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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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CIPP’S Model of Curriculum Evaluation Focused on the Arabic Reading Skills Textbook KSKK 2019 Aini, Karima Ayu Nur; Inayah, Inayah; Ismail, Ismail
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9103

Abstract

Curriculum evaluation is a strategic step to assess the effectiveness of a learning program. This study aims to evaluate the 2019 KSKK grade VIII Arabic textbook, specifically in terms of reading skills (maharah qira'ah), using the CIPP (Context, Input, Process, Product) evaluation model. A qualitative approach with an explanatory design was used to analyze the alignment of the textbook's content with student needs, the curriculum, the learning process, and the outcomes achieved. The data were obtained through document analysis of the 2019 KSKK Grade VIII Arabic textbook used at MTs Miftahussa’adah Mijen Semarang, KSKK curriculum policy documents, textbook development guidelines, scientific journals, reference books, and other relevant supporting documents, focusing on reading texts, learning activities, exercises, and evaluation components related to maharah qira'ah. Data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing to identify patterns, relationships, and areas for improvement. The evaluation results indicate that the textbook is contextually relevant, has systematic content appropriate to students' ability levels, and supports the development of reading skills. However, the textbook still requires additional learning media to enrich students' learning experiences. The CIPP model has proven effective in providing a comprehensive overview of the strengths and areas for improvement of the textbook. Therefore, this book is suitable for use as a teaching resource in effective, contextual, and integrated Arabic language learning.
Dirāsah Tajrībiyyah Muqāranah baina Istikhdām Wordwall wa Quizlet fī Itqān al-Mufradāt li-Ṭullāb al-Madrasah al-Mutawassiṭah Jannah, Nisa Miftahul; Inayah, Inayah; Sutiyono, Agus
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9119

Abstract

This study aims to compare the effectiveness of two widely used digital learning platforms, Wordwall and Quizlet, in improving Arabic vocabulary mastery among seventh-grade students at MTs Ar-Rois Cendekia Semarang City. Employing a quantitative approach with a quasi-experimental design using a non-equivalent control group, the research involved two experimental classes consisting of 44 students selected through purposive sampling. Data collection employed vocabulary tests, observations, and documentation. The instruments were validated through validity and reliability testing, followed by data analysis using the Mann–Whitney U test, as the normality test indicated that the data were not normally distributed. The results showed that there was no statistically significant difference between Wordwall and Quizlet in improving students’ Arabic vocabulary mastery (p = 0.317 > 0.05), with a small effect size (r = 0.169), indicating that both platforms have comparable effectiveness in supporting vocabulary learning.
Instrumen Penilaian Autentik pada Pembelajaran Bahasa Arab di Madrasah Aliyah Alfinnas, Haflah; Ali, Moh.; Syathori, A.
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9131

Abstract

This study aims to develop authentic assessment instruments for Arabic language learning at Madrasah Aliyah through a qualitative library research approach. The data in this study comprise primary and secondary sources, including textbooks, national and international scientific journals, previous research findings, and theoretical references on authentic assessment and Arabic language teaching. Data were collected through systematic documentation techniques, including searches of credible academic databases, library catalogs, and electronic journal repositories using relevant keywords. The subject of this study is the conceptual framework for the development of an authentic assessment instrument for four Arabic language skills. Data were analyzed using a descriptive-analytical content analysis, with data reduction, categorization, comparative analysis, and synthesis, and source triangulation to ensure the validity and credibility of the findings. The results indicate that authentic assessment instruments for Arabic language learning are characterized by four main dimensions: task authenticity, cognitive complexity, skills integration, and cultural relevance, and cover listening, speaking, reading, and writing, with clear, measurable rubrics. Implementation requires a paradigm shift from discrete-point testing toward an integrative assessment oriented toward the development of communicative competence. This instrument is expected to become a practical alternative for Arabic teachers to conduct more comprehensive and meaningful assessments in the Madrasah Aliyah context.
Pengaruh Penggunaan Google Lens terhadap Kemandirian Belajar dan Akurasi Terjemahan Bahasa Arab Mukhodimah, Sandia; Kholiq, Ilham Nur
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9143

Abstract

This study aims to analyze the effect of Google Lens usage on students’ self-regulated learning and Arabic translation accuracy. The research is motivated by the increasing use of artificial intelligence-based technology in Arabic language learning, which does not necessarily correspond to improvements in learning autonomy or translation quality. This study employed a quantitative, ex post facto design. The population consisted of all tenth-grade students at MAN 4 Banyuwangi in the 2025/2026 academic year, and a sample of 40 students was selected through purposive sampling. Data were collected through questionnaires measuring Google Lens usage and self-regulated learning, as well as an Arabic translation accuracy test, as the primary data sources. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, linearity testing, and simple linear regression at a 0.05 significance level. The findings indicate that Google Lens usage has no significant effect on self-regulated learning (p = 0.196; R² = 0.044) nor on Arabic translation accuracy (p = 0.290; R² = 0.029). These results suggest that AI-based translation tools require pedagogical guidance to effectively support students’ cognitive and linguistic development.
Eksplorasi Praktik Tadabur Al-Qur’an dalam Pembelajaran Pendidikan Agama Islam di Jenjang Sekolah Menengah Pertama Aulia, Muhammad Hizba; Kosasih, Aceng; Firmansyah, Mokh. Iman
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9149

Abstract

This study aims to explore Qur’anic tadabur practices in Islamic Religious Education (IRE), particularly within the Qur’an–Hadith component at the junior high school level. IRE learning continues to be dominated by technical and procedural approaches that emphasize reading and memorization, which have not yet fully encouraged students’ reflective engagement with and internalization of the Qur’an’s messages. This study employed a qualitative approach with a phenomenological design through in-depth interviews with 10 IRE teachers and 10 students, supported by limited contextual observations and the analysis of instructional documents and learning materials from State Junior High School 1 Bandung, State Junior High School 5 Bandung, and State Junior High School 7 Bandung, Indonesia. The data were analyzed using the interactive data analysis model proposed by Miles and Huberman, including data reduction, data display, and reflective and continuous conclusion drawing and verification. The findings indicate that Qur’anic literacy in IRE learning is predominantly practiced in a textual and procedural manner and has not yet been integrated with tadabur as a reflective learning experience. Consequently, the internalization of religious values tends to occur instructionally and has not fully developed into students’ personal religious awareness. These findings highlight the importance of strengthening contextual and reflective Qur’an–Hadith learning to position tadabur as a meaningful pedagogical experience that supports the sustainable formation of students’ religious character.
Respons Audiens terhadap Jenis Alih Kode dalam Video Pembelajaran Bahasa Arab di Kanal YouTube Arab Podcasts Abqari, Rafid Gastiadirrijal Muhammad; Supriadi, Rinaldi; Khalid, Shofa Musthofa
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9166

Abstract

This study aims to analyze the cognitive responses and processing fluency of audiences toward intra-sentential, inter-sentential, and tag-switching code-switching on the YouTube channel "Arab Podcasts". Employing a descriptive qualitative design, data were collected via Stimulated Recall Interviews with three selected participants (aged 21–35) and analyzed using Greenwald's Cognitive Response Theory and the Processing Fluency framework. The findings indicate that inter-sentential code-switching elicits a dual response: it causes focus distraction due to violated language expectations in some audiences, yet enhances affective comfort in others. Intra-sentential code-switching triggers the highest cognitive load, leading to initial disfluency; however, this can be mitigated through visual aids. Conversely, tag-switching demonstrates the highest level of processing fluency and functions effectively as a discourse marker. It is concluded that tag-switching serves as the safest instructional strategy, whereas other types of code-switching require visual support to prevent cognitive overload. These results provide practical guidelines for educators to balance linguistic use with cognitive comfort in digital learning environments.
Al-Dalālah al-Ramziyyah li al-Alfāẓ al-Zamāniyyah wa al-Makāniyyah fī Qaṣīdah “A‘rāf al-Ma‘ārif” li Bello Mustapha al-Mangārī (Dirāsah Ṣarfiyyah Dalāliyyah) Yahya, Dahiru; Muhammad, Muhammad Gambo; Umar, Aishatu
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): 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.v7i1.9414

Abstract

This study examines the symbolic significance of temporal and spatial expressions in the Sufi poem “A‘rāf al-Ma‘ārif” by Bello Mustafa Al-Mangari, adopting a morpho–semantic approach that reveals the transition of lexical items from their literal meanings to mystical, symbolic dimensions. The research identifies key temporal and spatial terms in the poem, analyzes their morphological structures, and explores their semantic functions within the spiritual narrative of the text. Findings indicate that space in the poem functions as a spiritual locus as reflected in references such as Durbal, Yarwa, Gwange, and the Sheikh’s House while time becomes a spiritual state rather than a physical measurement, as seen in terms like ages, feasts, time, and canopies of blessings. These expressions transcend their material meanings to symbolize Sufi stations and experiential states. The analysis further shows that morphological patterns especially noun forms of place, verbal nouns, and broken plurals enhance the density and depth of symbolic meaning. The study concludes that “A‘rāf al-Ma‘ārif” represents a rich model of Sufi symbolism in which time and place are reconfigured according to spiritual experience, demonstrating the poet’s skill in employing linguistic structures to construct an integrated mystical discourse.

Page 31 of 31 | Total Record : 307

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