quantitative and qualitative data through needs observation, expert validation questionnaires, and trial questionnaires administered to students and teachers. They used observation guidelines, material and media validation sheets, and feasibility questionnaires as data collection instruments. Thirty-eight tenth-grade students at Madrasah Aliyah Al-Kautsar participated as research subjects. Researchers analyzed quantitative data using a rating scale technique to obtain the percentage of validity and feasibility, and analyzed qualitative data descriptively. The results show that researchers successfully developed the module as an interactive learning medium containing audio, video, dialogues, four language skill exercises, and multimedia navigation. Content expert validation scored 78.5%, and media expert validation reached 97.3%. Field testing produced an 89% feasibility rating from teachers and an 81.8% rating from students, indicating that the module is practical for use in learning. These findings confirm that the Articulate Storyline 360-based interactive module is suitable for use as a supporting learning medium at MA Al-Kautsar and meets the need for more varied and interesting learning. Researchers recommend further research to test the effectiveness of the module in improving learning outcomes.
An Analysis of Arabic Writing Skills (Mahārah al-Kitābah) in Tanmiyat Mahārāt al-Qirā’ah wa al-Kitābah Based on the Reference Framework for Teaching Arabic to Non-Native Speakers (IMTA’) with Multiple Teaching and Assessment Strategies Lutfhi Kirani, Lintang; Azizah, Miftahul; Ritonga, Arip Rachman
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8524

Abstract

This study aims to analyze Tanmiyat Mahārāt al-Qirā’ah wa al-Kitābah using the IMTA’ Reference Framework for Teaching Arabic to Non-Native Speakers (Development – Instruction – Training). Employing a qualitative descriptive method with a content analysis approach, the research finds that the book fully conforms to the IMTA’ framework. The approach used in this research is qualitative, employing the content analysis methodology. This study utilizes a single instrument, namely documentation, supported by several scholarly references. Based on the collected data, several stages of data analysis were carried out. Based on the analysis, formal writing skills fall under the category of Mustawā al-Tamayyuz (Excellence Level), while non-formal writing skills are categorized under Mustawā al-Tahyiī’ah (Preparation Level). Furthermore, the stages of writing-skill development are situated within cognitive processes and coherence, which correspond to Mustawā al-Kifāyah (Proficiency Level). Furthermore, five stages in the writing process have been analyzed using the IMTA’ framework, and five corresponding strategies for developing writing skills have been identified, all of which align with the principles of the IMTA’ framework.
Arabic Cultural Vocabulary in Instagram Content @senmancung: Translation Strategy into Indonesian Ilham, Muhammad Arifin; Al Farisi, Mohamad Zaka; Supriadi, Rinaldi
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 2 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i2.8527

Abstract

This study analyzes translation strategies for Arabic culture-specific items (CSI) in Arabic language audiovisual content on the Instagram account @senmancung. The primary data consist of 12 videos selected from a total of 439 uploads through purposive sampling, based on the presence of cultural vocabulary that was manually translated by the creator (human translation). The secondary data include journals, books, and publications related to Aixelá’s (1996) CSI theory and Molina & Albir’s (2002) translation techniques. The data were examined using a content analysis approach, which involved several steps: identifying cultural vocabulary, classifying CSI types according to Aixelá (1996), and determining translation techniques based on the framework of Molina & Albir (2002). The findings reveal five cultural translation strategies, comprising two forms of conservation (intratextual gloss and linguistic/non-cultural translation) and three forms of substitution (limited universalization, synonymy, and naturalization). The most dominant technique is substitution, particularly limited universalization, which is used to adapt Arabic cultural vocabulary so that Indonesian audiences more easily understand it. These results demonstrate that translation in digital media is not merely a linguistic activity but also a process of cultural negotiation to ensure the acceptability of messages across languages.

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