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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 362 Documents
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The Effectiveness of the Canva AI Platform in Diagnostic Assessment for al-Imla' wa al-Khat Learning Rafif, Muhammad Zaqhlul; Hibda, Safara Bunaiya; Musthofa, Tulus; Zamakhsari, Zamakhsari
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.v7i1.9836

Abstract

This study systematically evaluates the effectiveness of the Canva AI platform as a diagnostic assessment instrument for Arabic writing proficiency, specifically in the aspects of Al-Imla' (orthography) and Al-Khat (calligraphy), using the Systematic Literature Review (SLR) method. By adapting the PRISMA 2020 guidelines, this research synthesizes empirical evidence and indexed scientific literature from the 2016–2026 period across the Google Scholar, DOAJ, and Dimensions databases. From the 240 identified articles, nine core studies examining the intersection of artificial intelligence, visual-textual feedback, and Arabic linguistic processing were analyzed in depth. The synthesis results indicate that the visual generative features, automatic pattern recognition, and instantaneous feedback of Canva AI significantly accelerate the identification of granular orthographic errors, such as hamzah positioning, alif layyinah placement, and letter-joining discrepancies, and map student weakness profiles more intuitively than manual methods. Structurally, this platform functions as a practical "low-code" intermediary that bridges complex deep learning algorithms with pedagogical needs in the classroom. Although AI spatial analytics are effective in measuring the geometric proportions of calligraphy, the purely aesthetic assessment of Al-Khat still requires human expert validation. This research constructs a conceptual framework that integrates Information Systems Success Theory and Slavin's QAIT pedagogical model and concludes that Canva AI functions optimally as a secondary diagnostic assistant. This Human-AI collaboration paradigm reduces the administrative burden on teachers, thereby facilitating the design of precise and evidence-based remediation plans.
Praktik Campur Kode Arab–Indonesia sebagai Konstruksi Identitas Santri dalam Kanal Youtube Jeda Nulis Kholil, Mohammad Farhan; Maulana, Achmad Syafri; Pribadi, Mohammad
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.v7i1.9870

Abstract

This study analyzes Arabic-Indonesian code-mixing as a linguistic resource in the construction of santri (Islamic boarding school student) identity within the YouTube videos by Jeda Nulis and HAQIQI titled "HABIB JAFAR DIAJAK DZAWIN KE LAOS BUAT BELI LAOS" (Habib Jafar Taken by Dzawin to Laos to Buy Galangal??!!). The data consists of 13 selected utterances containing Arabic elements within Indonesian sentence structures comprising seven utterances by Habib Ja’far and six by Dzawin Nur obtained through thorough listening and verbatim transcription of the 1:07:04-long video. A qualitative descriptive approach was employed. The forms of code-mixing were classified according to Muysken’s typology, while their social functions were interpreted using Gumperz’s concept of "contextualization cues" and the principle of identity indexicality. The findings reveal ten instances of insertion, two of alternation, and one of congruent lexicalization. In Habib Ja’far’s speech, Arabic terms primarily function as epistemic devices that index scholarly authority and shape an "academic santri" identity orientation. In Dzawin’s speech, Arabic serves predominantly to activate *pesantren* memories, in-group humor, and solidarity, thereby shaping a "cultural santri" identity orientation. These findings confirm that similar structural forms do not necessarily yield identical social functions. Code-mixing operates contextually as a performative practice that negotiates the plurality of santri identities within digital communication spaces.
Analogi Gramatikal Berbasis Ayat Al-Qur'an dalam Pembelajaran Nahwu Dasar pada Santri Tahfiz Saputra, Ahmad Rifan Arya; Finurika, Isna
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.v7i1.9911

Abstract

This study examines the implementation of grammatical analogies based on Quranic verses in basic Arabic syntax instruction for Tahfidz (Quran memorization) students at the Sunan Drajat Islamic Boarding School in Lamongan. The research aims to identify the forms of grammatical analogies derived from Quranic verses, describe their implementation in the learning process, and analyze their contribution to the students' understanding of syntax. A qualitative approach with a case study design was employed. Primary data were obtained from syntax teachers, supervisors, and students, while secondary data were gathered from relevant literature. Data collection involved observation, in-depth interviews, and documentation. Data analysis utilized the interactive model proposed by Miles, Huberman, and Saldaña—comprising data condensation, data display, and conclusion drawing—while data validity was ensured through source triangulation, technique triangulation, and member checking. The results reveal nine dominant forms of grammatical analogies used in basic syntax instruction: mubtada’–khabar, fi‘il–fa‘il, maf‘ul bih, jar wa majrur, mudhaf–mudhaf ilaih, na‘at–man‘ut, isim isyarah, inna wa akhawatuha, serta kana wa akhawatuha. The implementation of these analogies proceeded through three stages—planning, instruction, and evaluation—utilizing Quranic verses already familiar to the students as the primary learning resources. Furthermore, the study demonstrates that Quran-based grammatical analogies positively contribute to students' understanding of syntactic rules, syntactic analysis skills, Arabic text reading proficiency, and motivation to learn. Therefore, integrating tahfidz activities with syntax instruction—using grammatical analogies derived from Quranic verses—serves as a contextual and meaningful learning strategy to strengthen both the grammatical competence and Quranic understanding of tahfidz students.
Al-Tabdīl wa al-Takhlīṭ al-Lugawī baina al-‘Arabiyyah wa al-Jāwiyyah fī al-Muhādaṡāt al-Yaumiyyah li Tullāb al-Ma’had Hidayah, Fatma Nurul; Nasir, Amin
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.v7i1.9984

Abstract

The purpose of this study is to describe the characteristics of code-switching and code-mixing in everyday conversations at the Darussalam Al-Akhyar Islamic Boarding School in Kudus. The method used in this study is qualitative descriptive. The data collection techniques used were observation, documentation, audio recording, and field notes. The data source of this study was the daily conversations of female students at Darussalam Al-Akhyar Islamic Boarding School in Kudus. Data were collected through documentation using the listening recording, and note-taking techniques. The findings indicate that students frequently use code-switching and code-mixing in daily conversations. Code-switching consists of internal and external types, while code-mixing is also categorized into internal and external forms, with each occurring according to the conversational context. Internal code-switching occurs when shifting from Javanese to Arabic and from Arabic to Javanese in certain conversational situations. External code-switching, on the other hand, occurs through the use of foreign language elements other than Javanese and Arabic in interactions among santri. Internal code-mixing occurs through the insertion of Javanese elements into Arabic speech or of Arabic elements into Javanese speech. Meanwhile, external code-mixing occurs through the insertion of elements from other foreign languages into the daily conversations of santri.
Deep Learning Instructional Approach for Developing Students' Understanding of Fiʿil Muḍāriʿ in Arabic Morphology Azizah, Siti Zahrotul; Ghufron, Zaki; Ubaidillah, Ubaidillah
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.v7i1.10035

Abstract

This study aimed to examine the effect of the Deep Learning Approach on students’ understanding of qawāʿid in Arabic language learning, particularly in learning ṣharf with a focus on fiʿil muḍāriʿ. To achieve this objective, the study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The study was conducted with eleventh-grade students at MAN 2 Kota Serang during the 2025/2026 academic year. Purposive sampling was employed, involving 36 students in the experimental group and 32 students in the control group. Data were collected using validated pretest and posttest instruments and analyzed using SPSS. Because the data were not normally distributed, the Mann–Whitney U test was employed. The results revealed no significant difference between the two groups on the pretest; however, a statistically significant difference was observed on the posttest. The experimental group achieved a higher mean posttest score (97.92) than the control group (90.78), indicating that the Deep Learning Approach effectively enhanced students’ understanding of qawāʿid.
Implementasi Metode Ummi dalam Meningkatkan Literasi Arab Dasar melalui Pembelajaran Al-Qur'an Siswa Siswanto, Wawan; Nuryana, Nuryana; Hidayat, Ade
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.v7i1.9830

Abstract

This study aims to describe the implementation of the Ummi Method in improving basic Arabic literacy through Qur'anic learning among seventh-grade students at an Islamic junior high school. A descriptive qualitative approach was employed. Data were collected through participant observation, in-depth interviews, and a documentation study. The primary data sources were four key informants selected purposively, namely the school principal, two certified Ummi teachers, and the Ummi program coordinator, complemented by secondary data obtained from oral reading tests and brief interviews with twelve seventh-grade students representing high, moderate, and low reading-ability groups, as well as school documents including curriculum records, lesson plans, student progress reports, and teacher certification files. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification, with credibility ensured through source and method triangulation. The findings show that the Ummi Method was implemented through three structured stages: classical instruction, individual assessment, and guided recitation. The method effectively improved students' hijaiyah letter recognition from an average of 45% to 87%, harakat comprehension from 38% to 82%, and reading fluency from 30% to 79% over one semester. Supporting factors included certified teacher competence, institutional support, and curricular integration, while inhibiting factors included students' heterogeneous initial abilities and limited instructional time. This study concludes that the systematic implementation of the Ummi Method significantly enhances students' basic Arabic literacy and recommends its wider adoption in Islamic junior high schools across Indonesia.
Bentuk dan Makna Sapaan al-Munādā terhadap Iyasu dalam Novel al-Ẓill al-Aswad Karya Najib Kailani Malikussaleh, Malikussaleh; Mardiansyah, Yadi; Komarudin, Edi
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.v7i1.10134

Abstract

This study aimed to classify the forms of al-munādā used to address the main character, Iyasu, in Najib Kailani's novel Aẓ-Ẓill Al-Aswad, based on the speaker's social relationships, and to analyze the meaning of these forms within the relationships that underlie them. A descriptive qualitative approach was employed using the listen-and-record technique for 34 instances of al-munādā in which Iyasu served as the addressee. The data were drawn from 10 groups of speakers, categorized into three relational groups: Family, Court, and Public. The analysis combined Al-Ghalayyini's classification of al-munādā with Hymes' SPEAKING framework to uncover the context and purpose of the utterances. The results revealed seven variations of al-munādā forms, distributed differently across each relational category. The mufrad 'alam form was found only in the Family category, while the mudhāf form appeared in both the Family and Court categories, with lexical choices producing different meanings. The Family category dominated the use of forms of address, followed by the Court and the Public. In terms of meaning, forms of address in the Family category served to express emotional closeness; those in the Court category represented hierarchical relationships; while some forms used by Tafari were employed manipulatively to create dramatic irony in the narrative. These findings indicated a correspondence between the grammatical forms of al-munādā and the meanings they conveyed. The choice of al-munādā form not only reflected the rules of nahw but also served as a tool for marking social relations, power distribution, and communication strategies among characters.
Al-Ta‘Allum al-Qā’im ‘alā al-Ansyiṭah li-Ta‘Allum al-Lugah al-‘Arabiyyah bi al-Madrasah al-Ibtidāiyyah al-Islāmiyyah Nandhera, Alfath; Inayah, Inayah
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.v7i1.10181

Abstract

This study aims to describe the implementation of Activity-Based Learning (ABL) in Arabic language instruction on the topic of hobbies and to analyze students’ levels of learning engagement based on four indicators: participation, interest, response, and confidence. This study employs a mixed-methods approach with a concurrent embedded design. The study population consisted of 28 first-grade students at MI Al-Khoiriyyah 02 in Semarang, comprising 12 males and 16 females. Because the population size was relatively small, total sampling was used, meaning the entire population served as the study sample. Qualitative data were obtained through observation and documentation, while quantitative data were collected using a five-point Likert scale questionnaire. Qualitative data were analyzed descriptively regarding the implementation of ABL, while quantitative data were analyzed using descriptive statistics, including scores and percentages across the four indicators. The results of the study indicate that implementing ABL created a more active, interactive, and student-centered learning environment. Students’ learning engagement levels fell into the good-to-very-good categories, with the interest indicator receiving the highest percentage at 91%, followed by participation at 83%, responsiveness at 80%, and confidence at 78%. These findings indicate that ABL is an effective alternative for enhancing students’ engagement in learning while also improving the quality of Arabic language instruction at Madrasah Ibtidaiyah.
Takṡīr al-Bīah al-Lugawiyyah ‘alā Mahārah al-Kalām laday al-Ṭullāb bi al-Manhaj al-Mukaṡaf Mustafida, Nur Hidayatul; Mutholib, Abdul
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.v7i1.10186

Abstract

This study was motivated by the limited Arabic-speaking skills of newly enrolled students, highlighting the need for an effective language environment (bī'ah lughawiyyah) supported by an intensive learning program. The study aims to analyze the effect of bi'ah lughawiyyah on students’ Arabic speaking skills (maharah al-kalam), with the Intensive Program serving as an intervening variable at Assalam Bangilan Tuban Islamic Boarding School. A quantitative research approach was employed using path analysis and the Sobel test to examine both direct and indirect effects among the variables. The population of this study consisted of 21 eleventh-grade students at Assalam Islamic Boarding School, Bangilan, Tuban, in the 2025/2026 academic year. Using purposive sampling, 17 students who met the predetermined research criteria were selected as the research sample. Data were collected using a Likert-scale questionnaire to measure implementation of the language environment and the intensive program, and an oral speaking test to assess students’ Arabic speaking proficiency. The findings reveal that the language environment has a significant positive direct effect on students’ speaking skills (β = 0.612; p < 0.05). In contrast, the Intensive Program did not have a significant effect on speaking skills (p > 0.05) and did not function as an intervening variable, as confirmed by the Sobel test (p > 0.05). These findings indicate that a natural, consistent, and communicative language environment plays a more influential role in improving students’ Arabic-speaking skills than formal, intensive instructional programs. The study also suggests that sustained language exposure is essential for developing students’ communicative competence in Arabic.
Pengembangan Media KOBAR Digital untuk Meningkatkan Kemampuan Qirā’ah Fahmiyyah dan Motivasi Belajar Siswa Sekolah Dasar Afkar, Nafa Rizqil; Finurika, Isna; Rasikh, Fahrur
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 2 (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.v7i2.10194

Abstract

This study aims to develop a digital KOBAR (Arabic Comics) medium and test its effectiveness in improving reading comprehension (qirā’ah fahmiyyah) and learning motivation among elementary school students. The study employed the 4D development model (Define, Design, Develop, and Disseminate) with a limited test sample of 17 students at SDN Banjarwati, Paciran, and engaged two expert validators (a subject-matter expert and a media expert). Data were collected using expert-validation instruments, reading comprehension tests (pre- and post-tests), and an ARCS-model motivation questionnaire. Data analysis was conducted by calculating the percentage of feasibility scores for the validation data, applying Richard R. Hake’s N-Gain formula to measure learning gains, and analyzing the percentage scores for motivation data. The expert validation results indicated that the media was in the “highly feasible” category with a score of 92.5%. The effectiveness test showed an improvement in learning outcomes, with an N-Gain value of 0.58, which falls into the “moderate” category. Furthermore, the results of the learning motivation questionnaire indicated a “very high” category, reaching a percentage score of 81.91%. Thus, KOBAR Digital is deemed suitable and effective as an adaptive Arabic language learning medium accessible via laptops, computers, or smartphones.

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