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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 330 Documents
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Pendidikan Karakter dalam Cerita Pendek Arab Anak Thahir dan Nadiya Karya Amin Salamah Salsabila, Hanifah; Yuningsih, Yeni Ratna
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.v7i1.9377

Abstract

This study focuses on the short story “Thahir and Nadiya” by Amin Salamah, which depicts the journey of two children as they struggle to find their way home after being abandoned in the forest by their parents. The aim of this research is to reveal the moral message and character education values contained in the story, so that they can serve as a source of reflection and be applied in children’s daily lives. The primary data in this research is the text of the short story “Thahir and Nadiya” by Amin Salamah, while secondary data is obtained from relevant journals, books, and other academic sources. The data were collected through documentation, involving careful reading and in-depth analysis of the text. The analysis uses Roland Barthes’ semiotic theory to examine three layers of meaning: denotative, connotative, and mythic. The result indicates that the short story conveys important character values, including care, affection, courage, intelligence, faith, empathy, perseverance, and patience. Therefore, this work not only possesses aesthetic value but also functions as an important and relevant medium for the development of children’s character in the present day.
Taṭwīr Ṭarīqah Ta‘līm ‘Ilmi al-Naḥwi al-Qā’im ‘alā al-Musykilāt (Problem Based Learning) li Tarqiyah al-Taḥṣīl al-Dirāsī ladā Tilmīdhāt al-Ma‘had Azzahro, Vivia Salma; Hamid, Abdul; Qomari, 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.v7i1.9444

Abstract

This study aims to develop a Problem-Based Learning (PBL) model in the teaching of nahwu (Arabic grammar), to examine its feasibility through expert validation, and to analyze its effectiveness in improving the learning outcomes of female students (santriwati). This research employs a Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The population of this study consisted of all second-grade KMI female students at Pondok Modern Arrisalah Ponorogo in the 2025/2026 academic year, totaling 29 students. Since the population was relatively small, a total sampling technique was employed, in which all members of the population were selected as the research sample. Therefore, the sample of this study comprised 29 second-grade KMI female students. Data were collected through observation, interviews, questionnaires, and tests (pretest–posttest), and were analyzed using the t-test and N-Gain. The results indicate that the developed PBL model is feasible, as confirmed by expert validation, in both content and instructional syntax. The implementation of the model enhances students’ engagement in learning and their ability to analyze i‘rāb. Quantitatively, the average score increased from 76.38 to 90.38, with an N-Gain of 0.601 (moderate) and a t-test significance value of 0.000 (< 0.05). In conclusion, the PBL model is effective in improving students’ learning outcomes and their analytical skills in nahwu. This model has the potential to serve as an innovative problem-solving–based approach to Arabic language learning in modern Islamic boarding schools.
Discrete Approach in Innovation Test Assessment of Student Arabic Reading Ability Kadar, Haerani; Pratama, Budi; Dian, Zidna Ilma; Riswar, Hanan
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.v7i1.9404

Abstract

This study aims to innovate the assessment of Arabic reading ability for grade 7 students at MTs N 3 Mataram using a discrete approach. This type of research is Research and Development (R&D) using the ADDIE development model. The research population comprises classes VII A, B, C, and D, with class VII C serving as the research sample, selected purposively. Data collection methods included observation, interviews, and documentation. The data sources for this research include field-collected data and previous literature. The data analysis technique for R&D research uses qualitative data analysis following Miles and Huberman, while quantitative data analysis employs descriptive statistical analysis. The results showed that of the 26 students, 5 (20%) could not read Arabic texts, 8 (30%) were still stammering, and 13 (50%) were fluent readers. Discrete tests are carried out in two types: the ability to read hiwar (dialogue) and qiro'ah (reading), with an assessment focusing on the accuracy of harakat, makharijul letters, interaction, courage, and fluency in reading. This approach allows for a more detailed assessment and helps the teacher design learning strategies that align with students' individual abilities.
The Impact of Image Based Visual Presentations on Students' Interest in Learning Arabic at Madrasah Aliyah Mukti, Anggoro; Nasirudin, Nasirudin
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.v7i1.9472

Abstract

This research seeks to analyze the causal link between the implementation of image-based visual presentations (via a projector) and the enhancement of students’ interest in learning Arabic among Grade XI D students at MA Al Wathoniyyah in Semarang City, Central Java. The study is motivated by a decrease in student engagement resulting from traditional teaching approaches that are passive, outdated, and heavily reliant on verbal or lecture-based methods. A quantitative method was applied using a quasi-experimental design, specifically the Non-equivalent Control Group Design. The population comprised all Grade XI students at MA Al Wathoniyyah, with Class XI D assigned as the experimental group and Class XI C as the control group. Data collection was carried out through a Likert-scale questionnaire measuring learning interest, administered via pre-tests and post-tests in both groups. The data were analyzed using prerequisite statistical tests (normality and homogeneity), followed by t-tests to identify differences in mean scores, and N-Gain analysis to evaluate the effectiveness of improvement. The findings reveal that image-based visual presentations significantly enhance students’ attention, participation, and motivation to learn. This is reflected in the experimental group’s N-Gain score, which reached a high level (0.62), substantially higher than the control group's (0.11). Overall, the results demonstrate that using image-based visual media effectively increases students’ interest in learning Arabic.
Implementation of Scaffolding Based on Audiovisual Media Through Television for Developing Students’ Arabic Listening Skills Lubis, Arbonas; Rizkiansyah, Rikaz; Al Hafizh, Muhammad Abrar
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.v7i1.9573

Abstract

The purpose of this study is to examine how scaffolding supported by audiovisual materials delivered through television contributes to the development of Arabic listening skills (mahārah al-istimā‘) among students at the intermediate level. The research is based on the premise that learners still experience difficulty processing spoken texts due to minimal exposure to proficiency-appropriate audio input and the absence of systematic instructional guidance during listening tasks. Using a qualitative descriptive approach, the study engaged Arabic teachers and students at a Ma’had At-Tibyan in Deli Serdang, North Sumatra, selected through purposive sampling. Data were gathered through classroom observations, interviews, and document analysis, then analyzed using the Miles and Huberman model, which includes data reduction, display, and the formulation of conclusions, and were strengthened by triangulation. The results show that scaffolding applied through modeling, prompting, guided practice, and gradual release significantly improved learners’ ability to identify sounds, understand core meanings, and connect information with relevant contexts. Television-based audiovisual media functioned effectively as a supportive tool because it is accessible, suited to students’ learning conditions, and does not rely on advanced technology. Students demonstrated clearer comprehension of global and specific information, as well as greater participation and confidence. The study highlights that combining scaffolding with structured audiovisual support via television offers a practical and adaptable alternative for schools with limited resources and enriches empirical insights into Arabic listening pedagogy.
Pedagogical Paradigm in Arabic Textbooks: Comparative Study of Kunuz Ta’līm al-‘Arabiyyah and al-‘Arabiyyah Baina Yadaik Aqmar, Nadila Nur Izatil; Maghfurin, Ahmad; Asyári, Hasyim
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.v7i1.9465

Abstract

This study aims to analyze and compare the pedagogical paradigms in two Arabic textbooks, namely Kunuz Ta’līm al-Lugah al-'Arabiyyah volume 1 and Al Arabiyyah Baina Yadaik volume 1, to understand the relationships among learning approaches, material design, activities, and evaluation systems. The difference between structural and communicative approaches is seen as a reflection of educational ideologies that shape the learning experience and the direction of language competence development. This study uses a qualitative method with a comparative content analysis approach. Data were obtained through documentation of learning objectives, material preparation, activities, and assessment systems. Data analysis uses the Philipp Mayring model through the stages of determining analysis units, compiling operational definitions, coding, categorization, and presenting data systematically. The results of this study show that Kunuz Ta’līm al-Lugah al-'Arabiyyah applies a structural approach that emphasizes grammatical mastery, mechanistic exercises, and precision-based evaluation. In contrast, Al Arabiyyah Baina Yadaik uses a communicative approach that emphasizes language use in social contexts through interactive activities, skill integration, and fluency-based assessments. This difference is consistent across aspects of the roles of teachers and students, the organization of materials, and the learning media. The study concludes that the two textbooks reflect harmony between the pedagogical paradigm and its implementation, and complement each other in developing linguistic and communicative competencies.
Dinamika Motivasi Belajar Siswa dalam Pembelajaran Bahasa Arab dan Strategi Penguatannya Widayanti, Linda; Hajam, Hajam; Taqiyuddin, Taqiyuddin
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.v7i1.9471

Abstract

This study aims to examine the dynamics of student motivation for Arabic language learning and strategies to strengthen it at Madrasah Aliyah Hasbullah Karanganyar Pekalongan. Learning motivation is a fundamental component that determines the success of the learning process, especially in Arabic language learning, which has its own linguistic characteristics such as the right-to-left writing system, naḥwu and ṣarf rules, and complex vocabulary (mufradāt). This study uses a qualitative case study design. Primary data were obtained through in-depth interviews with two Arabic language teachers, one madrasah principal, and 12 students selected purposively from grades X, XI, and XII, as well as through participatory observation during the learning process. Secondary data were obtained from documentation, including curriculum documents, grade recaps, and madrasah profile data, for the 2023/2024 Academic Year, covering 202 students and 14 honorary educators. Data analysis used the interactive model of Miles, Huberman, and Saldaña. The results of this study indicate that student learning motivation is dynamic and influenced by internal factors including interest, self-efficacy, and clarity of learning goals, as well as external factors including teacher teaching quality, classroom climate, and family support. Effective motivation-boosting strategies include innovative learning media, a communicative approach, and appreciation-based reinforcement. This research is expected to contribute to the development of Arabic language learning at the Islamic high school level.
Code-Switching as a Pedagogical Strategy in Arabic Language Teaching at the State Islamic University Siregar, Syahri Ramadhan; Syukur, Hasan; Asror, M. Khozinul; Putra, Muhamad Fatih Budiman; Jalal, Darul; Siregar, Ahmad Mukhlis
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.v7i1.9475

Abstract

The increasing use of multiple languages in educational settings has intensified code-switching, particularly in foreign language classrooms. This study aims to investigate (1) the reasons why Arabic language students engage in code-switching and (2) the extent to which code-switching supports Arabic language teaching from teachers’ perspectives. This research employed a mixed-methods design. The population consisted of Arabic language students and lecturers from three Indonesian universities: UIN Maulana Malik Ibrahim Malang, UIN Sunan Ampel Surabaya, and UIN Sunan Kalijaga Yogyakarta. Using purposive sampling, 300 students were selected as respondents for the quantitative phase, and 9 lecturers were selected for the qualitative phase. Quantitative data were collected through a 21-item Likert-scale questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS). Qualitative data were obtained through semi-structured interviews and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the primary reasons for code-switching are academic, particularly to ask questions, clarify meaning, and compensate for limited vocabulary, while social and personal factors are less significant. From the teachers’ perspectives, code-switching provides pedagogical benefits, such as enhancing students’ comprehension of complex concepts and unfamiliar vocabulary. However, it also presents drawbacks, including reduced exposure to the target language and limited vocabulary development. This study concludes that code-switching functions as a strategic pedagogical tool when used selectively, especially at lower proficiency levels, but should be minimized to optimize Arabic language acquisition.
The Implementation of Contextual Language Learning Through Field Trip Activities in Arabic Vocabulary Learning Thoyibah, Naim Hikmatut; Habibah, Nur Faiz; Buana, Ba'iq Kurnia
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.v7i1.9488

Abstract

This study aims to analyze the implementation of Contextual Language Learning through field trip activities in Arabic vocabulary (mufradat) learning at MTs Silahul Muslimin Banyuwangi, East Java. The research was conducted at the Tegaldlimo Village Hall area, which provides a contextual environment including gazebos, open fields, highways, rice fields, and a stadium. The method used is descriptive qualitative research with data collection techniques including observation, interviews, and documentation. The research subjects consisted of 18 students, teachers, and the principal. Data analysis employs the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results of the study indicate that before the intervention, students experienced boredom, low motivation, and passivity in memorizing mufradat. However, implementing a field trip with the theme "Natural Beauty" significantly increased students' activeness and curiosity. Students felt a higher sense of engagement as the learning process felt like a recreational activity rather than a formal lesson. Despite minor weather challenges such as light rain, the availability of gazebos ensured the learning process remained efficient. The study concludes that field trip activities transform a monotonous atmosphere into an enjoyable, game-like experience, enhancing students' confidence in identifying Arabic terms in a real-world environment. This approach makes the learning process more contextual, meaningful, and effective for junior high school students.
Peran Osis dalam Membentuk Lingkungan Berbahasa Arab Nopandri, Ramdani; Setiyawan, Agung; Rahmadani, Mely; Baso, Rihlah Ilmiah; Munir, Zainuddin Mansur
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.v7i1.9495

Abstract

This study aims to examine the role of the Intra-School Student Organization (OSIS) in shaping the Arabic language environment (biah lugawiyah) at SMK Ulil Albab NW Gegek, East Lombok, West Nusa Tenggara. The problems raised are students' low practical Arabic skills due to theoretical learning and the lack of a language environment outside the classroom. This study uses a qualitative descriptive method with an educational anthropology approach, with data obtained through participatory observation and in-depth interviews with student council administrators, teachers, and students, as well as documentation of student council work programs, and is analyzed using the Miles and Huberman model. The results show that OSIS plays a role as the main driver of language activities, a motivator, and a role model for students through daily Muhādaṡah programs, Ilqā’ mufradāt, language boards, and language competitions, which are proven to improve speaking skills, foster motivation, and build Arabic language habits. These scientific findings are consistent with Krashen’s language acquisition theory, behaviorism about positive reinforcement, and the concept of contextual learning (CTL), so it can be concluded that OSIS is a key actor in creating a conducive, dynamic, and sustainable biah lugawiyah for the development of Arabic language skills at the pesantren-based secondary school level.

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