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Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban

Talim
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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 226 Documents

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Onomastic Analysis of Arab Proper Names: Identity Category, Origin, and Quranic Presence Fatima El Zahraa; Fatimaezzahraa El Assali
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

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.

Indonesian–Arabic Academic Translation Quality: A Comparative Content Analysis of ChatGPT and Google Translate Alfitri Alfitri; Gamal Abdul Nasir Zakaria; Misran Misran; Talqis Nurdianto
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.v9i2.51510

This study compares the quality of Indonesian–Arabic academic translations produced by Google Translate and ChatGPT (GPT-4), a topic rarely examined despite widespread MT use in Arabic Language Education programs. Using a qualitative descriptive design with content analysis, the data comprised ten purposively selected undergraduate thesis titles from Indonesian university repositories, including UIN Sunan Kalijaga, UIN Suska Riau, UIN Imam Bonjol Padang, and Universitas Muhammadiyah Makassar. Titles were selected for their academic rigor and need for conceptual precision and formal Arabic register. Translations were analyzed at the phrase level using a Hybrid MQM–Nababan–Baker rubric encompassing seven dimensions: accuracy, acceptability, readability, lexical equivalence, grammatical equivalence, cohesion and coherence, and academic fluency, each rated on a three-point scale. Validity was ensured through alignment with Arabic translation theory, equivalence frameworks, and MQM standards, while iterative consistency checks supported reliability. Results reveal clear differences. ChatGPT achieved an average score of 20.0 out of 21 points (93%), which is classified as Very Good and indicates strong suitability for academic publication. Google Translate scored 13.3 out of 21 points (63%), classified as Good, but requiring post-editing. ChatGPT excelled in contextual meaning, syntactic restructuring, accurate idhafah, case governance, consistent terminology, and scholarly style, whereas Google Translate showed literal transfer. This study enriches AI-assisted translation discourse by grounding evaluation in Arabic translation theory and pedagogy, emphasizing generative AI’s pedagogical potential as a complementary tool while reaffirming the indispensable role of human expertise in maintaining linguistic accuracy, rigor, and academic standards.

Enhancing Creative Arabic Writing Competence Through Project-Based Learning Dadan Nugraha; Vina Fatimatu Zahra; Shaker Abd Al-Manan; Nadatul Paujiyah
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.v9i2.51826

This research investigates the effectiveness of a Project-Based Learning (PBL) model in enhancing Arabic creative writing skills among eighth-grade students at MTs Al-Mukhtariyah Tasikmalaya. Employing a classroom action research design conducted in two cycles, the research integrated systematic planning, implementation, observation, and reflection stages. Students’ creative writing performance was assessed using an analytic writing rubric covering idea development, linguistic accuracy, creativity, and text organization. The findings reveal a notable improvement in students’ writing competence, as indicated by an increase in the mean score from 59.28 in the first cycle to 70 in the second cycle, accompanied by a rise in learning mastery from 52.38% to 71.43%. Beyond quantitative gains, the PBL model fostered higher learner engagement, collaboration, and creative expression in Arabic writing tasks. This research contributes to Arabic language pedagogy by providing empirical evidence on the pedagogical value of PBL at the lower secondary level and highlights its potential as an instructional alternative for developing creative writing skills. Practically, the findings underscore the importance of teacher-designed project activities in facilitating meaningful and student-centered Arabic writing instruction.

Development of Contextual Arabic Writing (Insya’) Teaching Materials for Pesantren Students Qudsi Mutawakil Husaini; Izzuddin Musthafa; Dindin Solahudin; Abdullah Nasir Al-Qorni
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.v9i2.52017

This study examines the challenges of teaching Arabic writing skills (insya’) in Islamic boarding schools (pesantren), where learning is often based on memorization and lacks structured, context-based teaching materials. This research aimed to develop, validate, and test the effectiveness of insya’s teaching materials to improve students’ Arabic writing skills. The study used a Research and Development (R&D) method adapted from Borg and Gall, consisting of needs analysis, design and development, expert validation, limited trial, and revision. The participants were students at Pondok Pesantren Al-Ittihad Cianjur. Data were collected through questionnaires, interviews, observations, validation sheets, and pretest–posttest writing tests. The needs analysis showed that students needed simple, step-by-step, and context-based materials related to their daily life in the pesantren. Expert validation results showed that the materials were suitable for use, with an average score of 3.71, and only minor revisions were needed. After improvements, especially the addition of varied writing exercises and better visual design, the trial showed a clear improvement in students’ writing skills. The average score increased from 65.7 to 80.6, especially in sentence structure, vocabulary, and idea organization. In conclusion, the developed insyā’ materials are valid, practical, and effective. They provide a useful model for improving Arabic instruction in pesantren through structured, context-based learning.

Bridging Classical Arabic Rhetoric and Cognitive Linguistics: A Systematic Review of Kinayah and Conceptual Metaphor Theory Yusuf Ali Tantowi; Syihabuddin Syihabuddin; Dadang Sudana; Mohamed Mohamed Emam Dawood
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.v9i2.52061

Descriptive classical balaghah approaches have dominated figurative studies in the Qur'an. In its development, Qur'anic studies have begun to utilise cognitive linguistic approaches, albeit to a limited extent. These two approaches have not been systematically integrated, even though they share a common vision in understanding indirect meaning. This study aims to map the integration of the concept of Kināyah in classical balaghah with the conceptual metaphor theory (CMT) framework in Qur'anic linguistic studies through a systematic literature review. Following the PRISMA 2020 protocol and searching for data from the Scopus database, 15 articles were obtained that met the inclusion criteria and became the object of analysis. The findings show that studies discussing kinayah and CMT in the Qur'an are still scattered and partial. The characteristics of the definition and classification of kinayah refer to classical, pragmatic, and contextual semantic approaches. CMT is applied variably to explain abstract concepts in the Qur'an through metaphorical mapping, both in eschatological and theological themes, as well as in social discourse. The main challenges in integrating these two approaches include epistemological and terminological differences, as well as linguistic and cultural gaps. However, the opportunities for integration appear promising, especially at the textual and semantic analysis levels through a hybrid approach. This study emphasises the importance of developing an interdisciplinary methodological framework based on kinayah-CMT in Qur'anic linguistic studies. These findings reinforce linguistic-interpretation epistemology, advance adaptive models for Qur’anic figurative analysis, and open new directions for interdisciplinary Qur’anic studies in the digital age.

The Effectiveness of Thunkable-Based Mobile Learning on Arabic Vocabulary Mastery Nanang Kosim; Eva Latifah Fauzia; Dini Nur Annisa; Jimmy Surya Nugraha; Ahmad Aljanadbah
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.v9i2.52274

The integration of mobile technology in elementary Arabic language learning has increased; however, empirical studies examining the effectiveness of customizable app-development platforms for vocabulary instruction remain limited and underexplored. This study aims to examine the effectiveness of a Thunkable-based mobile learning application in improving Arabic vocabulary mastery among fifth-grade students at Madrasah Ibtidaiyyah Matlaul Athfal Cilengkrang, Bandung. Addressing the limited empirical studies on the use of app-development platforms for elementary-level Arabic instruction, this research employed a quantitative quasi-experimental design with a non-equivalent control group. A total of 41 students participated, comprising an experimental group (n = 20) and a control group (n = 21). Data were collected through pre- and post-tests and analyzed using descriptive statistics, paired-sample and independent-sample t-tests, as well as N-Gain analysis. The results showed a statistically significant improvement in the experimental group’s vocabulary mastery compared to the control group (p < 0.05). The experimental group achieved a moderate N-Gain score (55.75%), while the control group demonstrated a lower level of improvement (34.43%). These findings indicate that Thunkable-based mobile learning is an effective and interactive medium for enhancing Arabic vocabulary acquisition at the elementary level. The study contributes to research on mobile-assisted language learning by demonstrating the pedagogical potential of customizable mobile applications in Arabic language education. It offers practical implications for teachers integrating digital learning tools.

EKSPLORASI NUANSA SEMANTIK DARI رحمة DAN رحمت DALAM WACANA AL-QUR’AN: SEBUAH STUDI BERBASIS KORPUS Muhammad Ibnu Pamungkas; Eri Kurniawan; Rinaldi Supriadi
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): 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.v10i1.44977

The Qur'an contains numerous near-synonymous lexical items whose meanings vary according to their linguistic and contextual environments. However, corpus-based investigations of these subtle semantic distinctions remain limited. This study examines the lexical forms رحمة and رحمت, which derive from the same root (ر-ح-م) but differ in orthographic realization and syntactic construction, to identify their contextual distribution and semantic functions in the Qur'an. A qualitative descriptive corpus linguistics approach was employed using AntConc to analyse 108 Qur'anic occurrences, comprising رحمة (n = 71) and رحمت (n = 37). The analysis focused on frequency, collocation, and concordance patterns to examine differences in contextual usage. The findings indicate that رحمة occurs across a wider range of semantic contexts referring to divine mercy in a general sense, whereas رحمت predominantly appears in iḍāfah constructions that express possession and constrain meaning according to the surrounding context. These findings demonstrate that the distinction between the two forms is primarily distributional and functional rather than merely lexical or orthographic. This study contributes to Qur'anic lexical semantics by providing corpus-based evidence of contextual variation in near-synonymous expressions and demonstrates the usefulness of corpus linguistics for context-sensitive semantic analysis. The findings also offer pedagogical implications for teaching Qur'anic Arabic by enabling learners to understand lexical meaning through authentic patterns of Qur'anic usage.

Quipper School sebagai Media Pembelajaran Bahasa Arab: Pengaruhnya terhadap Motivasi dan Hasil Belajar Siswa di Madrasah Aliyah Mualim Wijaya; Nabila Nor Amelya; Najihah Abd Wahid
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): 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.v10i1.49002

The integration of digital technology into language education has become increasingly important in promoting active and student-centred learning. However, Arabic language instruction in many schools continues to face challenges related to low student engagement and unsatisfactory learning outcomes, while evidence on the effectiveness of digital learning platforms in this context remains limited. This study investigates the effectiveness of Quipper School in improving student engagement and learning outcomes in Arabic language instruction. A quantitative One-Group Pretest–Posttest design was employed involving Grade X students at an Islamic Senior High School. Data were collected through achievement tests and a learning motivation questionnaire and analysed using descriptive statistics, normalized gain (N-gain), and a paired-sample t-test. The results demonstrated significant improvements in both learning achievement and motivation. The mean achievement score increased from 28.07 to 73.04, with a moderate normalized gain (N-gain = 0.62), and the difference between pretest and posttest scores was statistically significant (p = 0.001). In addition, 82.86% of students reported increased motivation toward learning Arabic after using Quipper School. The study contributes to the Technology-Enhanced Language Learning (TELL) literature by providing empirical evidence that Quipper School can support more active and learner-centred Arabic instruction. These findings suggest that the platform offers a practical digital approach for improving Arabic language teaching and learning, although further research using controlled and multi-site designs is needed to strengthen the generalisability of the results

Designing a CEFR B1-Based Arabic Speaking Assessment Prototype Through the Adaptation of Ali Al-Khuli’s Speaking Task Framework Siti Nurfadlilah; Ihwan Mahmudi; Aisyah Dwi Sena Daundi; Risti Nur Juniarti; Nurhidayah Binti Mohd Noor
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): 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.v10i1.49359

Although the Common European Framework of Reference for Languages (CEFR) has become an international standard for language assessment, standardized CEFR-based Arabic speaking assessment instruments remain limited, particularly those that operationalize the CEFR Companion Volume descriptors into authentic communicative tasks. This study aimed to develop a prototype of a CEFR B1-based Arabic speaking assessment by integrating Ali Al-Khuli’s speaking task framework with the CEFR Companion Volume descriptors. Employing a Design and Development Research approach, the study involved document analysis of CEFR descriptors and relevant literature on Arabic language assessment. The development process comprised needs analysis, descriptor mapping, assessment blueprint design, task adaptation, rubric development, and prototype construction. The resulting prototype consists of fifteen authentic communicative speaking tasks systematically aligned with CEFR B1 descriptors and an analytic scoring rubric encompassing pronunciation, vocabulary, grammatical accuracy, fluency, interaction, coherence, content relevance, and delivery. The prototype emphasizes communicative performance through contextualized speaking activities and multidimensional assessment criteria, providing a more comprehensive framework than conventional grammar-oriented speaking tests. Although empirical validation and psychometric evaluation were beyond the scope of this study, the proposed prototype establishes a theoretically grounded foundation for future validation. It contributes to the development of standardized, transparent, and internationally aligned Arabic-speaking assessment practices.

Integrating Arabic Language and Qur’anic Exegesis Learning in Salaf-Modern Islamic Boarding Schools: A Multisite Study in Jombang Asep Maulana; Ainul Churria al-Malachim
Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban Vol. 10 No. 1 (2026): 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.v10i1.52996

Despite the central role of Arabic in understanding the Qur’an, studies on its systematic integration with tafsir instruction in Indonesian Salaf-Modern Islamic boarding schools remain limited. This gap highlights the absence of a well-documented contextual integrative learning model that connects Arabic linguistic competence with Qur’anic exegesis in pesantren contexts. This study develops and analyzes a contextual Arabic–tafsir integrative learning model implemented in two Salaf-Modern Islamic boarding schools in Jombang, Indonesia: Darul Ulum and Al-Munawaroh. It investigates the implementation process and the supporting and inhibiting factors influencing its effectiveness. Using a qualitative multisite design, data were collected through observations, interviews, and document analysis involving Arabic and tafsir teachers. The findings indicate that both institutions apply an integrative Arabic–tafsir learning model that positions Arabic as a medium for direct Qur’anic comprehension within a contextual and competency-based framework. Although both institutions share similar objectives, they differ in implementation orientation: Darul Ulum emphasizes structured Arabic linguistic sciences, while Al-Munawaroh prioritizes language habituation, motivational reinforcement, and flexible nonformal learning practices. The effectiveness of the model is shaped by teacher competence, institutional commitment, learning resources, and student motivation, whereas heterogeneous student backgrounds, limited instructional time, and insufficient professional development hinder its implementation. This study contributes a contextual integrative Arabic–tafsir learning model as a pedagogical framework for curriculum development in Islamic education, particularly in pesantren contexts, and provides a basis for further empirical validation and scalability studies

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Lantai 3 Gedung Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Kampus 2 Jalan Cimincrang (Soekarno-Hatta) Kel. Cimincrang Kec. Gedebage Kota Bandung

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Home Page

OAI Link

Editorial Team

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Reviewer

Google Scholar

Contact Name Dedih Wahyudin

Contact Email dedih.wahyudin@uinsgd.ac.id

Phone +6285272058791

Journal Mail Official jta.pba@uinsgd.ac.id

Editorial Address Lantai 3 Gedung Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Kampus 2 Jalan Cimincrang (Soekarno-Hatta) Kel. Cimincrang Kec. Gedebage Kota Bandung

Location Kota bandung, Jawa barat INDONESIA

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Dedih Wahyudin

Contact Email
dedih.wahyudin@uinsgd.ac.id

Phone
+6285272058791

Journal Mail Official
jta.pba@uinsgd.ac.id

Editorial Address
Lantai 3 Gedung Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung. Kampus 2 Jalan Cimincrang (Soekarno-Hatta) Kel. Cimincrang Kec. Gedebage Kota Bandung

Location
Kota bandung,

Jawa barat

INDONESIA