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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 226 Documents
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A Gamified Wordwall Approach to Arabic Language Learning Evaluation: Integrating the MDA and PBL Frameworks Achmad Farouq Abdullah; Sofwan Manaf; Tutik Lestari; Nesa Novrizal; Ulfatun Wahidatun Nisa
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.v10i1.53070

Abstract

Conventional Arabic assessment in pesantren remains dominated by memorisation-based, manually scored tests that limit student engagement and delay feedback. This study examines how a gamified Wordwall evaluation model, designed through the Mechanics–Dynamics–Aesthetics (MDA) framework and combined with Problem-Based Learning (PBL, can improve both the practice and the management of Arabic language learning evaluation. Using a two-cycle Classroom Action Research (CAR) design, the study involved 30 first-year santri of the TMI program at Pesantren Darunnajah. Data were collected through validated observation sheets, Wordwall-based achievement tests, and a perception questionnaire, and analysed using descriptive statistics, normalised gain (N-gain), and a paired-sample t-test. Learning activity rose from a pre-cycle baseline to 58.4% (Cycle I) and 82.2% (Cycle II); the mean achievement score increased from 72 to 86 and mastery from 63% to 90%, a statistically significant improvement (N-gain = 0.50, moderate). From a managerial perspective, automated scoring and real-time analytics reduced grading time and feedback latency and improved record accuracy. The novelty of the study lies in integrating Wordwall, MDA, and PBL into a single, data-driven evaluation model rather than treating gamification as a motivational add-on. The study concludes that the model offers a replicable, evidence-informed approach to modernising Arabic evaluation governance in Islamic boarding schools, within the limits of its single-site, small-sample design.
Pedagogical Mechanisms of Arabic Language Acquisition in Instagram-Based Microlearning: A Case Study of @guncelarapca Muhammad Syafii Tampubolon; Ali Saif; Zaid Barzenji; Widiyanto Widiyanto; Zulkifli Hayad
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.v10i1.54750

Abstract

The increasing use of social media for educational purposes has created new opportunities for microlearning in language education. This study investigates the pedagogical mechanisms of Arabic instructional content published on the Instagram account @guncelarapca. Employing a qualitative case study design and content analysis approach, the research examined 74 instructional posts selected from 186 publications between January and June 2025. Data were collected through systematic digital observation and documentation of visual content, captions, hashtags, and engagement indicators, guided by Microlearning Theory, Second Language Acquisition, and Digital Pedagogy. The findings reveal that instructional content was delivered through static images, carousel posts, and short video reels, with vocabulary-focused materials dominating the dataset, followed by fixed expressions and semantic comparisons. The content consistently exhibited core microlearning characteristics, including brevity, a single instructional focus, limited informational density, and visual organization. Structurally, each post functioned as an independent, modular learning unit without evidence of sequential curriculum design or progressive pathways. User engagement was documented through platform-based metrics such as likes and comments, which reflect user interaction patterns rather than learning outcomes. This study contributes to digital language education literature by providing empirical documentation of how microlearning-oriented Arabic content is structured and disseminated on social media. The findings offer a descriptive foundation for future research examining learner experiences, instructional effectiveness, and language acquisition processes in social media-based environments
Investigating Self-Efficacy in Arabic Vocabulary Learning Through Needs Analysis: Evidence from the ATEM Framework Widiya Yul; Riko Andrian
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.v10i1.55098

Abstract

Self-efficacy plays an important role in vocabulary learning; however, little is known about learners' self-efficacy conditions before instructional interventions in Arabic as a Foreign Language (AFL) contexts. This study aimed to identify students' self-efficacy needs in Arabic vocabulary learning as a basis for developing interventions through the Arabic Teaching Efficacy Model (ATEM). A sequential exploratory mixed-methods design was employed. Qualitative data were collected through interviews, focus group discussions, and classroom observations. In contrast, quantitative data were obtained from an ATEM-based self-efficacy questionnaire administered to 56 undergraduate students and analyzed descriptively. The findings revealed that students experienced low self-efficacy in several internal dimensions, including problem-solving orientation, mastery experiences, and the use of peer models in vocabulary learning. In contrast, students showed a strong reliance on external reinforcement, particularly reward–punishment mechanisms. These results indicate an imbalance between students' internal self-regulation and their dependence on external support in learning Arabic vocabulary. The study suggests that difficulties in vocabulary learning are influenced not only by instructional factors but also by learners' psychological readiness before the intervention. Practically, Arabic vocabulary instruction should provide authentic mastery experiences, meaningful modeling opportunities, and strategies that foster learner autonomy and self-regulation. Overall, the findings highlight the importance of conducting self-efficacy needs analyses before implementing instructional innovations in AFL contexts.
Development of a Roblox-Based Interactive Game for Arabic Vocabulary Learning in Islamic Senior High Schools Siti Jubaidah; Mohamad Sarip; Siti Masyitoh; Ahmad Rasyadan Rafif; Wafa Menasri
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.v10i1.55124

Abstract

Arabic vocabulary mastery is essential for language proficiency, yet many Islamic senior high school students still struggle with conventional memorization-based instruction. Although immersive game-based learning has gained attention, empirical studies on Roblox for Arabic vocabulary instruction remain scarce, particularly in formal Islamic senior high schools. This study aimed to develop and evaluate an interactive Roblox game as a supplementary learning medium for Arabic vocabulary instruction. A Research and Development (R&D) approach employing the Four-D model (define, design, develop, and disseminate) was adopted. The participants consisted of 21 eleventh-grade students of Islamic Senior High School As-Syafi’iyah 02, Bekasi, and two expert validators. Data were collected through observations, interviews, questionnaires, and validation sheets, and analyzed using descriptive qualitative and quantitative techniques. The needs analysis revealed a strong demand for interactive learning media, with students expressing positive attitudes toward digital game-based learning. Based on these findings, a Roblox-based game, Pocket Arabic, was developed by integrating curriculum-aligned vocabulary materials, contextual learning tasks, challenges, rewards, and immediate feedback. Expert evaluation demonstrated high feasibility, with scores of 100% for content validity and 86% for media quality. Student responses reached 66.29%, indicating generally positive acceptance despite technical limitations. These findings suggest that Roblox is a feasible supplementary medium for Arabic vocabulary learning and offers practical contributions to technology-enhanced Arabic language education in Islamic Senior High Schools.
Revisiting Higher-Order Thinking Skills in Arabic Language Education: From Technical Adoption to Pedagogical Transformation in Higher Education Siti Maisaroh; Naqi’ah Naqi’ah; Sulaiman Hasan
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.v10i1.55137

Abstract

The growing emphasis on Higher-Order Thinking Skills (HOTS) in higher education has encouraged curriculum reform across disciplines, including Arabic language education. However, existing studies predominantly conceptualise HOTS as a set of instructional techniques rather than as an overarching pedagogical orientation. This qualitative interpretive study examines whether HOTS functions as a holistic pedagogical paradigm or remains a fragmented instructional component in tertiary Arabic language teaching. Data were collected from course syllabi, instructional materials, and semi-structured interviews with one lecturer and five undergraduate students at a State Islamic University in East Java, Indonesia. The data were analysed using thematic analysis. The findings reveal a notable misalignment between curriculum design and classroom implementation. Although official course documents promote higher-order cognitive competencies, instructional practices and assessment methods continue to emphasise lower-order linguistic knowledge through predominantly closed-ended tasks. Consequently, HOTS is implemented primarily as a technical enhancement, such as increasing task complexity, rather than as an epistemological framework guiding teaching and learning. Nevertheless, the emergence of several meaning-oriented learning activities indicates an initial shift toward more interpretive and reflective pedagogical practices. This study contributes to Arabic language education literature by reconceptualising HOTS as an epistemological foundation that requires alignment among curriculum, pedagogy, and assessment. The findings also provide practical implications for curriculum developers and teacher educators seeking to strengthen HOTS implementation in tertiary Arabic language programmes.
Fostering Students' Arabic Learning Motivation: The Synergy of Quantum Teaching and Monopoly-Based Media Dedih Wahyudin; Odang Odang; Saskia Siti Silvia
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.v10i1.55699

Abstract

Student motivation remains a major challenge in Arabic language learning, particularly in classrooms where conventional instructional approaches provide limited opportunities for active engagement. Although Quantum Teaching and game-based learning have independently demonstrated positive effects on student learning, empirical studies examining their integration in Arabic language education remain limited. This study aims to investigate the effectiveness of integrating the Quantum Teaching model with Monopoly Game Smart, an educational game designed to promote interactive and meaningful learning experiences, in enhancing students' motivation to learn Arabic. A quantitative quasi-experimental design employing a pre-test–post-test control group was used. The participants were eighth-grade students at MTs Darul Hikam Banjaran assigned to experimental and control groups. Data were collected through a learning motivation questionnaire and supported by classroom observations and interviews. Quantitative data were analyzed using N-Gain and an independent-samples t-test. The findings revealed that the experimental group achieved significantly greater improvement in learning motivation than the control group (p < 0.05), with a moderate gain, compared to the low gain observed in the control group. Classroom observations also indicated higher levels of participation and engagement among students receiving the intervention. These findings suggest that integrating Quantum Teaching with Monopoly Game Smart provides an effective instructional strategy for fostering motivation and active participation in Arabic language learning. The study contributes empirical evidence supporting the use of game-based innovations within the Quantum Teaching framework to enhance student engagement in Arabic language education.

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