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INDONESIA
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab
Published by Universitas Ibrahimy
ISSN : 27162028     EISSN : 2716201X     DOI : https://doi.org/10.35316/lahjah
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Lahjah Arabiyah: Jurnal Bahasa Arab dan Pendidikan Bahasa Arab, diterbitkan oleh Fakultas Tarbiyah Universitas Ibrahimy Situbondo | UNIB , p-ISSN: 2716-2028 dan e-ISSN 2716-201X . Tiap tahun terbit dua kali yaitu bulan Januari dan Juli. Tim Redaksi menerima publikasi ilmiah yang merupakan hasil penelitian lapangan, penelitian pengembangan, dan kajian kepustakaan di bidang bahasa Arab dan pendidikan bahasa Arab. Redaksi mengundang akademisi, dosen, dan peneliti untuk berpartisipasi dalam jurnal Lahjah Arabiyah.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 96 Documents
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ARABIC LANGUAGE LEARNING FOR QUR'AN MEMORISERS Aqilah, Andi Nurizzah; Agus Yasin
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

Arabic language learning plays an important role in Islamic education, including in the context of Al-Qur'an memorisation programmes. However, Arabic language learning applied to Al-Qur'an memorisers is generally conducted in a generic manner and has not been designed according to the specific needs of the memorisation process. In fact, huffaz require a pedagogical approach that can support accuracy of pronunciation, strengthen memorisation retention, and facilitate recognition of language patterns in the text of the Al-Qur'an. This study aims to examine the urgency of developing Arabic language learning specifically designed for Qur’an memorizers as a supporting approach in the tahfiz process. This study uses a qualitative method with a library research approach through analysis of relevant literature on Arabic language learning and Qur’an memorisation. The results of the study indicate that Arabic language learning that is oriented towards Qur'anic vocabulary, recognition of sentence structure in verses, and contextual basic meaning is more relevant to the needs of huffaz than general Arabic language learning. Arabic language learning in this context is not intended to replace other disciplines of Qur’anic studies, but rather serves as a pedagogical foundation that supports the effectiveness and sustainability of Qur’an memorisation.
OPTIMALIZING STUDENTS’ SPEAKING SKILLS THROUGH THE MUHADATSAH PROGRAM: A CASE STUDY AT MTS KOTO TANGAH Oktari, Sri Jomila; Zuyyina Ilmy Azizah; Hilmi, Danial
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This study aims to describe the implementation of the muhadatsah program in improving students’ Arabic speaking skills at MTs Koto Tangah, focusing on activity forms, instructional methods, managerial aspects, and supporting and inhibiting factors. The research employed a qualitative approach with a case study design. Data were collected through non-participant observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings reveal that the muhadatsah program is regularly conducted outside formal Arabic lesson hours through various communicative activities such as paired dialogues, group discussions, role play, and short presentations. The program positively influences students’ speaking fluency, self-confidence, and frequency of Arabic use in daily interactions. However, several challenges remain, including weak language discipline, limited vocabulary, an underdeveloped Arabic language environment, and managerial constraints. Overall, the implementation of muhadatsah at MTs Koto Tangah aligns with the principles of Contextual Teaching and Learning and Communicative Language Teaching in developing students’ speaking skills.
HYPNOTEACHING AS AN ALTERNATIVE APPROACH IN ARABIC LANGUAGE LEARNING Ardela Mubarok, Mochamad Gilang; Ardianto, Sugih; Izzuddin Mustafa; Hana Hazim Nashif Kanz
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This study aims to examine the potential of hypnoteaching as an alternative approach to overcoming psychological barriers in Arabic language learning. Arabic classes in Indonesia are often hindered by learners’ low interest, fear of making mistakes, and lack of confidence, while existing approaches tend to focus on grammatical, communicative, or technology-based methods without sufficiently addressing learners’ mental-emotional dimensions. Using a qualitative method with a library research design, this study analyzes books, journal articles, and research reports that explicitly discuss hypnoteaching and Arabic language learning from educational and psychological perspectives. The data were analyzed through descriptive–analytical reading, thematic coding, and critical comparison of theoretical and empirical findings related to suggestion, motivation, and anxiety reduction in learning. The results show that hypnoteaching, when implemented through structured positive suggestion, supportive classroom interaction, and simple relaxation stages, has strong potential to reduce fear and tension, increase interest and motivation, and support the development of skills such as speaking and vocabulary in Arabic. This study contributes to Arabic pedagogy by offering a cross-disciplinary conceptual framework that integrates hypnoteaching into Arabic learning as a more humanistic and student-oriented model, complementing conventional grammatical, communicative, and technology-based approaches.
TARQIYAT AL-LUGHAH AL ‘ARABIYAH: ISTIKHDAM AL-KUTUB AL-TAFA’ULIYAH LI MUKAFAKHAT QALAQ AL-QIRAAH: ترقية اللغة العربية: استخدام الكتب التفاعلية لمكافحة قلق القراءة Abdul Basith; Anyes Lathifatul Insaniyah
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This research was conducted to address the critical issue of Arabic reading anxiety, which hinders students' motivation, participation, and academic achievement. The main reason is that learning approaches specifically designed to reduce emotional and cognitive complexity in Arabic language learning are not yet optimal. The research uses a mixed methods approach with a sequential explanatory design. The quantitative stage consists of a quasi-experiment (pretest-posttest control group), while the qualitative stage includes participant observation, in-depth interviews, and document analysis. Quantitatively, the interactive book-based gamification intervention successfully reduced reading anxiety by 50%, increased motivation by 57.5%, and raised the average score from 70 to 85. Qualitative findings reveal that gamification creates a low-threat learning environment, fulfils the psychological needs of autonomy-competence-relatedness, and facilitates cognitive processing. However, 20-25% of students were less responsive, indicating variations in individual needs. Integrating gamification with interactive textbooks has proven effective as a transformative strategy to reduce Arabic reading anxiety while simultaneously increasing engagement and learning outcomes. This research recommends the implementation of an adaptive learning model that considers students' personal needs, as well as the need for further research with a broader scope.
THE EFFECTIVENESS OF INTERACTIVE LEARNING APPLICATIONS IN ENHANCING STUDENTS’ ARABIC VOCABULARY MASTERY: A META-ANALYSIS Andi Indar Wulan; Mardhiana Jamal; Irfan
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

This study adopts a quantitative research approach using a meta-analytic method to examine the effectiveness of interactive learning applications in improving students’ Arabic vocabulary mastery. The independent variable is the use of interactive learning applications, while the dependent variable is students’ Arabic vocabulary acquisition. Educational level, class size, and application type were analyzed as moderator variables. The data set consisted of 25 experimental studies published between 2019 and 2025 that met the predetermined inclusion criteria. Data analysis was conducted using Comprehensive Meta-Analysis (CMA) software to calculate the pooled effect size and examine moderator effects. The results indicate a combined effect size of 0.86, categorized as large, with effect sizes ranging from 0.245 to 2.772, most of which fall within the large to very large categories. Moderator analysis revealed no statistically significant differences based on educational level, class size, or application type, although higher effectiveness was observed at the junior and senior high school levels and in gamification-based applications. These findings demonstrate that interactive learning applications have a strong and significant impact on Arabic vocabulary acquisition and provide empirical support for their integration into more effective Arabic language learning strategies.
ISTIKHDAM CHATGPT WA GOOGLE TRANSLATE FI TARJAMATI KITAB TA’LIM AL MUTA’ALLIM Paris, Ilman; Hairul Hidayah
Lahjah Arabiyah: Journal of Arabic Language and Arabic Language Education Vol. 7 No. 1 (2026): Lahjah Arabiyah - January 2026
Publisher : Tarbiyah Faculty of Ibrahimy University Ibrahimy University, Situbondo, Indonesia

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Abstract

The translation of Arabic texts in the contemporary era faces increasingly complex challenges alongside the development of science, technology, and global socio-cultural dynamics. These challenges are not only linguistic in nature, but also cultural, ideological, methodological, and technological. This research aims to analyze the accuracy of classical Arabic text translation in the book Ta'lim al-Muta'allim through ChatGPT and Google Translate. This study was conducted at STIT Darussalamin NW Praya, Central Lombok, using a descriptive qualitative approach. Data were obtained through analysis of translation results from both platforms on selected texts, as well as through interviews with students who use both tools in learning activities, and interviews with lecturers who frequently use these platforms. The research findings indicate that Google Translate excels in speed and ease of access, but tends to produce literal translations that are less contextually accurate. Meanwhile, ChatGPT is capable of providing more contextual and communicative translations, although it requires additional instructions from users in directing the desired results. This research concludes that the use of ChatGPT has higher accuracy as a supporting tool for translating classical Arabic texts, but still requires validation from language experts or supervising lecturers.

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