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Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Published by UIN Sunan Gunung Djati Bandung
ISSN : 2549208X     EISSN : 27215237     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Ta’lim Al-Arabiyyah Jurnal Pendidikan Bahasa Arab & Kebahasaaraban is a peer-reviewed journal on Arabic education in the world. This journal is published by the Arabic Education Department, Faculty of Education and Teacher Training, Sunan Gunung Djati State Islamic University, Bandung, Indonesia, in partnership with IMLA (Association of Arabic Lecturers). Editors welcome scholars, researchers and practitioners of Arabic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching Arabic as a Foreign Language Model of Arabic Teaching Strategy of Arabic Teaching Methods of Arabic Teaching Technology of Arabic Teaching Media of Arabic Teaching Arabic Linguistic Arabic Literature Arabic History History of Arabic Education Arabic Islamic Culture Modern Standard Arabic Arabic Second Language Acquisition Institutions of Arabic Teaching
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 215 Documents
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Hello Talk: An Alternative Media for Improving Writing Skills for Higher Education Febriani, Suci Ramadhanti; Widayanti, Rizka; Saputra, Hendri Yahya; Safutri, Janniarni Toha; Bedra, Kddour Guettaoui
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.23661

Abstract

Productive language skills are an indicator of student success in using foreign languages. The lack of media allows students to interact with native speakers. It encourages researchers to analyze holistically how to use the HelloTalk application as an alternative media for increasing writing skills. This study used a qualitative descriptive research design—data collection techniques through observation, interview, and documentation. The data collection tools are based on pre-test and post-test scores, observation sheets, and a list of questions from interviews. The analysis technique used is Milles Huberman's theory. The results show that the HelloTalk application can provide opportunities for students to increase creativity and critical thinking. The ability students' showed an increase in score to 75.3. This result is indicated by using chat themes in broader writing skills and interaction with native speakers to explore information on the language being learned. In addition, the process of correcting writing errors can be corrected immediately. The findings of this research indicate that using the HelloTalk application increases the intensity of Arabic writing skills. This study recommends further research to test the effectiveness of the HelloTalk application against other foreign language skills with more varied research methods.
The Use of Gamification in Teaching Writing Skills to Junior High Students | Istikhdām Al Tal’īb Fī Ta’līm Mahārah Al Kitābah Lada Thullāb Al Madāris Al Muthawassithah Mutholib, Abdul; Munjiah, Ma’rifatul; Anggara, Syamfa Agny
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.23894

Abstract

Writing as a language skill is still considered a language skill that is categorized as very difficult. Various kinds of problems arise in learning to write Arabic because writing skills are skills that combine various disciplines. Therefore, teachers must continually innovate in the learning process, such as choosing a learning model or using various learning methods, one of which is gamification-based Arabic learning. Gamification is a modern educational strategy popular in the West, namely educational stimulation by applying game elements and principles in non-game contexts. This article describes Gamification's use in teaching high school students writing skills. The research method used is the descriptive method with the desk research method. The results of the study show that the use of Gamification in teaching writing skills can improve the quality of learning, especially in Arabic, so that students can master writing skills in an easy and fun way, and can lead to the development of teaching writing skills in a social context following their interests, motivations, and needs Student. This study recommends further research to test the effectiveness of Gamification on other Arabic language skills with a more varied research method.
BÄ«'ah Lughawiyah Programs in Arabic Language Learning to Improve Student's Arabic Speaking Skills Setiyadi, Alif Cahya; Hidayah, Nurul; Wahyudi, Muhammad; Br Maha, Marheni
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.24173

Abstract

This research aims at describing the language program based on bī'ah lughawiyah as an Arabic-language medium in improving the ability of Arabic speaking skills (mahārah kalām) undertaken by PUSDIKLAT UNIDA Gontor at the Pesantren Tahfizhul Qur'an SahabatQu, Deresan, Yogyakarta. The main research problem is related to the strategy undertaken by PUSDIKLAT UNIDA Gontor in developing the Arabic language environment. To answer this research question, the method used is descriptive qualitative. Research data sources are the Pesantren manager and students at the Pesantren Tahfizhul Qur'an SahabatQu, Deresan, Yogyakarta. The research used several data collection techniques, interviews, observation, and documentation. Data analysis techniques in qualitative research systematically track and organize field notes obtained from interviews, observations, and other materials so that researchers can report research results. The results showed that PUSDIKLAT UNIDA Gontor had done some strategies in developing the Arabic language environment. The activities of the bī’ah lughawiyah including ilqā' al mufradāts (giving Arabic vocabulary), musyāhadah (watching), language games, Arabic speech, taqdīm al qishah (Arabic drama), Arabic poetry, master of ceremony (MC) Arabic, and muhādatsah. These programs improved the speaking ability of most female students in the Pesantren Tahfizhul Qur'an SahabatQu, Deresan, Yogyakarta, precisely in utilizing Arabic as the daily communication medium and eliminating the rigidity of learners in expressing the contents of their minds.
Development of Arabic Language Skills for Students at Syamsul Ulum Muhammadiyah Bandung Islamic Boarding School | Pengembangan Keterampilan Berbahasa Arab Santri Pondok Pesantren Syamsul Ulum Muhammadiyah Bandung Siregar, Zulli Umri; Fauzia, Eva Lathifah; Fathurrahman, Yusuf
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.24453

Abstract

This study aims to determine the development of language skills in Arabic skills training activities organized by the Syamsul Ulum Muhammadiyah Bandung Islamic Boarding School in collaboration with the Arabic Language Education Study Program at UIN Bandung. This research is qualitative research with a comparative descriptive method. The descriptive method is used to describe the satisfaction of the students and the input given regarding language skills training in 2021 and 2022 based on facts that occur in the field. Sources of research data are divided into two, namely primary and secondary. Primary data was obtained directly through the principal source, namely students as research subjects, through observation, interviews, and documentation techniques. Meanwhile, secondary data was obtained through literature studies related to the themes discussed in this study. Based on this explanation, the research steps were carried out as follows (1) data collection, (2) data presentation, (3) data analysis, and (4) concluding the analysis that has been carried out. The results showed that based on the results of the teacher assessment questionnaire filled out by students, the lowest percentage was 81% in 2021 and 83.8% in 2022 for mahārah istimā’ training, while the highest percentage in 2021 reached 85.4% and 87% for 2022 in training mahārah kalām. Students respond to suggestions and criticisms for teachers, which become material for discussion and evaluation for the study program so that they can provide better training in the future.
Curriculum Models for The Arabic Language at Markaz ‘Arabiyah Pare Course | Namādzij Al Manāhij Fī Daurah Ta’līm Al Lughah Al-‘Arabiyyah Bi Markaz ‘Arabiyyah Pare Syakur, Abd; Ahmad, Hishomudin; Ashour, Rateb
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.24503

Abstract

This research aims to determine the Arabic curriculum model at the Markaz Arabiyah Center Foundation, Pare, Kediri. In this study, researchers used a qualitative research approach with field research methods. The subjects of this study are all lecturers and students in this institution, where researchers present data obtained from observations and interviews described by data sources. This research data is from educational institutions, community environments, and community organizations. The qualitative research approach aims to understand the meaning of conditions and situations in people's social interactions. Researchers must be directly involved to understand these conditions and phenomena. Data from this study cannot be obtained by just one field entry but must be broad in observing events that occur in the field. The data collection methods in this study were interviews, observation, and documentation. While data analysis is carried out using the analysis theory proposed by Miles and Huberman, starting with data reduction, then data presentation, and finally, concluding. The result of this study is that there are at least four curriculum modules in this institution. First, The grammar curriculum, which is the Arabic learning curriculum, is classified according to grammar subjects. Second, the Situational approach to Arabic is taught according to the student's situation. Third, the Functional approach is learning according to a general function before teaching others. Fourth, Multidimensional approach, namely teaching Arabic in terms of linguistics, communication, and cultural aspects. All modules of this curriculum are integrated into the Arabia Center curriculum.
Analysis of Arabic Textbooks by H. Darsono and T. Ibrahim Based on Mackey's Theory | Tahlīl Al-Kitāb Al-Madrasī Ta’līf H. Darsono Wa T. Ibrahim Li Ta’līm Al-Lughah Al-‘Arabiyyah ‘Alā Nadzariyah Mackey’s Wahyudi, Dedi; Gina, Anisa Rahmi
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 7 No. 1 (2023): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpba.v7i1.24847

Abstract

Changes in the curriculum certainly have their effects, one of which is the use of textbooks used in education. Textbooks are one of the essential elements in learning because they are learning materials and sources of guidance in them. There are many written textbooks based on the 2013 curriculum, and among the textbooks that are widely used in schools are Arabic books by H. Darsono and T. Ibrahim for grade VIII in Tsanawiyah. This study aimed to determine the selection of material, its arrangement, presentation, and repetition in Arabic textbooks for grade VIII in Madrasah Tsanawiyah according to the 2013 curriculum. The research method used in this study is the analytical descriptive method. The type of data used is qualitative data because the source of data in this study is a textbook written by H.  Darsono and T. Ibrahim to teach Arabic until eighth grade in Islamic High School. The study results are 1) Selection of subjects in textbooks written by H. Darsono and T. Ibrahim to teach Arabic for grade VIII at Madrasah Tsanawiyah, according to educational objectives, student levels, and specified time. 2) The material's structure includes structural and moral grouping and the education arrangement from accessible material to complex material. 3) The presentation of articles includes discriminatory procedures and intensive procedures. 4) Repetition in this book is based on listening, speaking, reading, and writing skills.
Development of Multimodal Animation–Based Digital Arabic Vocabulary Teaching Materials Afandi, Ahmad; Anisatin, Luthfi; Rahman, Very Aulia; Maghfiratun, Maghfiratun
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.43474

Abstract

This study addresses the lack of structured, curriculum-aligned multimodal animation-based instructional media for Arabic vocabulary learning in Islamic higher education language programs. This study aimed to design animation-based Arabic vocabulary learning media using a multimodal learning approach. The research employed a research and development (R&D) method based on the ADDIE model. It was conducted up to the Analysis and Design stages at the Program Pengembangan Bahasa Arab (PPBA), Universitas Muhammadiyah Malang (UMM). Data were collected through classroom observations, student interviews, and the analysis of instructional materials to identify learners’ needs, material limitations, and media-related challenges in vocabulary learning. The results of the analysis indicated that vocabulary instruction was dominated by conventional, text-based methods, resulting in low learner engagement, limited vocabulary retention, and difficulties in contextual vocabulary use. Learning materials lacked multimodal support and a structured progression of difficulty, while instructional media showed minimal integration of visual and auditory elements. Based on these findings, an animation-based instructional design was developed, integrating visual illustrations, audio pronunciation, contextual example sentences, and formative assessment components. The study contributes theoretically by strengthening MALL (Mobile-Assisted Language Learning) design epistemology through multimodal animation alignment, and practically by offering a replicable, context-appropriate design model for Arabic vocabulary instruction in Islamic educational environments. The proposed framework establishes clear directions for development-stage validation, learner-agency balance, and interface signaling of skill-material alignment, ensuring accessibility for diverse learner profiles.
Sebuah PENGEMBANGAN MEDIA PEMBELAJARAN VIDEO ANIMASI BERBASIS TPACK UNTUK MENINGKATKAN PENGUASAAN MUFRODAT Putri, Arinda Avrillia; Thalib, Diva Fakih As Shkiy; Naifah, Naifah; Alshaer, Atef
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.46054

Abstract

The increasing demand for effective Arabic language instruction underscores the importance of innovative digital learning media in enhancing students’ vocabulary mastery and engagement. This study aims to develop animated video learning media based on the Technological Pedagogical Content Knowledge (TPACK) framework to improve mufrodat (Arabic vocabulary) mastery among tenth-grade students. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. The needs analysis revealed that conventional lecture-based instruction was ineffective, with 85% of students reporting boredom and difficulty memorizing vocabulary, and an initial mufrodat mastery level of only 30%. To address this issue, TPACK-based animated videos were developed through competency mapping, material structuring, and scriptwriting aligned with the integration of technology, pedagogy, and content. Expert validation results indicated high feasibility, with scores of 90.22% from media experts and 85.53% from content experts. The implementation was conducted with Grade X students at MA Darul Ulum Semarang. The effectiveness test demonstrated a significant improvement in learning outcomes, as the average score increased from 56.89 to 87.41, representing a gain of 30.52 points. Student responses (96.07%) and teacher observations (80.56%) further confirmed the high feasibility of the developed media. Overall, the findings indicate that TPACK-based animated video learning media are effective and engaging in improving students’ mufrodat mastery and learning outcomes, offering practical contributions to Arabic language education and digital learning innovation.
Development of the An-Nasr Mobile Application to Enhance Independent Learning Skills in Arabic Language Instruction Aedi, Khasan; Nasrussalim, Muhamad; Gazali, Erfan; Akhirudin, Muhamad Towil
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.49537

Abstract

This study addresses a gap in curriculum-aligned interactive mobile media for high school Arabic learning. Although smartphones are common, Arabic instruction remains dominated by lectures and workbooks, limiting multimodal practice and formative feedback. This research develops and validates the An-Nasr mobile learning application through the first three ADDIE stages: analysis, design, and development. Interviews with 15 Class X students and one Arabic teacher revealed that 53.3% (n=8) identified qawāʿid (grammar) as the primary learning obstacle, followed by meaning comprehension (26.7%, n=4) and vocabulary (20%, n=3), reaffirming grammar complexity as a structural barrier for non-Semitic language learners. A technology-adoption paradox emerged: 53.3% had used Duolingo and 33.3% used translation apps, yet 46.7% (n=7) never used smartphones for Arabic study, while 40% ranked mobile learning as their preferred format. This reflects systemic inhibition caused by a lack of curriculum-aligned apps and limited teacher confidence in integrating smartphone-mediated learning. The prototype was developed using PowerPoint, iSpring Suite, and Web 2 APK Builder, embedding structured modules, transliteration, native-speaker audio, annotated visuals, animations, gamified quizzes, real-time feedback, adaptive learning paths, and autosave progress tracking. Expert validation indicated high feasibility (subject-matter: 92%; media: 91%). Field trials showed strong teacher acceptance (91%) and acceptable student feasibility (77%), yielding an overall feasibility score of 87.75%, confirming prototype readiness for broader implementation. The findings reinforce that curriculum alignment, multimodal scaffolding, and meaningful formative interactivity, rather than device availability alone, determine adoption, autonomy, and learner comprehensibility in secondary Arabic digital learning environments.
Onomastic Analysis of Arab Proper Names: Identity Category, Origin, and Quranic Presence El Zahraa, Fatima; El Assali, Fatimaezzahraa
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 9 No. 2 (2025): Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jta.v9i2.51507

Abstract

Accurate identification of the gender of Arab personal names is crucial for proper grammatical and cultural usage. Observing first-semester Arabic Education students using al-‘Arabiyyah Bayna Yadayk (Vol. 1, dars 56, wahdah 7), the name 'Ilham' was treated as male. However, the textbook lists it as female, affecting feminine markers. The study aimed to analyze Arab personal names to determine their gender classification, origin, and Quranic linkage. Three approaches were applied to 30 Arab proper names, selected on the assumption that 15 were male and 15 were female, using dictionary consultation, computational tools (namsor.app and genderize.io), and social media searches. Each name was examined to verify gender, determine its linguistic or geographical origin (Arabic or non-Arabic), and identify its occurrences in the Quran. Based on the three approaches, the overall gender distribution of the names was 40.83% male, 48.33% female, and 10.83% gender-neutral. Most names (93%) were Arabic, with 7% non-Arabic. The origins were predominantly Middle Eastern, with limited representation from other regions. Approximately one-third (33.33%) were mentioned in the Quran. Among the 30 names analyzed, 23 were clearly gendered (10 male, 13 female), 1 was neutral or mutual, and six showed variation across sources. The study showed that naming practices among Arabs reflect identity, social belonging, and cultural continuity. The findings may benefit educators, translators, students, and researchers, although the small dataset and preliminary classification criteria limit them.

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